New-York tribune., 1896-05-03
do. and how shall II be done7 What are the espe-
cial needs Of American scientific education to-day!
INCREASE IN STUDENTS

INCREASE IN
When we consider that the number Of students
has increased tenfold. and that our educational
facilities have multiplied a hundredfold, do we
find corresponding ratio in the increase OF original
thought? II not and 1t is at least an open question:
which is at fault the American student or MS
educational environment? Our students are OF the
most virlje Anglo-Saxon Teutonc and Latin stock,
and the stability OF mental type Is so assured that
If there must be in our methods OF education Inc
very rapidly and eagerness so characteristic OF
our country and of our university Development
is at once sign Of strength and OF danger. Inc
comet In American social and political life there
is the widespread impression that progress Is repre-
sented by the mass multiplied by the rate, and the
equally wide illusion to the cardinal distinction
between the consumption and the production of
If this building. rising rapidly that in year
from now we expect to see in IT the full tide OF
become a centre of production in geology ana
biology, then We must plan to establish here that
without the walls of universities in the experience
of centuries has nurtured thinkers OF the highest
rank Figuratively speaking. there are four factors
in such environment, which we may term
breadth. height, energy and repose ..,. -,
training is that sympathy with many sides of Ma
ture which arises through widely extended observa-
ed. Every master like Helmholtz has become
master Of more than one science II comes as a
breadth chare cterizing a genius like Darwin. who
unaded and unconscously sought 1t in his self
the lack by Insisting upon it in our scheme Of in
struction. In chemistry and physics perhaps, II
can be cultivated In the laboratory. The out-of-
door sciences demand prolonged work in the field or
upon the well In the laboratory. Think
wha; the world 10 the long voyages OF Hum
boldt. OF Darwin and Of Dana. The next factor.
height. we recognize at once In specialization; Inc
height we seeking Is specialization pursued with
a continually widening horizon, as distinct from
speciasa ton with continually narrowing horizon.
and this also is gained only by prolonged and deep
study of more than one subject
ENERGY THE CHIEF CHARACTERISTIC.
Energy is the chief American characteristic in
science. in other pursuits. 1t places us among
the leaders In arctic In geological and In paleonto-
logical explorations. and In astronomical expedi-
tons These are among its more fortunate results,
but on the other hand this very characteristic i'm
pels our students TO supericiay. leading them to
pusue six courses where they should only pursue
three. 1t impels professors to overload them
selves with duties of administration and OF practl-
cal affairs as we'll OF teaching and research. In
a manner 1t explains the unselfsh Willingness TO
work early and late and sacrifice everything 10 the
duties of instruction, the over-eachlng which bur-
dens so many able men in our best institutions
and finally cripples them. Our energy Is or such
dsproportonate development that 1t is becoming a
bar TO research.
Repose is the feature of the students ideal en-
vIronment which our scientific forefathers enjoyed:
1t is absolute requisite from boyhood upward II
we to mon of a high order or originality
in the production of ideas.
In the rapid development of our educational nstl-
tutons we have added breadth. yet there is room
for far more We have added specialization and
energy: we have If anything. diminished the oppor
tunities for quiet, undisturbed work. Upon these