The Bridgeport evening farmer., 1909-06-29
KNOW THE RULES
 OF GREEK GAME

PreS1denI Hadley. LaudS the
 Empires of This Intellect | ual Contest in Annual
 Yale Report Today.
 Infinitely Harder, He Says,
 to Manage College Where
 Students Don't Want to
 Study Greek Than One
 Where They Do-Honor Courses Like Oxford and Cambridge.
 New Haven, Conn.,, June 29.-The
 annual report of President Arthur T. Hadley of Yale University, which was
 made public today discusses the di-
 intuition in the. study of Greek, and
 its effect; the possibility of combining modern cultures studies with the old fashioned requirements of hard work; the considerations which should gov ern the choice of professors, and the
 possibility of introducing honor courses like those of Oxford Cambridge in
 to the American college.
 In his comment the present poz
 sition of Greek, he starts from the
 statements in President Garfield's in-
 augural that both the language and
 the method of instruction have been
 standardized, and that the considera-
 tions, in the words Of President Gar
 field, sgive to Greek, to Latin, a
 peculiar claim to consideration as discipline, wholly. aside from the ques- tion of literary quality and historic value.'' President Hadley continues as follows:
 What does this last clause mean? It means, I think that if man has passed an examination in Greek, you know that he has studied Greek to some purpose, and is likely to work to the same purpose in other things that he may take up. Greek is an intellec- tual game where the umpires know the rules better than they know the rules in the game of French. for instance, or history or botany. A mans rating in an examination on any one of these 1 three last subjects is largely the re- suit of an accident unless the exam | iner is quite unusually skil1ful. A man s | rating in Greek, on the other hand, | means something" President Hadley | regrets the fact that large number | of the leading men in the country | have decided that the study of Greek takes more time than it is worth and believes that the change in many re- spects is great misfortune He said:
 IS 1nunllely ndFQeT IO UldIdSS college where students do not want to study Greek than one where they do. But we must meet the facts as they I are. Formerly we allowed our zeal for the necessity of c1i41re. Today the more advanced Schat ens of e1reedona have allowed their zesa for culture to blind them to the necessity of hard among instructors, we have lost the benefit of competition among students. Tn meeting the individuality of taste we have lost the intellectual coherence of undergraduate life.
 ':Some think that this evil can be met by a change in the character of he college faculties themselves. more stress should be laid on voted to power in research as basis 'or appointment or promotion. This plan cannot, think, be carried out without losing more than we gain.
 Research may be either good or pad. Bad research is about the poor st occupation that man can take up lnd still maintain his position as member of society But most valuable quality that a college professor can have. Any one who ooks over the history of Yale for he last hundred years will find that. with very rare exceptions, the great eachers were investigators.
 ''It is the organization of student fife rather than faculty life which nost imperatively needs our attention. nave been proposed. One of these 'lans looks toward making the college ,Icaes of technical study, so that the ( will have a professional stim- r ,lan would retain the distinctive ! haracter of our colleges as places for he promotion of general culture, but | would introduc the element of intel l sctual competition among the students v the establishment of honor courses Ike those of Oxford or Cambridge. he former plan finds most of its dherents in the West, the latter in 4 lany for its educational models, the I ltter to England. "At Oxford or Cambridge any stu T en has the option of contenting him. elf with the simple pass or poll de- rec, or of trying for a degree with U onors. The course for the pass de- a rec is not unlike the. requirements $ ,r the American College, but the t lore ambitious students go into com t etitions for honors in classics or ls in history or in philos- phy. The requirements for success in 4 lese honor courses are not quanti- U ,ach the highest mark by knowing le greatest number of things but by assing examinations which the facul- es try to make tests of power. On le whole, the faculties succeed in lis attempt. A first class man in any T, the leading honor courses at Ox- U I'd or Cambridge is a man of power. to e do things That is what makes tt ,nor courses attractive to strong as en- te President Hadley states that he is ti rongly in favor of the English sys- to m of separating honor men from ie lss men and would like to see it in- ol oduced at Yale
 To the criticism that any such ar ti ngement would render it difficult for liC e boy to study the particular things tr hich he was going to use in after w e, he reiterateS his reply made at re Inns Hopkins last February: 'I regard To is as it's cardinal advantage. The be cal college education seems to me to =
 one where a student learns things - at he is not going to use in after Sl e, by methods that he is going to C.. e. The former element gives the DO