New-York tribune., 1910-01-22
Literary Netv.s and Criticism

love CT learning and investigation which
he insGls as he discloses his own modes
of work. and thus reveals TO his pupil
the poverty of the latters Youthful aQ-
Quirements and methods
The more distinctly pedagogical side of
the college problem is the subject of an
able essay by professional education
alist. Mr.. Flexner plainly pronounces
our college students fiighty, superficial
and immature, lacking concentration Sc
riousness and thoroughness. He finds
them sadly inferior to the German stu
dents three years younger. and he aims
to show that the fault IS with the col
lege not the young men. The situation
is not the same in the two countries.
In Germany the traditional education,
the classical discipline, is the main and
in some directions the only door to pre-
ferment. With us, on the other hand,
the conditions under which the classics
can be made the basis of prolonged
discipline simply do not exist. Nothing
tangible depends on Greek and Latin;
they lead nowhere and do not connect
individuals with concrete opportunities.
The author advocates a complete work
ing out of modern educational tenden-
cies. aiming 10 vitalze education, to
bring the boys powers 10 bear. to con-
meet the individual with life. The higher
education which formerly derived its
goal and chief material from humanistic
culture is now co-extensive with the
reach and interest OF intelligence. In the
old, narrow sense culture was an aris-
tocratic conception; now, by way of
contrast, the modern college is impartial,
catholic, democratic. Its concern is the
whole field; its responsibility and duty
are to society at large. not to certain
section thereof 1t embraces, therefore.
all types of intellectual capacity, ali the
characteristic processes and activities Of
social expression and growth; science,
industry, trade laws, institutions, are
not less worthily its objects than art,
literature and philosophy. Education is
no longer a formal discipline. but rather
a concrete device to facilitate the asser-
ton of individual capacity in terms of
rational activities. This is the signifi-
canoe of the extended scope of the
American college and the elective sys-
tenn, the meaning of multiplying labora-
come down from the mountain and
dwells among men.
But with all these aims and purposes,
there is still vast discrepancy between
what the college undertakes and what
it achieves. instruction is deficient in
body, volume and infectious quality. 1t
leads to the examination room and there
stops abruptly. Everything is done to
discourage the enterprise, the initiative,
for which the college cries aloud. Edu-
cation becomes synonymous with success
in the fine art of passing examinations,
and the student acquires a distaste for
any work that does not count points in
his favor The elective system. which
receives so much attention in the press
of the day, has developed unforeseen
weaknesses. To the average youth free
dom means diffusion. superficiality. The
elective system tempts him in a dozen
different directions, arouses dozen diff
ferent interests that collapse at the mo-
ment when effort or persistence is de-
manded. If it does not find the boy en-
dowed with purpose it must develop pur-
pose within him. The ,,,on,en. we cease
tance. convention. early and arbitrary
apprenticeship, that moment weT are
pledged to provide an intelligent and
effective machinery to accomplish this
object, and that is where the elective
system fails. A salient thoughtful and
inspiring mo lograph on a vital subject
is Mr.. Flexner's little volume. So COM
pact is his language, so closely woven
the thread of his argument, that no ex-
cerpt can do justice to his style
1t is interesting to turn from the trials
and spiritual perturbations of an Ameri-
can surveying the shortcomings of our
educational institutions to the observa-
lons of an intelligent and qualified
foreign critic. Mr.. Risk has written
pleasingly of a dozen different colleges
The historic universities, small colleges.
women's colleges, the great new aggrega-
tlons receive his attention, and he shows
discrimination. judgment and no little
acuteness of observation. His letters to
a Glasgow newspaper are sprightly. com
prehensive and full of sage appreciation.
He touches on the fraternities and other
features Of student life, gives many facts
and hgures illustrative of distinctive
peculiarities and quotes many a jest and
anecdote to give point to his recital To
a stranger, the enthusiasm. the prac-
tised cheering, the class loyalty and
numerous other manifestations call for
comment, which is furnished with point
and intelligence. The better side IF
American college life is happily depicted
in these charming pages.
M DEVTTn