18&;.J '03 And I said, moreover. Ihpl)". what tbou hast heMd, 0 Soul, was not Ihe sound o f winds, Nor drun. o f .tonny .. ~~es, nor su·II~"k'~ tlapping wings, nor hrah ~;un, N or vocalism of .un·bri ght Italy. )lor German org:uI m:ljestic_nor ,.,."t concourse of voiccl - nor byers of

harn.on ies; :-<'Ot s trophc. (,f husbands and W"'C ~ _ nor ~ouml of 'narching soldi.rs. N or flute,., nor hups, nor the di~~nl bugle· c.1.lb of C3mlP i lIut, to a new rhythmu~ ftlled for Ihee. I'~m •• ""guel), wafled in nig ht ~ ir. uncaught. unwritt. ". Which, Jet U$ go fOft!, in Ih. bold day, and write.

THE KEW EDUCATION.

ITS ORG ,\:-iIZATlUX.

" \ I, r HAT Can I do with my boy : ' V I ~""n afford. and am glad, to

J;ive hin. the bUI lrain in;:" to be had. I should be proud 10 ha ve hi", lurn oul a pru.d:er Or a lumed ",an; bu t I doa 'i think he h:... Ihe mal ing of tha t in him. I wan! 10 !; j,·c him a practic~! education; One tlla l will p.ep>.re him. better Ihan I "':U prep:tred, 10 follow n,}, h",iness or a llY ol her acti ve f" lI ing. The danica! schools and Ihe colieges do not olfer "'hal I want. W hert: can I pu t him ? " Here is :. real necd and a "cry sc rio~. problem. The difficulty pre~"" morc huvily upon the thought­fu l A",c rit:l n than upon tbe European. He i~ absolutely f~e 10 choo.ot: a " -ar or life flOr hin'Rlf and his children; no government le;nli ng -.trings Or ~oc ial

p .. ucriptions guidc or li mit him in hi~ choice_ !Jut freedom is responsibilitJ_ Secondly. being Ihus fr~c . ~nd being a!s.o in face of the prodigious malcri:il re50urcc~ of a v;ut and new territory, he i~ more fu lly :lwake Ih~" the 1':uro­I"':lII c.~n be to Ihe gr:"'it)' and urgency of lhe problem. Thirdly, he has fe .. ~r meln" Ihau any othe r, exccl't Ihe En;:_ liah [l'Irent, of .olvin;:, Ihe problem to hi~ 50n'~ ad"",lagc. II io one hondrc<i and Ihirly y,,:"'l< ~i".e Ihe fi rs, (:ermiln prnclical school (j,'~alsd"'{r) wu (s_ t;lblisbed, and such scloogls are nOW

CommOn. Sixty l'~lr~ as'", in F rance, the firsl l'l;>olcon made great chnf,'es, mostly useful onc" in methods of edu. (ation. For more than a generatiOn the go,-crnmen! schools of arts and trade.., arts and manubctu~:\ bridges :o."d hi;;h wayA. m;nc~. agriculture, and commerce, 1cI.,·e intr<xh'ced hundred, of well-trained young men c,,~ry yur into the works b op~, fac:or;e5. mines . for;:e~. public works, and counting-rooms of Ihe empire. These )"OUng men be:gin ns subalterns, but SOOn become I ~ C commissioned o~ctn of the =y of inclu~lrr_

The I\meric.~n peopte are fighti ng the wi!<lemen, phy~ical. and' ,noral, o n the nne hand, and on Ihe other ~rc 51ruggling 10 work out the aw· ful prohl~m of "df·go,-crnmen t. For this light they mu~1 be: 11':I1I'Ie:l and a,med. No tllOJugh tf"! American in ""'i~e life ~achcs manhood Wi l;,out painfully ~~Ii!in:; the deficiencies and shortcomings of h is 0,,"" u ny training. He knows how ignorance IWks and compeli, ion overwhdms, but he knn",',. also the ;:;realnU5 oi Ihc m;l tcri,,] prites \0 be won_ li e i. anxious to have his boy" bc:ller equipped for Ihe Amen­t~n man's lifo than he ";mself was. II is usel~u 10 commend to him tlte good old w~ys, the utabliohed meth-

The NC'W Educt/IiOll. [February,

oc!... He bas a deeided opinion th~ t t here ~r~ or ought to be h<:uer w~ys. He will not bel icve that the ume methods which trained some l>oYI wel l for the life of 6fty or one hundred ycars ago aTe appllQble to hi$ son; for the ruson, that the kind of man which he want.<; hi s 60n 10 make did not exist ill an the world Hty yean ago. 50 without any dear idu of what :I. prac-tical education l., but .t ill ... ·ith lOme toler3bly disti nct notion of ... hM it i~ not, h~ asks, .. How can I o:i ve my boy a practlcal education?"

