The record-union., 1899-12-29

animals. But those things we're past
now, and there is no time for them.
There is too much pressure of necessity
to need any rivalry Of the colleges. The
question is, sshow to do the work.
The accommodations Of the State Uni
versity and Stanford are not keeping
pace with the demands on them. Their
growth is about so per cent. and the
demand is 20.
There was no way to conceal 1t. II
is a serious situation. II the increase
of students at Berkeley continued, he
did not know what it would do Stan
ford is almost at its limit. He had
been told that at the most there were
not accommodations for a hundred
more. What are we to do?
1t seemed that California is go
ing to demand larger, higher edu-
cation for her sons and daughters IN
proportion to her population than
any other State in the Union. 1t ought
to be so. It is bright and aggressive
and it has no lower class. All wish to
rise. 1t is not a question, therefore,
of competition. 1t Is question OF
who shall do the work. We must have
understanding and cooperation. The
Education any individual ever receives
is in the period when it is acquiring its
mother tongue. It catches the speech
tag and then adjusts to it the concept
it thinks belongs to it. In thus ad-
justing, the little thing becomes a
member of society. Language is used
to convey to the child the stories on
which the race is fed, and it gradually
becomes a partaker of the traditions on
which the stories were based. Give 1t,
if possible, stories that will interest it,
that have form. 1t is surprising to see
the little human being drinking In FOLK
lore. He must be taught to observe
and discriminate. We start childhood
on two lines, the humanistic and nat
ural One is destined to make him an
historical being, tho other child OF
nature The schools and universities
must understand and cooperate with
each other.
There is no real break between the
university and the high school. For
merly boy entered at Ii or II years
old. Now he enters at IL or -, with
a tendency to go back to IL, showing
that there is no break We must real
ize the fact that education is con-
tinuous thing. We must remember in
providing food for growth in the child
that there is growth. From the be-
ginning we should feed the child with
that intellectual and spiritual food that
shall enable it to grow normally.
He had seen the tendency to push
back the learning of the university
upon the college and then upon the
schools. It is not necessary that the
high school should be a duplicate and
miniature of the college. He would
be sorry to see the various departments
of the colleges in the high schools.
Each part of this whole must have a
completeness of it's own Secondary
schools should not be called prepare
tory schools. 1t was vicious appli-
cation of the word. He had been par
ticeps criminis-one of the teachers to
study college examination papers, but
he had never believed in it. Some
schools in the East have gained repu-
tations by studying examination papers
and the fads Of professors of colleges.
Do not let the university intrude its
differentiation Of work in the schools.
1t is a very serious thing that a stud
ent should be committed, as German
gymnasiums commit him, to definite
course of life. 1t is contrary to the
American idea to create a class, as in
Germany and England. We cannot in
this country tolerate the idea of the
creation Of class.
He should like to see the high school
course four years, all to study some
things for the first two years, and at
the third year the differentiation to
begin. He would like to see another
hating point at the end, so that all
high school graduates could select their
work. Then another halt in college,
SO that they could select their special
ties. Much had been said about the
accrediting system. There are many
difficulties in the way. The greatest
evil he could see was the making of the
school dependent on the college. The
advantage Of the accrediting system is
that the school can deal with the pupil
educationally. 1t does not apply to
private schools. The proprietor nat
urally feels that his accrediting has a
commercial VALUES worth something.
If he is not willing to pass pupil on
to the university because he deems him
unfit, the parent can hold over his
head the threat of rival school. 1t
is not so with the public school.
The university has a right to halt
a young man who is not properly quail
flied, but it interrupts his course, and
make a waste of part of a year. The
general tone of school might be a
very important thing. It is not GER
tain that the dealing with it by de-
partment is, in the long run, safe or
satisfactory.
/ Let not the university take the pupils
away from the schools until the schools
are done with them. The high school
is, from beginning to end, a course in
the development of individuality and
we must treat its work as complete in
itself-as having a mission. The bar
rier between the collegiate and nom
collegiate standards in the high school
must be brokn down. The college must
urge on the high school the teaching
of subjects that will be utilized in the
college.
A difficult question is, shall the col
1ege teach the beginning of subjects
He thought the matter of elementary
studies really lay in the elementar-
ism of the student. The beginnings of
Hebrew and Sanscrit are taught in col
lege, why not the beginning of Greek
He introduced the practice at Cornell