New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1904-03-13

uicipai Art Commission 10 sep IN anu loIOlu
the vandalism?
TIE LENGTH or THE COLLEGE COURSE.
In view Of the tendency Of many teachers 70
minimize the importance Of distnctvely col
iege work In the American educational SYSTEM
we are particularly interested in two addresses
hv college presidents Just published, which, con-
sidcrfnc the subject. one from the point Of view
q the great university and the other from the
ront OF view Of the small college, are In sub
srantiaI agreement as 10 the proper place and
character 81 collegiate training. one ADDRESS
Was delivered on February p 10y President
1T2dlcv before the Yale Alumni Association Of
Central and Western Massachusetts. and the
other. ryas made by President Rhees Of the Uni
yeryitv Of Rochester before the Association OF
COLLEGES and Preparatory schools Of the Middle
States and Maryland in this city on November
-. 1909.
President Rhees. coming from an institution
whose charter burdens Il with large name
but whose faculty is apparently without pre-
fence. frankly stands for the simple college or
liberal arts whose teaching is directed 10 Inc
student rather than the subject studied lie
does not shrink from the taunt that such ecu
cation is secondary education but holds mat
however If may be defined the effort to produce
10 what they mean TO 60. is necessary
,,-o-l, which can be done nowhere SO well as
IN college. He comedies that much OF the early
college work could be taught IN the prepara-
tory school. and some OF its advanced SCIENCE
more exactly taught in the professional school,
,,,+ bo declares that the institutional atmosphere
has n subtle and real influence in the develop
ment Of the student; that as freshman Win
college ambitions he viii get more out OF IAN
4F4r~, 1o 8
cornnlace1t high school senior. and that, on the
other hand. chemistry. biology and physics may
better be studied in an institution which aims
n the DEVELOPMENT OF the man and his intro
| duction TO science than IN one where attention
is directed 10 a specific professional interest.
Believing the college atmosphere, the college
aim and the college teaching, as distinguished
from the university research, TO be essential 10
| the development Of educated men, Dr. Knees IN
/ eists on the four year term as the proper lensh
! OF the college course. While some men VIII Sc
cure the substantial benefits il three years the
four year period is not arbitrary and accidental
/ but is fixed by what experience shows to be Tor
the majority necessary TO maturity. He says;
am heretical enough 20 believe that II II
! becomes a question Of reducing time II Woulo
I he VASTLY better 10 modify somewhat me extent
OF our entrance requlremeAls l nan 70 t,I .bo
compress undJly the period of residence IN -
institution which crowns our course % L LD1Ie1
education where the aim IL the mature oeNe1op-
rnent Of the or the woman l-et Us helP
or zoung men and women for a sufficient ulne
IN the atmosphere which makes most largely IoI
their enrichment end development ana 1heh ie'
them 20 TO their special llfe tasKs- -
We are not indifferent 10 the demand TOT econ
oruy OF time IN education lnasrnuch as SolieSo5
.e.Cb many subjects which are essential for
professional and technical education we lcel
under obligation 20 seek such relations Win
professional schools as TO avoid oup4lcallOn aiiA
so enable young men, While tney are seehtls "a
College the fun development Of their powers, 70
study subjects which may contribute directly
alse 10 the work which they ceslre later 10 uh-
Certalce But let seek TO keep them IN that
atmosphere which makes Tor personal oeNelop-
,7ent in the atmosphere OF comrades who arc
,,,,rr,Iir7- diverse interests OF teachers intent
upon the Development OF manhood; let Us keep
them there long enough to secure that intellect-
5-al maturity which, II I mistake not has given
to the American college OF the past its claim to
distinction.
President Hadley IN his more recent address
reveals a similar appreciation Of the college as
a college. Like President Rhees, be dwells upon
the value Of college life, the association Of men
from different sections aiming at different pro
fessions, and be thus sums mp two different
views OF college work:
While Yale men and Harvard men are agreed
81 regarding the college course as representing
the experimental part OF a mans educational
life, to be followed by n tne or mere aetaiied
study Of his chosen profession, they differ rad
icslIy IN their judgment OF the proper relation
between the work OF these two periods. Harvard
believes that they should be sharply separa ted.
Yale believes that they should be closely con-
nected as possible. Harvard would have the
student spend three or four years IN general
study and tlen begin his Iife work IS something
new and wholly different Yale would order
those three or fe1r years THAI the man should
have found out by experiment what he wants TO
DO and what he can do best, and thus should
have made some serious progress IN laying the
foundation fer his work in life. Harvard would
defer ell professional study until after the man
has graduated Yale would allow much pro-
fessionnl study 10 come into the college course
as Is compatible with the wide social attach
rneuts and broad moral horizon OF the under
graduate world: glad n the student can train
his professional powers at a time when he Is
also being trained 20 subordinate those powers
| TO the public welfare.
I shall not attempt 20 discuss the relative
merits OF the systems. IL Is enough TO point
out their divergences Of principle and their DIFF
serences e. outcome. The effect OF the Harvard
Eysfen S. to lengthen the course IN the profess
slonal schools and indirectly. l believe to
shorten the college course and weaken its in
4 tensity. The effect OF the Yale system is TO
put as much possible into the college course
10 retain that ole combination Of educational
and social and On the best sense OF the words)
| sentimental and religious impulses we all re-
member and an so highly cherish. and allow full
opportunity for those whose circurns tances give
/ them little money TO spend and no time to waste
| 20 enjoy the effect OF these influences without
postponing TO al Impossible date the period when
| they shall be able actively TO serve themselves
| and their fellow men.
L