Thanh 10 the experience g:tined during the last twenty years ill th is /;01l" lry, it i~ easier to an5wcr t his que>lion Ib:l.n it used 10 h<:. Cenain experiment:! b:t"e bttn tried ,,·ho.e col­lec1!\'c resu itR a,." i"structi ,·c. Thue ha"e becn (ou nd many Am.rican par­ent. willing to !J"y new experiments even in Ihe irrevocable malter of thei r childrens' ellueation, 110 impre",,,d were Ihey ,,·ilh the in.ufficiency of Ih" utabli.bed .ystem. It r"'luires cour­age 10 qui t the ~3teo path. in whic h the great majori,!y of well - ed~cated men h.we w~ lked and , (ill wall.:. A boy who i. brought up in a d ifTe rcat w~r from his peer. and conlempo~riC"$, .... ith different in formation, habits, and :a.ociation., .uffers .omewhal bolh in you th ",,<l nI~"hoo<l from the mere si n_ gulari :y of hi s ellueation, though it may I':)"e been bctter than the cOnlnlon. t( il wcre the cuunm for an youn/:" men, whose p.\Tcn(~ were able 10 lot them ti j)Cnd O~e Ihinl of the a~cr~ge human span in prepaT:\tion for the rest, to stud)' Chinese ten yeal"ll or more; if ,;.craps of Chinc~e had Ihe same potent eff~cI on the po pu lar imagination :.., ha"e da .... io;;l l 'Iuoblion, in l'arliamcnt, "nil ~It<:tions from I'lul~rch in Con· grcSll: if, in short, ~cquain l~nce ",ith Chinu c Were Ihe acccptcll evidence of having fit"died till twenty-one or t wc:nty-fi,-e yea .. of :I./:"e before ~gin­ning to earn a living. -It might well be matte r of ~cri ou s consideration for a ca.reful l'arent, whether his $On hall not bOIler de vote the ".",,1 num~r of yeMS to the study olthat ton/:"Ue.

W ithont a wide-spreading orgaolt:ll­tion, no .y1item of education can hue l~rge succcs.. The orp.ni tation of the American /;Ol lel'e' 30d Iheir COnnec­tions i5 eSlen,i"e ' and inAesible. .En­dowed insti tulions offer teaching at leM than its co. t. A large num~r of pro­f~5sors tT:l.incll in the existin/:" me!bod~ hald finn posse~ion. and tran.mit the tr:Kl ition. they Inherited.. " hn there are the recognized tex t-books, mostly of cKquisilC pen'erseneu , but backed by the rcp~\.ltion of their authots and the capi\.3.1 o( thei r publishcl"lI. Lastl y, thc collcge~ ha,"c regular Inl~!.'I and outlcts. T hey are studil)" fcd by schools whose rna. t ... are in .pi red \Jy t he co!le~s. and they:u reglllMly feed ~11 the real and aU the so·e:tIled learned professions.

The nc w educalion IIlllst also ~ succeufu!1y organ ized, if il "'ould live. A &r1tem of education which attnlcts no great numbcr of boys, ,vhich unites its di sc iples in no strong bonll~ of COmmOn a •• oc:btion. and good-fenow­ship, ~nd which, aft .. years of lrial. is not Jtighlr o'lr.!-"izw' wilh well ·graded . chool., nllm erO u~ le:1Che r ~, J;nod text· books, anll a large and inerea. ing body of al\.lChed alum~i, has no Mrong hold " po:! the ". mnlunity ia which It e",ists. Let u. See what has been d,,"c towards this orga.!lh ation.

\\'e wish to redcw the recent ex­perience of this counlry in th~ attempt to oTlf.ln iu a sy~tcm o( educalion b:o.seo.l chi efly"pon the pure a,,11 ~pplico.l ".ci, enees, the living E uropean language" and mathematics, iostead of "lIOn Creel<, I.atio, and malhematiC'S, a~ in the cstabl i"hed college K)·$lem. The hi . tory of education i. full of sliIl ·born theoriu; Ihe literatu re of the subjeOt is brgety m,ule up of theorizing; who­c" ~ r rcads it milch will turn with infi­nite relid to Ihe le, soM of upericnce, UUI it 5hould be obse,."w, that il I, ~xj)Crien~~ io IIIUS, the experience ol instilution •• th~ experience of a I:en­eration, and not indivillu~l experience, which i~ of valut. To have h<:en I

Ichoolm:lSter or college profenor thirty )-ean only too onen m.>.kel 3 man an

IS6g.] It~ Organization.

uns:;(e witness in mattus of ed<> c.~tion :

there arc fl:;nges On his mental wheel. which will only fit One gallge. On the other hand, it must be acknow ledged th~t ~onserv:;tism is ne'-cr more re-• ""ctable th:;n in cUIlcati on. for no­where are the risks of ch:;nge greatcr. Our sur-'cy of the institutions which represent the new education in this country will be absolutely impersonal; tbe mcrits of diffcrent systems arc to be disc ussed, not the characters or qualifications of the men who h,,,,e in­nnted . or worked under, these sys· ten" , This limitation of the discus,ion is i<>dicious, from all points of view; for ;n no country is so little "ttcntion !",id by parents and students to the reputa· tion of teachers for genius am! deep !earning 35 in our own. Faraday~, Rumfords, and CU,-iNS wou!d gct ,-cry few pup;!. hcre, if th eir tcacbing. were uomethodk:;! and objectless, - if, in short, they taught und .. :; bad general systcm. Spasmooic and in - dj r~ct~d

g~n ius cannot compete in the Amer­ican community with me thodical, care· ful teaching by less in,pire<J n,cn. This American instinct .'cem., on th~ whol~, to be a sagacious one. Ne,·erthcIess. it i~ (ln ly when genius warm. and invig­(lrat cs a wise and well -admin istered sy«em, (hat the best woditions ar~ at!aincd. '

