New-York tribune., 1909-10-07

10 IL. Moreover il ought 10 be such that he Is
preparation for his life work whatever the pPofes
sion or occupation he may select.
The last OF the aspects under which prOpose
10 consider the college is that Of the relation of
SIDE " e n haGe Gea26 2Pd mnc first on on the the
benefit obtained merely by breathing the college
fear the walls about rs have little Of the virtue
Gi o. a Al9ddn lamp when rubbed What we mean is
education to what extent do undergraduates
talk over things Intellectual and especially mat
ters brought before them by their courses of
stHdN- II r. the ambition OF every earnest tea cher
SO 10 stimulate bis pupils that they will discuss
outz'"e inc c!assro0m the problems he has pre-
Sentfd to them The students IN the law school
talk law tutcrmindbv. They take a fierce pleasure
is no; wholly with a prospect Of bread ana butter
in the years TO come nor because law is in
Much must no doubt be ascribed to the skin OF
tae IacHtty Of the law school in awalenins keen
there is also the vital fact that all these Young
men are tilling the same field They have their
stock Of knowledge in common. Seeds cast bv one
teeth engendeT an immediate combat.
REQUIREMENTS OF AN EDUCATED NAN
Now. nc sensible man would propose to-day 10
see up a fixed curriculum IN order that all under
graduates might be Joint tenants of the Sam.
ment need not b. so wide it is There is no
SpSeIAlisI Ltk; II one has knoWledSe enough of the
subject 10 understand him, and that IS one OF the
te. .leetual contact among the undergraduates and
much in common
A discussion of the ideal college training from
these three different aspects, the highest develop
meut Of the individual student the proper relation
OF the college To the professional school and the
relation of the students 10 one another. would ap-
pear 10 lea'' in each to the same conclusion.
that the best type of liberal education in
complex modern world aims at producing men
who know a little OF everything and something
well. Nor If this be taken IN rational, rather
than an extreme. sense, Is II impossible 10 achieve
within the limits of college life. That student
OF ability learn subject well is shown by
the experience Il oxford and Cambridge The
educational problems arising from the extension
or human knowledge are not confined To this
were not the hrst to- seek q solution for them in
some form ut election the part of the student.
II Is almost exactly hundred years ago that
the English uniN NerstieS began 10 award hOnors
upon examination In special subjects; for, although
the f.athematicti trpus AT Cambridge was iustl-
tuted sixty years earlier. the modern system or
honor schools. which has stimulated vast amount
be said To date from the establishment Of the
ftluH@ titeri- HInd IlioTIbuS and
ma hcmatiCs and physics at oxford in 1907. The
most popular Of the subjects In which honors are
awarded are not technical that is, they are not in
tended primarily part of professional train
ing; nor are they narrow in their scope, but they
are IN genera. confined to one field. Ia short they
designed 80 insure that the candidate knows
thing we'll. that he has worked hard and in
tellsenti5 on one subject until he has a substan-
tial grounding IN H.
For Us this alone would not be enough. because
our preparatory schools do not give the same
ming the English do and because the whole
structure OF English society is cry different from
ours. Amdtiean college students ought also 20