The daily morning journal and courier. [volume] (New Haven, Conn.) 1894-1907, 1899-10-19

termines our attitude toward the pro
blem of entrance requirements.
| (2) BY striving to limit the occasion
for the use of money on the part of the
student. The necessity for such limi-
tatlon constitutes the problem of col
lege expenses.
| (0 BY endeavoring to create body
of common Interests and traditions out
! side of the college course which shall
make up for the diversity Of interests
| within it. The most widely discussed,
| though possibly not the most important,
point under this head is furnished by
the problem of college athletics.
(4) BY so arranging the work of the
! different departments of study that the
variety inherent in the elective system
shall not be attended with intellectual
dissipation; providing the chance for
economy of effort on the part OF the
instructor and the assurance of systema-
tic cooperation on the part of the
pupils. This is the problem of univer-
sity organization.
The plan of RELOCATING the RESPONSE
bility for character development to the
preparatory schools has at first sight
much to commend it, 1t relieves the
college officers of the most disagreeable
part of their duty which pertains
to matters of discipline, and enables
them to concentrate their attention on
their function as teachers. 1t meets the
demands of many progressive men en-
gagged in secondary education, some or
whom long for an extension of their pro-
fessonal functions into new fields of ac-
tivity, while others, justly proud of
their success in the formation of char
acter under existing conditions, desire
the additional opportunity which is CIV
en- them if they can keep their Oldest
boys a year or two longer under their
influence. The larger the university
the greater becomes the pressure in
this direction But with conditions as
they exist at Yale | cannot think 1T
wise to yield to this pressure. II we lake
a year from the beginning of the college
course, that year will be spent by most
of the boys either in high school or
large academy. In the former case we
approach the German or French system
of education; the latter the English.
A compromise between the two, where
by boy finishes his high school course
and then takes the additional year at an
academy is hardly admissible on any
ground the siEgle year is somewhat
too short to give the intellectual inf1u-
ences Of the new place to which the boy
goes, and far too short to give it's
character influences.
I cannot believe that any one who has
watched the workings of the French or
German system would desire to see it
adopted in this country. The passage
at an advanced age from the discipline
of the lycee or gymnasium to the free
dom of the university, however well 1t
may work in it's intellec .ual results does
not produce the kind of moral ones
which we need. The English system has
wider possibilities; and for England 1t
does extremely we'll. But is esential-
ly a product Of English conditions
that is, of airstocratic one. 1t is an
education for a privileged class In
America, on the other hand, we wish
our higher education to remain demo-
cratic. We should not be satisfied with
a system which excluded from its bene-
fits the large number of boys who come
from institutions, public or private,
homes, and prepare only small groups
for college. And even for those who !
are fortunate enough to come from the
best preparatory schools, the loss in /
college life would often outweigh the
gain in school life. A system of infu
ances whose operation terminates at !
nineteen or twenty fixes a boys moral
and social place too soon. For the |
young man who has grown to the full
measure of his moral stature at this age
t is good; for the one who natures
alter it is distinctly bad. In our every
lay experience at Yale, as we watch the
nteraction between school estimates and
college estimates Of character, we can
tee that whatever pOstpones a mans
1nal social rating to as late a day as
possible lengthens the period of siren
lous moral effort increases the chance
If continued growth. and is of the larg-
st value to the boys and men of the
Jest type.
The abandonment of the responsibility
or forming character would have it's
disadvantages for the university no less
han for the students A boys loyalty
will remain where his moral character
las formed itself The devotion and
ointment of the Englishman play not
bout Oxford or Cambridge, but about
Iton, Harrow, and Rugby. Universities
which derive their prestige and their
wealth from the past rather than from
he present may perhaps endure this
eprivaton. Not so the American col
7ge or university, which looks for it's
eachers to extend their work l have
he strongest sympathy. To the idea of
trongest support to the loyalty Of it's
lumni
With the desire of secondary school
between universities and
chools, whereby each shall arrange its
aaching with reference to the others
eeds | am fully and absolutely COM
litted and purpose to do all that / can
} further it. A university fulfills it's
rue function only when it thus seeks
nd gives aid outside of itself. But
elieve that the chance for it's extern
on, is to come through the freer inter-
hange of thought and interchange of
len between school teaching and uni
ersity teaching, rather than through a
of subjects from one to the
Their. l believe that with the conditions
5 they exist, the true policy for our
aquirements is to find out what
ur secondary schools can do for