,V~ must ]"'gin our survey wit h the in· stitutions of highcst gr:uIe, becau.e from th" par.nt's point of vie'" the higl]er schO<lI necessarily d.torminos in large measure the nature of th~ lower .chool, just as the sh:;pe. wei;ht. and bearings of a SUperSlructure determ ine the form and qna!it}' of it. fo~n,lation_.. The foundat io n·plan i. the l:t~t to le~"e a ca",ful architcct's office. In choosing a prcP""~tor)' 'chool, the careful parent wi ll con'idcr to what it leads; above 311, he will make sure that th ~ .choo! i5 not a" i"'p"ss~. The higher and low"r jnstitutioDs are. indud, mutual ly d. ­pendent; if th e admiss ion exami~ati()n 5

of th e rolleg" ' and polytechnic schools seem, on thf one hand, toshu plrdefine th e ~tud i e<; 0 _ : ~e prcp.a ra:'"y !d::><>I.; on the othe:· hand, it i, ,uile ... tru~

that th~ colleg~s and advanced schools are practically controlled in th.ir r~qui­sitions by tho actual state of the prepar­atory 5chool.. They can only ask for what is to be had. T he)' must accept such prepuation as the schools can give •

Institutions which ex is: only on I"" l)(Or, or ",hieh ha,'C been sO lately organ_ ized that their term (If actual work is only counted by months, will not be all uded to. The agricul:ural college. begotten by Congrcss are all in this catcgory. A large schoo! C:;D hardly get under way in Ie .. than four or he years. Three kinds of in.titutions or organizations for giving tho eeweduc:;· tion are to be distingui,hed: the scien_ tific" scl,oois" con"ec tcd with collego. ; the scientific "course." or;; .. ni:;:cd within colleges; and the independen t "schools" ~sf"'cially devoted to non ­classical education. T hese three organi ­zations will he considered in succession.

The greater p,,,t of the ",dentifie sC'hoo!s" of th e U nited States are con· nected wi th co\\~g~s. Such are the Sheffield Scientific School of Yale Col· lege, th~ Lawrence Scientific School a t Han-ard College. the Chandler Sci­en ti fic School of D.1rtmomh College, and tk School of :\Iines of Columbia College .• Two consider~tiO!lS s~em.d to justify this roonection; finst. the natura! d"sir. to utili,e the libraries, collection., and cabinets of app<lrat us already belonging to th e college.; and, second ly, the cxpectation of cngaging the professors of the c'oJl eges in the work of the new schools. It was t hought that ~n unncce~".-"ry duplica· tion o f buildings, equ;pment.-, and .al· aries might thus bto avoided. Those a(h-ant~g'" ha"e be~n in l'lrt r.ali'ed. but only in part. Th~ scientific schools have n~cd~,l .~paratc buildings, and to a large exten t separ:;te apparatus "nr\ separate profc,"orship.; but the col_ leg. librari~s ba,'c been a gain to them, and SOm. courses of lectur ••• dclh'ored to undergraduates of the roll.ges, have been ope n to t he studcnt~ of the .eien· tiiie school<. though not always muc h r~sorted to hy them. E~cept at Vart­m",:t\ the a;d 0; the ,o)lege I'rofo .. ors

TI/(: ."lr..1J Edllcatio!l. LFcbruary,

has l>ecn m~r~ apparent than re~l, bto­cause, being greatly o,'er\3s ked witb colle!:e work, lh~se professor.> ha,'c had little time or cnergy to spare for the scientific Scllools.

A dec ided <lisad"antag~ is to be off· .ct "gainst any ~dv.lntages which t he "~;enti fLc schools may have ...-ained frnm their association with cs tabli,h",l colleges. A new sy~tem of cduc.tion, cru2e, ill_or;;aniled, and in good d~­

gree experimental . has l>ce" bronght in to dircct comparison and daily con· t.tet \\, jlh a \l'dl -tried 'ysteln in full pos. .,.,s;on of th e field. The foundling has ; ',lTered by comp:lrison \I';th the chil­dren of t he house. Eve" wher~ there ha,'~ been nO jealousies about money or influence, and no jarring. about thco--10riic«1 ten,:cneies or religious temper, the facu lty and slUdeo ts of the scientific school h~ve "ccoosa'; ly f~lt th em~dve. in ~n inferior !'Ositio n to tl:e colleg~ proper 'IS regards propert)', numll("";, :lnd th e confidence of the community. They h~\'e been in a dcfen<i"c attitude. It i. th~ stor), of the ugly duckling.

.,\n impr,,, ;t>n pr~\'~iled 3t th e outset , that" scientific "chool was to l>c a profe" ionll school in the same sense as a I ,,,~ M medical .chool, "nd that graduatc, of the colleges w""ld COn·

ti nue the ir stud ies in the scientifjc .choob precisely as they do in th e schools of bw, medicine, amI theology. T he men who projected the H~t""rd a"d Yale schools were evi,le"tly un_ der this impre,~ion. ~ Ex perience has shown the,t the sei" nt i ~c .chc.ols prop­er :lr~ not rec'fuited in this ,nan ncr lo :lny considerable extent. iletween 1846

