The times. [volume] (Washington [D.C.]) 1897-1901, 1901-05-02
Genius and University Education

There is II. the Popular Science
Monthly" an Interesting set of statistics
bearing on the relation of genius to uni
versity education in England. 1t should
be especially valuable TO American
readers, since in this country a college
education bears a relation TO ordinary
life quite different from that which it
bears in England, and has been, more
over, regarded by many people as espe-
cially conducive 10 intellectual develop
ment In the form OF genius.
1t appears that OF three thousand en-
inent British men OF ability. only thir-
ty-seveu per cent received an educa-
ton at any university. This fact ap-
pears the more remarkable when one
considers that such training in England
IS very largely a question of class.
The youth belonging to certain
stratum of society goes to the universe
ty as a matter OF course, and not be-
cause he has extraordinary intellectual
ability. II he be Of another caste he is
put into an office: if Of still lower
social grade. he is apprenticed to some
trade The Indications are, therefore.
that the majority of eminent English
men not only did not receive a college
education, but belonged largely to the
classes which are naturally deprived
of one and trained especially for other
things.
In this country, on the other hand,
there is no "of course in the question
at all The rich mans son is not sent
TO college as consequence Of his posi-
ton in life, although Of late colleges are
becoming more and more the haunts of
rich young fellows who 20 for the sake
of the athletic clubs. or the social con-
nections. or something not directly ar
ISOLATED with intellectual development
Outside the ranks Of the wealthy, one
finds the well-to-do man sending his
son TO college If the youth proves him
self good at his books and wants 10 go:
and there is also a considerable number
OF poor students who as the phrase is,
work their way through" because they
aspire to make their living by a profess
zion instead Of a trade. But if, even in
England, where the college men as a
rule have every. advantage of money,
position, and opportunities to travel, in
and out OF college, the majority of the
eminent men belong to the class which
has not been to college, what is likely
10 be the result In the case of American
genius?
The result thus far has been that at
least half our men Of genius were not
college graduates. and In thig half are
included most Of those who are thor
oughly original and epoch making The
leaders in every department Of thought
have been, as rule. men who TnSfe
their own way; and II IL question
whether even among the college grad
yates who have become famous, fame
was not due quite as much to home sur
roundings as to specific college train
ing.
What should be argued from this?
Not the abolition of the college; posi-
bly, not it's radical reformation. but sim
ply the gsnsral recognition of the fact
that there lie quite as much valuable
training to be had outside the class
room as in. WHEREVER the college pro-
lessor Is a man who does not know life.
its needs, its perils, its richness, wher-
ever he is absorbed in the petty politics
Of the institution rather than In his