Evening star. [volume] (Washington, D.C.) 1854-1972, 1905-11-13

of part to part; that slipshod reasoning de-
faces our own and our pupils performances;
that we allow terms works by pupils to
pass which are mere agglomerations OF iso-
lated data. wholly wanting In logical con-
nection and that we spend quite too little
time both on the preparation and on the
appraisal Of our examination papers? One
result of our Ignoring logic is the poor
writing which quite advanced students SO
often display, particularly when they unoer-
take pieces of considerable length. Many a
writer is perfectly triumphant with the
sentence the paragraph and the short ar
ticle, but at once suffers vertigo attempting
lengthy and continuous composition.
Most departments of university instruc-
ton are great way from true pedagogical
organization, owing to the desultory man.
ner In which they have grown up. The va
rous courses of a department overlap both
In method and in matter. When a professor
is alone in a large department, occupying
'settee.' Oliver Wendell Holmes once put
it, instead of a chair, the best he can do to
carry along his many classes is In each
course to weave together matter upon the
lines with which he is most familiar,
Ideal Organization.
1.-THE ideal organiza ton for the teaching
work of fully manned university depart
ment would be a small number Of general
courses for acknowledgements In the de-
partment or otherwse-who for any reason
do not wish, as yet or perhaps ever. to spe-
cialize In 1t. and a very large assortment
of particular courses canvasSing, among
them, every newest and most reconcile
phase of the subject or subjects In charge
of the department. A general student could
thus learn something of every part; spe-
cial student everything OF some part. Per-
hapS no university on earth mas the force
to execute thus ideally any considerable
segment of instruction in 1t. but the ideal
Is nevertheless heatthful one to bear in
mind.
Such an arrangement would prevent the
narrowness now 50 justly complained of in
the attachments Of many brilliant pupils at
graduation. A young scholar who has had
no opportunity to acquire intellectual at
mosphere or horizon is introduced to SOFA
limited range Of learning-Greek. Latin.
mathematics. German. French, physics,
chemistry-and then permitted to go on
electing studies in that same petite speciality
till he has credits enough to graduate. I
maintain that this is a grave evil, however
numerous or distinguished the institutions
so practicing. The simple plan which have
suggested would force each learner to a
larger view. He might at last become a
specialist In Greek. In irrigation or in the
housing of the poor but he would be a
safer and more promising specialist than
many whom We have known.
Suggests Another Point.
81 should myself like to restrict election
by pupils at still one additional point, in
sisting that every candidate for the bach
elorship should pursue for at least two
semesters an exacting course in some form
of practical work involving the eye or the
hand or both. The world needs high-class
executive and motor ability more than it
needs logical acumen, mental stores or
speculative genius. l account the CLASH
cal and literary students in state universe
ties positively fortunate in that they are
forced into contact with so many depart
ments whose learning is largely got by do
ing. Learning needs to be shored-nay.
annealed to life more intimately than 1t
has been. 1t is In its relative failure to
produce executive and motor efficiency that
higher education is most lacking. If 1
had my way. therefore, I would permit a
pupil to graduate bachelor only on
the condition that he should not merely
command number of subjects mentally,
but should in addition do or make some
thing concrete or useful He must create
ruler. hammer, pair of tOngs. door,
a tool chest, jackscrew, wagon wheel.
or responsibility survey section of land or
keep double entry set Of books. A woman
student should be required to work out, for
instance, an elegant design for some useful
object or to create the object itself from
a design by some one else. painting or
drawing would answer very well this
executive requirement as would a worthy
piece of musical composition or the ability
to sing, play or conduct we'll
The Inspired Teacher.
IT cannot agree with Sir James Fitz-
James Stephen in what appears to be his
view that "Gamaliels'' are pure evil An
inspired teacher like Thomas Arnold Eli
phalet Mott, Francis Wayland or Mark
Hopkins creates vastly more mental life
than he keeps down. The net influence
Of such preceptor must be good. None
the less his influence is dangerous Wide
is the gate and broad the way that lead-
eth to imitation and many there be that
enter in thereby; for narrow Is the gate
and straitened the way that leadeth unto
originality. and few be they that find It.
Woe betide the pupil who is forever re-
ferring to his fayorite master with an ipse
dixit! A really great master dslikes to
be quoted. He prefers to be refuted
Our review has evinced, has 1t not
first, that the principal faults of universe
ties are to be found, not in the circle of
their general influence, but in and about
their teaching office, and, secondly that
some of these defects which mar university
teaching are rather serious: Ill organiza-
ton, warped doctrine given forth from
some chairs. imperfect pedagogy nearly
everywhere and all of US at ease in zion
regarding II. faulty structure of courses
and haphazard Justaposition of depart
ments. much laxtty In election of studies
on the part OF students, with some pedan-
Gamaliel Worship Though the very worst
OF these evils are comparatively superficial
skin diseases, not anemias or apoplexies.
they call for examination, diagnosis and
rcsolute treatment, medical or surgical or
both. The happy fact which love to pub
ltsh that university dcfnga ere In the malss
- thar Nhou14 be, must uot deter unfVoG-l