• .. I" '~e 00<,,.,. 0/ ll " .. i"", of ,I.~ - ., '''''"0''' ""'"" . '". ",ule by tho ."v<m"".' of"e !i.i..,,­~'y /...." ,,'" ..... ," ~"'io" of .n '''''''0«1 ""hool of 0<;',,,,, . "" .;""""". ,, ;, ;"<,.dod l~" iml"",· ,;.", . h . ~ , h< . i,·<" i" ,'.i, "'~.oot '" tn,I"" .. ""I ",h=;o ,T>. ,-." "", b,.",h" of <u<l md "h,-.i<,1 "'.""". ,,,,I i" d.","", ".n " "~'" _.oj u .... C .... ~. I,,,,,, -/ f{~,",'ud C.!I,,,,'J __ ,1<7-.1l

I n ,be "l't"" of ,t.! ,hi. f""h,, " ",,",," ..... odJ<d, ~"t.., .. ," o"<ooed .01 ...... , ' . b , ,,," ~,;.,". loT " ,. pro""" ', '" Ii",;, n .. "1"'''­, i .... cl "'" ",100,,1 ' 0 ,~< D",,,,,,",,"o' 01 Poy,; ' ",,1 .,d h,.." S<~. " _ !td",~",N ".!r-~, C.,_,_ I,&",_

.. r, h .. 100; ",n leI, " I', ]. L"~l<X' '" h< ;on· 5' ) ~" " ' 'Q r ",o;, h "";do,, g<><l ""t<. ""01 ",htl'> w;lh

and ]868 th ere hl,"c appc'lrcd on the rolls of the L_1wrencc Scientific School th ~ n~mes of One hundred an<l sixty_ four versons who ],-..d 'Ilrca<ly rcce i,'ed some degree ()r ot her beror~ they joined the .chuol ; but most of tilese persons remained but a short time in !h~ schooL Since the founilition of tbe school. on_ ly tweh'e graduates of Harvard Colleg~ have though t it worl h thetr whLle to uk" the degr~e of 1bcho1or of Sci.nce a t the Lawrcnc~ Scienti fi c School; am! only ten other persous ha,-e pos­s~ss.d any o ther llegr~ e at the t;m~ of Tec~i"ing the dewe~ of n:,chdor of Scienco, Betwun 1847 and )863 th ere ha>"e appeared On tlte rolls nf the Yale Department of l'hi1nwphy an d th~ Arts (of which "~)Mrtment the Yale Scien­tific School made the chief patl) th~ name. of on~ hundred and sixty-nine ]lerson. who had receiv"d a degr"e of sOme ,,,rt hefore they joined th" schooL Thi_, number is much more consid~r_ ab le in proportion to th~ whol ~ num­ocr of st udents than in the La'Honce Sci~n! i fic School, and re'luir~ .• ,om~ explanat ion . During the greater p.ut of t h~ existcnc ~ of lhe Yale Department of l'hilosoph y and th~ Arts, the two dep~rtment", Or di"jsions, of engineer_ ing and chemi~tty, toge th ~r con.t imt­ing the Yale Scientific School, have m .• de up the bulk of the departm ent, as th ~y have at Harvard. ilut "t "ale there has all aloog been something else. Instruction of a highe r character than that g ino in the college pro.,er has been steadily olTNed in the cbss ics , Sansctit and oth~r Orien tallanguag:es , the mooern languages, philosophy, his-

, 'M oooo<,"n;,y or d"""" 'g ",.,,,,,,1," .' '0 '1'"",.1 " '"oh<. ,,'-" od,. ,;,h" no' prooidod I", ., P""""t. '" ,,.,. """,0«1 .. I" .. ;nd ,. ld ... l ,",00<,," "'" ~<. "'" _ _ _ _ \\';,h, be h,,1'" of . =-npJ ;,h ; "1\ d.;. <>I>j ... , m"", r ,r, y ,,,d .. ,i>/",,,, il y. ,10< c",,,,,,, ,;on _ _. . m A "go". ,i-<".,,, oj;,,,.. •• ",w ~."", m .. " « ,1«1 ,l,~ IJ.f'\"""" 61 PO.I'-', ,>ph, .. d tho ",C>_",. '1"' __ b ... ",h" "'".d,d '" b< ,mb",od i" ,hi. do",,, · '""" '''' .u,~ .. ;0 ~""',, ' "'"'" ;n<.,.;!,d uod<1 tt"~1. t. .. , •• d mod;'; .. : "' . ....... I'-''''<.t. ,ly. m""o""li,.! .co",,<, phy,"''! "''''''<' , 00 ill .p­r'><"'"'' to ,)'" . 'to. "''''V"Y''<>' ]",i"" o::,. !:t.,. " o .. ,.n<! h ;"torr'·-A.""",I Cd'ol,.!", q J'a" C. /I,p , ,!.,_.&

'1'1 .. ,,'n.' . <:lo!it;..o!. ,,, ... oi.i,i ... of ~,. Col'''' «>".;, ,,,01 ;0 , '.~"o.,· of ' PI""4 ,h, m;,,')"_

hi O,};<llIi:::afi"1i.

mry, m~themMic... :lnd phy~ics. A sma!! number of graduat~s of Y;ol.c and other colleges l>a"c "ach year a"alled thcmseh'cs of thc .c opl"',tun;tiu. E x­:\elly how ml11l' it is not pos.ibl~ 10

learn from the annual cataloJ;ues, be· caus" Ih~ st~dents in the Department of I'hilo.ophy and tbe ,\,t. (which in· cluded, a' a ,ub<iivi.ion, tbc Scient ifIC School) h""c not alw",)'s been da.~ilied 011 tbe catalogue. In SOme years Ih" <iiscrimination WAS made. Thus it ap-1>(;:1.1"5 lhal. in

,S$) - l< ,he .. ....." '1 "$00-« h •• ?

