Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1922-12-18

was interested in some kind Of ath-
letics, and when the boys themselves
took charge of the team on the field
in every phase of college athletic
activity. This was an ideal situa-
ton for Utopian college, he admit
ted, but nevertheless he said he
would like to see it put in practice.
Little Critieises Coaches
President Little heartily echoed
what President Stills had said. He
said that for his part he would like to
get away from seasonal, professional.
overpaid and overestimated coaches,
and have in their stead men of force
of character and personality suf-
fcient to make them members Of
the teaching staff throughout the
year. He would also welcome the
coming Of the undergraduate whose
position throughout the year would
be equivalent or superior to that of
the captain, and who would actively
supervise the team from the bench.
President Gray said that to some
degrees at least Bates had achieved
what the presidents of the other two
institutions desired. He said that
for the past 10 years with but two
exceptions Bates had had ON its
coaching staff men of such high in
tellectual and moral quality that they
were members of the faculty, that
at the present time the assistant
coach in football was an instructor
in the college, and that the coach in
track was an assistant professor of
chemistry.
Secondary School Needs
President Sills in logical and
constructive address clearly pointed
the way to some changes in the
present secondary school system
which he felt would increase its
efficiency.
In beginning his criticism of Maine
secondary schools, however, President
Sils said that he was not comparing
them disadvantageously with second
airy schools in other parts of the
country.
! Since 1906 Bowdoin had sent nine
Rhodes scholars to oxford. he said.
and Of these eight were Maine boys
educated in Maine high schools.
Maine students at BowdOin, he said,
averaged fully as well as any stu
dents that came to the institution.
But because these things were true
il did not follow that Maine second
airy schools, upon which the colleges
were so dependent that they could
| not exist without them, were perfect.
| During the last six years much i'm
provement had been wrought in the
secondary school system, beginning
/ with an increase in the school APP
| preparation and an increase in the
salary of the teachers, but the end
was not yet.
Answers Si!!s' Argument
President Little of the University
of Maine, who followed President
| Stills challenged little the latter's
assumption that the quality of Maine
students coming to Bowdoin was
| typical, man for man, of the stand
ard Of the secondary schools in
Maine. He said that the age of the
college. its fine traditions, and Presi-
dent Sils' own able administration
had conspired to bring him the
hand picked quality of student, and
| that what he had to say about these
| boys might not be true of the rank
and file.
| In a semi humorous way President
| Little had fling at both secondary
and higher education in Maine, say
ing that both were too frequently
| compasscd in merely pumping inior-
nation into pupil which he pumped
out again at q later date with a
greater or lesser degree Of accuracy
He declared that the colleges had
such an elaborate system of courses
| units. hours and credits so Shuffied
around that the average boy or girl
who read the catalogue deserved adj
mission if he could find out how he
| could get in.
The real purpose of education, to
sec how much of this Information
which was acquired could be re-
! tanned, correlated, absorbed and
tinged with personality. was often
| lost sight of, he said
"Humanize cducation,'s vas Dr.
Little's cry.