New-York tribune., 1906-06-17
MR. ADAMS ON COLLEGES.

Mr.. Charles Francis Adams's recent discus
sion Of college courses and organization before
the Phi Beta Kappa of Columbia University
commands and richly deserves, as much atten-
ton as any comparable utterance on academic
affairs for many years-let us say, since his own
iconoclastic attacks upon "A College Fetch"
quarter of a century ago. 1t has the important
virtues of authority and timeliness, as we'll as
of intrinsic moment, for there are few publicists
in America who can speak upon such a theme
with as great weight of information, observa-
ton and experience as can he The gist OF
Mr. Adams's elaborate and detailed discussion
is. briefly, comprised in these propositions that
the electoral system should be very much con-
striCted If not actually and altogether abol-
ished, and that the large colleges should be
subdivided into groups of small ones, somewhat
after the plan Of the two great English univer-
stiles.
With the former of these propositions we have
much sympathy, and much will, we believe be
felt by thoughtful teachers throughout the land
1t has always seemed TO us that the youth Of
from seventeen TO twenty years is not only en-
titled to, but also imperatvely needs, the coun-
sci and direction of experience more extended
and OF knowledge greater and ripper than his
own in the important matter of selecting his
studies. We doubt If the average youth Of that
age knows himself, his own mind, his capacities
nreceDtOr
who has devoted lifetime to the study and the
culture of the adOlescent mind and we are
quite sure such youth does not and can not
know 1.-THE as much about the studies among
Which he is TO choose as does his teacher. EX-
perlence has shown, we believe, that in far too
large proportion of cases students under the
elective system choose unwiseIy, or even de-
liberately choose according to the dictates OF
laziness. In the ostgraduate or professional
school the student is, of course to select his
own profession. By that time he should be
qualified TO choose for himself. But in that
undergraduate college course which is intended
TO tmpart a general and symmetrical culture
which shall form a substantial and appropriate
foundation for any subsequent superstructllre
of professional study, Difference should be paid
not to the inexpert fancieS of callow youth but
rather to the consensus of mature Judgment
among those who have made the promotion of
such culture the study and the work Of their
lives. 1t is the duty of the teacher to tell his
pupils what they should study, as well as how
they should study it, and to develop and direct
their judgment we'll as their faculties of OBJ
Servat ton and of memory.
AS for Mr.. Adams's second proposition if will
probably be approved IN theory more than in
practice and the end which he has in view will
be commended more than some of the ways and
means which he suggests. Most thoughtful
IedcneTs are, no DOUBT, pretty well convinced
of the superior value of a college in which each
individual student is able to come into direct
contact with and under the immediate influence
moral, intellectual and social OF the command
Ing and inspiring personalities of experienced
and accomplished men. 1t was pre-eminentIy
such individual dominance which made the
greatness of The great teachers, from Abelard
to Mark Hopkins. But obviously the exercise
OF such influence is possible only in an insti-
tuition in which the number OF students under
each teacher is comparatively small. That is
why so many men Of discretion prefer our small
colleges to the great universities Yet there are
also some unquestionable and very consdera-
bic advantages in the great universities which
few If any of the small colleges can hope to
enjoy. Their numbers their size, their wealth
enable them TO command resources and equip
| ments which are generally beyond the reach
of lesser institutions; and this consideration is
| of increasing importance in these days. with
| the vast extension of departments of knOwl-
| edge and the accompanying and necessary de-
| mand for commensurate expansion of educa-
| uonal plant"
! Mr.. Adamss ideal is the engaging one of an
| institution which shall completely and perfectly
combine the good qualities of both classes OF
| colleges. and which shall eschew the faults of
| both He would have a great university divided
| into number of small colleges, each with its
own head and faculty and with its own ind-
vidual characteristics of culture, giving to each
OF its students the personal impress of It's in
| suuctors, and yet all enjoying in common the
! resources OF equipment which only the great
| university could provide. Thus. in concrete ex-