""- " •• .• • .. d •• d"need Otw;ko .. ,.,0- " .... 1 f ~bo.b"~1 h<ld , .. de . ,~" - ,, .... . l I g~ of .1 , n. ,~.S · .., .. .. • ,~.., - (., .. .. '" ' J<6u -6, .. " 8 J

What was true in these years waS ~louhtless tn,. to a gr~ater or less ex­lenl in all. The guater numbcr of pe rson, pos,e,"cd of degrees \\"he n they became mc'nbero of Ihe Yale Del'''Tt­ment of Philosoph)' and the Ar~' ha • • been, nOi member. of t he scientific ~cbOQ! proper, hut men who were rul· Iy taking a ll(lst.graduate cour,e of in­~tructi on in philology, philosophy, hi,_ tory. Or pure science. For the bendit of these persons the degree of Doctor of l'hil05ophy wa.:; created in li\60. It i3 true t hai, of the r6g persons who held d~rrrces at the lime of joining Ihe Yale DCp.irtmcnl of Philosophy and the Arts, few T c m~in"<110"g. Since Ihe fouuda­tinn of th~ dcp;orlment, only eight gT~d. u:ttc. of Yale Col lege h~"e tal<cn the dcgrc~ (If B~chelor (If l' hilo.opby; only Iwch'c h~,'c ukcll the degre.., of Doctor of Philosophy; aod no othe,' p" rso,,~

h",'c J"""e"ed any Ol her degT ." ~tlhc ti",e of ree<;:i , ·ing (hest'. Til e other .'dentilic sthool. ha.e not fared betta. in thi' re$j><'ct . th~n those of Harvard and Yale. T he Chandler School, at Dartmouth . ga ,"~ to .. degree. of Hache­lor of Sci . nc~ b~twcc" lM54 and rS6.t, LUI I10t one of these h,u;htl"f' ll(l"­sessc<l ~ny other <legree. Tbe Colum­!Ji .. School of ~line, h .. ~ rc{eive,1 a certain number of Cnlumbia Bachelor .• .of Arts a. speti:tl . ttldent_ ; !Jut a. th is

""bool was only founded in 1&64, and ha. undcrgon~ lU.iuial modi"cat;on. h;nCC th~ .Iart, tht ave",;;" '1ual;ty of its jo(I"aduatc. i~ yet 10 be detcrmined .

\vhalcl'~r, therefore, m~y ha"e been tbe anlicipations of Iheir fnunders, it;. e~id~nt thaI. as a mallcr of hct, Ihe scientific school., a" they ha"c been actuall), conducte,!, have "at attTacted college graduate. in an)" con,;,lemble nmn l,..,. They hal·t nol been profes . sional schools in Ihe ~ame s~nse as thc school< of law, medicine. amlthtol­ogy; nor, . peaking g~ner:llly. hal'e Iher been schools of h igher grad~ than the col lojl;cs, in r~"p"ct tn the a vcra!!e qual· ity of Iheir sluMn1.<. ' fh e method. of in.truction al some of Ihe", have bcen "uch as are sui l abl~ (or ad"~need "Iu· <le nt<; bill th e methods ha .. e been in a,h'","c.e of the 'Iuden (s.

In plan . lhe,e scientifi c .'chool. are not all al ike. They agre" in requiring nO knowledge of Latin and Greel< for ,,<lmis510n, a nd in e xcluding the dead languages from their schemes of in · stTuclion, but ; n man )" ~ssentbl rcS!",CIS t hey d irr~r widd}" T hu., the mi nionum "gc of admiss ion is eighteen at lite Cam· bridge S~h oo1. se'·~nu, . n at Ih~ Colum· bia School , .,ixtecu at the Shttlield School; ",n,1 fuurteen ~t the Chandler School. T he requisite.< fOT admission ar~ "ery .arious, 2n,1 the .d,emes of "t~o!y aud mdhods of i" ., truction aTC not the same at any two of these fo ur schools. Each school must be enmin(.><i by itself.

T hc hi.toryof th~ <leyeiopm."t o( thc Department of Ph ilosophy and Ihe ATt~ iu Yale Coll~ge is so full of instruc ·, tion a. to justify us in dwdlin;:: ull(ln it at some length: it;~ ::.1 once an epit_ ome of the pas t history of scientific in_ ~lru(.·tiun in this coun try, and a prophecy of its future. The dC]Xlrtment was e.· tabli shed in ' 847, at atime when a thrill of a"p iration and enthu~i~sm !.Cern. to h~,'e Tun Ihrough all the "cw England colleges. As at lia"'a,,! in li46. and at Columbia in 1864, it was a la!>UTatory of applied chami;try which was r"al· Iy the principal feature of Ihe new "berne; hut at Yal~, ad"anced instruc·

'08 The Ilttw E(/tualioll. [February.

