The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1894-01-02

satg cite the two instances 10 show
go. Obstacles are in the say Of the
"a our state university. We can
-sssE pund up the educational interests Of
~. Own state by paying tribute to the in
lerests OF other states
.AAaokher criticism OF the university il
r"As rs president u an old man 80 Ear a.
= Aaa ascertain this originated ssth the
saas o. certain young man who de-
os CO., me Old mans place, and whose only
aaasseStaou seems 10 be tn the fact
fas ne - young man This criticism
suisaioas- liz IL the FIRST time we
heard that experience .dis1uaii-
ia man for All execu i've officer
ne universities Of Michigan, Mime
80, california. Johns Hopkins, Harvard,
sna ale ali have Old men for presidents
ne constitution OF the United States.
9ccaHent which contains a. much wis-
u9m, perhaps. a. any ever written declares
shas man should be nj less, q years 81
age before he 10 qualified a. an executive
ofhc@r, and il does not make the otner
unit, Implying that . man Is never TOO old
70 De president. but that he may be too
young
Again, IL has been said that the presl-
Gent OF the university should attend ghe
sessions OF the legislature and aid in secur-
ing appropriations.
-, ne regents Of the university say no.
J" desire the president of the university
We viii look after the appropriations
ms Is correct. Lobbying at q legislature
L. no place for q school man.
PRESIDENT Catch needs no encomiuu,. as
ne - too well known by the people of the
racine coast. except those of recent ar
rival. but In justice 10 him ! desire 10 saw
That no man IN the state Is better informed
in regard 10 college and university work
than he. nor has any had more experience
In that work. lie - modest. unassum-
ing gentleman. genei Gus 10 n fault. Iiv-
ing example 70 students of the highest
standard Of integrity. PROFOUND scholar.
good man. de shuns notorietv, there
fore one must associate with him 10 ap-
pfeciate his worth. The regents made no
mistake when they placed Dr. Catch ia
charge Of the university
But the criticism most frequently heard
urged against the university is its low
standard OF admission. THIS has been
voiced and re-echoed, time after time. for
several years 1t generally comes from
persons interested in private aud denoni-
national schools which maintain a much
lower standard of admission. These
people. Of course. have no interest in the
state university. but are working in the
interest of their own schools. The uni
versity has no quarrel with any Of these
We welcome all of them. We cannot have
too many good schools. But let them at
tend TO their own business and not inter-
fere in any way with the peoples great
free school system. One of these schools.
a so-caIled university. published in the
PosT-lsTELLIoEscER that its curriculum
was two years ahead OF the state uni
versity, and az q teachers institute heard
this statement reiterated by one OF the
teachers in this school. Now, I am not
quite certain what they mean by the state
ment. Never having visited the school,, I am
not prepared TO say what they are doing.
have seen their catalogue. but cat alogues
are often deceiving. But / notice they
maintain . preparatory school In connec-
ton with their institution. which has q
three years' course, and inasmuch as the
state university has only one-year sub
freshman. / have concluded that perhaps
they mean by the phrase, 1.-TWO years
ahead" that students spending two years
with them are prepared TO enter our sub
freshman class. If this is what they mean,
il is perfectly correct, but they ought to
make their statement more definite, so as
not to mislead those who hear il. But
are not such comparisons exhibitions of
bad taste7 The state university forbears
making any such comparisons with her
sister institutions, believing with the
honest old Scotchman that some eompar-
isons are .todorous." The state university
has been content to advance slowly, keep
ing pace with the growth of our new COM
monwealth, making provision for higher
education as the demand for ii came. This
has been her policy. II il somewhat con-
sentative, but IL is the only safe policy. In
situations of learning must necessarily ne
| a growth, and that. too, somewhat SLOW.
| They cannot spring into existence today
and tomorrow become com piete UNIVERSE
| ties. Ii has taken Yale, Harvard. Michi-
| gan aud all the other great universities
| long years 10 develop into universities
| prouer. These are facts not TO be contro-
| verified. As an example of the failure of an
| attempt 10 create . complete university in
day we cite the University of Spokane
| Fails, organized. / think. in the year 1890
| with n faculty OF fifty-nine members, with
a combination of literary, classical, scien-
! tiiic. law and medical departments Ii did
| not, could not. live. The condition of the
/ country was not ready for il. Only words
of commentator should be uttered in re-
/ gard TO the projectors Of the scheme. It
| was q worthy enterprise and deserved sue
| cess. IL has taught US a valuable lesson if
| we will but heed IL. John Lock 8 plan of
| government was a magnificent scheme, but
| Ii would not do for the wilderness of South
| Carolina at the time he attempted 10 plant
! il there.
| But find have digressed somewhat
| from the topic under consideration, yet,
| too. what have said has a bearing upon
| It, | remarked that the criticisms on the
| entrance requirement. of the university
| were generally made by persons interested
| in other institutions Of learning. But
| criticisms also come from our public school
men.
| Now, while these critics are very able and
/ intelligent educators. is 1t not possible that
| they have jumped at a conclusion without
/ due deliberationf let me advance other
/ reasons why students leave the state TO
| complete their education. as they allege:
First-Tbe American people are fond of
/ new things venture the assertion that
| the majority of students leaving Washing
| ton TO attend school abroad have gone to
/ because il was new.
Second students like other people, are
| naturally migratory. have known
| students To leave the immediate vicinity
| OF Yale and Harvard - attend a Western
/ college unknown 20 fame.
| Third-per contra; Perhaps some
| students leave the state and so elsewhere
| 10 school because the entrance require
/ ments are too high. Some such cases have
come under my own personal observation.
| Fourth-Parents frequently desire 20
/ send their bows abroad 70 change their as
| sociations. 81 also their daughters.
Fifth--Parents sometimes wish their
/ children educated Ia their own church
| sciiool and so send them away.
| Sixth~-Unjust adverse criticism OF the
| state university frequently Influences
| students IN choosing school.
Many other reasons might he advanced.
hut I forhaaF. That some students so
elsewhere 10 seek a school troubles not
| the management of the state university.
| IL will always he so, 40 matter how excel
lent the state university may become. IL
| - natural, and natural laws are unchange-
able. But le, rs examine the ehGrge that
Al 4tFa "a Ia