l ion in phi lology. phi losophy, :lnd pure lCienet, s~itablc for gradu<ltcs, was al-10 offered. In the five yur, from 1847 \0 ,Sp the " "eTage alUlual nUDlbe, Qf ~tud~n!s was only about sixteen. I n 1(lp a department of engineering was added to lhe dop.ulmeRt of chemistry; and a d..gree of llachelor of Phito..'o­ph)' ,,'as offered to sluden~ whQ re­mained two yean in ll~llt,. clep:u1ment, and p.used s;.tisf:u:«>ry enminalions in three branches of sludy " jlhin the same department. The two dCp:lr!­menu of chemistry and engineering were . tH irdy di .t;n,t. A .tndenl might take Ihe degree in eilhe r del~'rlmcnt without knowing anylhing of the studies pur.;uw in the otber. As lhete ..as no enmination for :u:imission, and only a nalTOW, one-sided, two yean' coune of s tu<.ly in .. ilhe, department, it i~ no! surprising thai Ihe <.Ieg.e .. of B~chelor of Philosophy soon came to be ~Iightly considcr~d ; it r~ally ~tood for vcry litll" cul tu re, In the eight ye~rs fro'" 18p to 1S60 the a,'er~ge annual numbe r of ,Hudents was about (orty,se"en, A ~light ch:LD;;-e for Ihe better OCCUlTed in 18S8, when candidues fur a d .. gret< w~rc required 10 pass an e,n,mination in Frc!!ch or Germ:""

Thu5 f:u Ih Yale Scientific School had borne ~ strong ruemblance 10 whl Ihe I_~w re"ce Sdcnli~ c School at Cambridge then wa., and has alway. remalned ; but;n 1860 Ihe teachers in the Yal" Depart ment of Philosophy and Ihe ,\rls, rlisS3tisfie<.l wilh th" fruits of t htir lal.>on, tool.: a great slCI, ;n advance,

" hey ~"'t sptematiutlthe post_gnd_ uate instruction in piLilo,,"Ol'hy, phi lol-01:)" and sciene<: lIy offering the degree of Doclor of Ph ilosophy 10 Ihchelors of :\rl ~ Science, Or l'hilo"Oj)h)", whn aOu two additional )"ean of study shoul<l g i" e Rood evidence of high at­bi]\m~nt in two distinct bflln~hes of learning, Candidale~ fQT Ihis dtgre~ ,

not al ready Bachdors. ",er" "'quirn!lo pass an admission examination ""uiv:r.' lent to that required for tbe Uaebdor's <legr«, the thr« b.lcbc1or del.on:K tal:­ing equ;l.i ran k, Th is Doctor'. dej?;Tce has been gil'en thirteen timn since 1861,

The uiltcnce of this prog. amme of in­struction at Yale, unpretenlioU5 bllt gen­uine, ~ml ~ue" er;ngly offered to a few real sludents, tahl\ i" connection wilil the fact~, ,hat one hundred and sixty,nine pen.n. p<>.'s.t5scd of degree~ h:,,'e atudied S<lmelhing addilionaiio the ordina, ycollegc COllrse in Ihis Yale De· partmenl of J' bilooophy :md the Arts ~ince its foundalion; Ihat One hundred and sixl y.rour perS<lns possessed of de_ grees ha,oe been members of Ihe I.a,,'­rcnCe Scienlific School "'i thin the 5:o.mc period; thai the Columbi" School of Mines ha . rect;\"c<l " ("w pcnons possessed of degree. ; and th;\\ )'Ollng Americans go e~ery yea, to Europe, in 5C'I.ch of betler educational facililiu IIl:m Ihey suppose their own country \0

afford them,- pro,'e. thtther .. i53 $m.l1l but ste:ldy demand in the older Ameri­can communili .. for i"struction higheT than tht of the ordinary college course, and yet different from I h ~t of the Jaw. medical, and theological Scl,OOI., This Icgitim~t~ success :11 Yaie, on :t really hi~h lel'el, if,.]"" On a modeS! scale, poi"" Ihe way 10 improvements which oughl soon to be tn:lde at an the more imporb.nt American "universities," wh ich ... ilI then better dese\"l'e their ambitiOUS titie.

Atlhc unle lime, the Yale instruc­tors in the Depulment of Philoso phy ~ n,l Ih. ,\ rt" rcorga~i"ed completely the Scitnti~c School by constituting, 6rs!, a three l'Ca .. ' " gene",l course" of 51 .. diu. embracing nlalhem~tiu.

phrsic:.l science, modem I1n'llages, li tefllturc. h;~tol)', poIltic:a1 economl', and commerci:l.1 hw; secon<llv, alp<:' ci~l cou .. e in chemistrr, ",hieh'ineludw F rench, Gcrm~o, English, bot>.nr. phy,. iul gwgraph)', ph)""i's. history of the i"'!II"ive science •• geology, ;" ,,1 lI.>gic , besiuc~ the c!temistry; a" u, thirdly. a sjleci~1 COUr~e io c"gin.,., r;ng, wh ich included French and German, and lee, turn u]>On utronomy, chemist, )', phys­ics, mineralogy, and geology, be~idu Ihe stuc! ies which bear most directly upon engin~rillg, T hese tiro 5pccial course~ at iint cOl'ern! but two )"uno !

but in 11!61 the first rur of the generd

,

Its Orgrmi:;atillll. '09 course wn req~ired of all nndidatu for a degrc~ in the chemic~l depuE' men!, l.><:.idcs Ihe Iwo l"ear~' spccia! course: and in .864 a th ree years' CQurse of study was definitely adopted as Ihe plan of the ",hole school. Othe r special deparlments have ainee bttn added 10 the ori!:in,,! On~. nf cl1c mistry and engineering, but the (und~mental pbn of Ihe school is uscntially un· changed 3ince 186~ A l ear'. cull"'e of gener~1 ",udk~ precede. a IWO years' coune ;11 some one of """en ,)iif~rent department", These: d~p:ImnenlS are chemist.)" alld miner.alngy, nalur:al hi5' lor)" anti goology, engineering, meclta". ics, agriculture, miniog, and a se\",te<i course in 50ience :md literal""... TI,e sludin o( Ihese seven dep:lrlmenb arc in brge measure co",mon: hul Ihere i.~

nc,'crlbel.s. a "cry decitled divergence into different "'3)" at the beginning of the second year of the 5chool, ac· cording 10 Ihe sluden!"s benl Or 10 his choice of a prof~s,io n . Since t S6.; e,-ery candid~te for Ihe degree of Uacht· lor of I'hilowph)' ha, l.><:eu requi red to pass ~uccu"fuJl)" Ihrough a three years' =ur.'e of car~fully selected ~Iudie~, ­a generous COUT$(', e",bracing mathe· matics, English, French, and C"rman, mo ... l, menial, and poli tic:al philosophy, and h; .lory. he"ide~ a Iarg~ "ar,e:y of scient i(,~ "ul>j~c l~. "l'his .ch~me is of course ~nalogou. to Ihal of Ihe common Am"rie>.n =lIe:;-e. "'ilh a large electi"e element in the 1:1.51 1,..0 yca,.,.. The clas>ics arc omitted, Ihc co"r,,;, is only three yeus long inn"ad of four, and the s:udjc~ of the last t,,·o years ha . e a distinctly pr.tCliu l Or professional lurn; b\ll thcr'll is Ihe Same regular cour .. of studie, leading 10 " degree, the ume mO'·"Illeol by d usts, and :t.

range of subj«:\i lIS exlcnsh'e a~ in the common college eQIl,.,.e. It ~hould be said thaI, in t&!4. the Congrcs. .ional gn.nl 10 protnotc Ihe gi"jng of instruClion in agriculture. and lite me· chanic arts, .0 wi5tly given to Yale College b)' the Connedicul t ell'.latu rc, began to in8u~ncc fll. good the develop­ment of the Sci~lIIllic School.

Anolhe r mark~d change in the poliO)'

o( th'. 5chool dcsen'es attention. Up to 1860 there ,,-n no reu e=minalion for adm;$IiDn. Anybody, no matter h()\O..---illnDr~JlI, co uM join Ihe chemical departmenl; aud, in tlte enj,';neering department, some "cquainta.nc . .... itI, ~tgeLra, I:eon'~try, :mtl l'bne !.i/:'Jnom. ctry W,," ~ll Ihat waS required. >10 pre"ious knowledge of chen,ist")· w:u expecf~d of students elllering the lab­ora lor)". The Yale ~chool did not differ from the Cambri~ge lleh",,) in Ihi5 reo spo:<.;t. In (act. the Lawrence Scientific School had no othu requisite. {Dr :1I1· ",;uion Ihan thou aoove 'nentioned unl il thi s year (, 868~ ! n ,860 tlie Yale :)ci ~nt ific School e'I . ~ lishcd "n exami· nation for admission 10 any deparuncnt of th" schoot This examination com· prised aril hmelic, algeb ra, geometry, pbne Iri!:onornetry, Ihe clemontl of nat· ur~l philosophy and chemislr),. Engli.h grammar, and geogr:tphy. T he ume preparation ;n l.:ttin as rDr the college proper " "liS .bo recommendcd to Ihe candid"t. (or admission 10 Ihe Scien. tific School. Thi. admis.lon eumiD" lio;>n has been bUi slightly mbdi6cd siuce , 860. The hi,nory or the Uni ted Sblu h • • b<:en sub.tilutcd for chemis· try. and Lalill i •• bout to be insisled upon a •• qualificatiOll for admiaioll.·

The changes in the Y~l e scbool since 1860 ha"e all had One oim, name· ly. 10;> rai se the gr4de o( Ihe school bj' gelling !n " beller cl:u~ of 5\UtlenlS, and Ihen Icaching Ihem tu<H'e and be t. ter. T he melhod., of • proies.iOJlal achooll"v. h<:c n abandoned as un<u it· able, and Ibo»e of a wllege h"'e bee" laken up: bUI the app.:IrcllI d~den5;o:l i~ a rcal elc\"ation. For a loo5t·jo; nted, une·.idcd 5themc h. beeo SUb.lttuled one which ;$ both melhodical and com· Ilrchcn.i,·e. II is intereMing 10 see Ihal Ihe impro"cment Itas be"n appre­ci~tcd. The ",·crag. ~nnu~l number of Mudena in Ibe ""riod from 11147 10 IS:p was sixleen,;n the pcrioo from

....... ,\lthoo ,h ,M. U .. ,;"I i ..... 1<' ... q., .. " , .• ", •• 10 '.", k~ oJ,"i....,.. it 0';11 ".oIubl, bo ",.t." ... t, .u.y.H _ C.,.'qw 01 ,S6.< . ~]..

" .... ,\ ..t. .~" ,o.. ...... ;"',;.., 01 , .&01, _ .. ',' , .. 1 ...... .o.:J ... ""'_ -.. "'" '-ui>i<u 10< ~ •• - C"'~I-r_ of ,~ - o!.

:! 1 0 TIlt l,,'ro! EducatioN. [February,

1852 to [360 iI wll forIY'5e ven, but the avenge attend.ance ..::a.s wgesl in Ille earlier rUT' of Ihis period; since 1860 Ihe annual number of s tuden i.s ha~ ste:ulily r isen (tom th irty-e igh t, the num ber of thai JUt, 10 one hundred and twenty-two in 1867-68. Nineteen uaehers nO>!' lake an active part in the ,,"orl< of instruction . E" ery legitimate enor! i~ m~dc 10 ca rry a. 'Mny .Iudenl. :~ poIIlible through Ihe regular (·Ollrs.;" and bring \l,em 1If> to Ihe st.:lJldard fixed h)' the exami nat ion for tI,e degree. E(fun in l!Ji~ direction is Meded; 'for numbers of s tnden ll\ rUOrt 1C> th e school for brief pe. i<><'..s, to their O,,'n in;II')' a nd Iht of the O(hool. Since the foundatio>< of Ihe school, onl)" one hun­dred and twe RI)"·eigh t dc;;reu of Bach· elor of Philo.ophy ha ,·c been gh·en.

The L.a.wrence Scientifi", School at C"",bridge is, and :uways has 1>«11. what the Yale sehOQI al"" W311 at fi r.t, _ :. grGl'p of indel)o:r.dent p.ofcs;;orsh ips, ead, will , i ts own treas ury an(l it5 own 'n~tl,,)(ls of ins:ruction. T he ~" ,·e.al dep:1rlm~nt. ar~ ~o diMinet tha t the studt-nt in One department bu no ne­ceasary connection "'ith air other. E~ch l tudent ii, as it were, the pr i""te pUl'i l of ~OTJ\~ One of the professo"', :md the olher professors a.e no ,note ' 0 him Ihan if Ih" r did POI exis!' The pupiL; of the profeN)r 'If chemi .•• try. Ihe rup;l~ or the I'rof~"wr of cng i. " cering, th ~ pupils oi the professor of oompa ralive aMlomy. and al I"3re in· let\":\b a pllpil in mi n",.. .. log)· or botany, .nake up the "hool. T he a-'5i~tant. in Ih" :>'Iu..,um of ZOOlogy hdl' to swell the " "n,k. of ~Iudcnt.. enrolled in the a n," ual ea:alogue. T here i~ no CQm· 'non disciplillC. and no ~e""ral CQurse of co.ordina:ed studies "'hich ,,11 andi. uales for any degrL'C must pa .. throtlgh. . \ yeung man who h ... ~ smuied nOlhin~ but cbem istry. or nothing hilt eoginc~r. ing, and " '!lo is den.<ely ig"orAIII of e,'­.:T}1hing c1~, fl,ay o1>tain the ""Ie degree ;;i"cn by 110" school . - that of Bachelor of Sciellce. There appears never 10 have beeo anyeXamin.>.lion (0. a<lmi .• _ sion, t.lcep: :11.11 $Orne "n ..... letl];e of al;'"'<lbr:a, g~on,,::!ry, and tri~""""'lrtry

h311 1>«n required, ~foR a studtnt eonld join the dep:ulment of engineering. It has be~n the praclice to receive SI .... dents into th" ehemic~1 bboram.y with· Out rC'lniring any previous knowledge o( eloemi5trj", 0. indeed of ~ nything d..,. Nominall )', Sludenll\ Ioave not 1>«n ad­milled until Ihey were eighteen yean of :>';:", b~t Jl'"3C1i~ .. ll)" Ihi. rule h .... vro ved quite cla.t ic. The degree of Bacbelor of Sci~nce un be obtained in any on" ,Iep;utm<clll by rcsidi,,; a t ["1.'It one )-.:ar at Cambridge, aud pa ...... ing the examination of that single de­partme nt. Thi. e~~mi"alion h"-' u.,,­ully been p:U _cd af[cr a rcoiden"" 0(

from eighteen to t lli,lf n,ol1lhs. This syllem. o r, rather, bck oi system, might do for r~~ly ad~a n~d studen t .• in sdence, for nl~n in yc.u~ amI ac­quir~d habit~ of Mudj",-in fael . the r;chool has been of gmt ~rvice to a iIoCtIrC Or two of ~\lCh men, -1>ut ;1 i~

8inglllarly ill adapted to the wants of the a"era}(~ American boy of t ightee n. T be rang" of ~tudy i. inconceivably narrow; and it is quite pouiblc for " young ,nan to become a. Bachdor o i 5<;i"ncc wi tho"t a SOUGd knowledge of ''''y la"g~age, not even h;~ "wn, and witbou! "ny knowtcd;:e at all of phi lO1l­opb)". hislory, politiul ..;i"nce. o r of an)' .... Iural Of" plop'ical seienee, Cl:CCpl Ihe .ingle Oil" to which he has devoted 1"'0 Or Ihrc ~ l·t .. t~:o t the ",o~t..

The annual nllmh<: r o( litudenl5 in the 1.a<YTtn« Sci~n ,jfie School, th,,. eompnsed of five or six <liMinet dep;!T1_ ~IIts, ha~ illlCluated ;rreg~larly be· twe~" a ma"im,,'" of ~ighty (in '~54 -55) an rl a minim .. m of ( .. rly.nine (in 186] - 68). The a"el"3ge annual allend· ance may be ~aid \0 hav", been ~i"ly· fou r, -the '":ojoritr kin:; students of ~n;:ineeri" !(. Of th i., n"mk. only very Fe '"~ er.tcrcd more Ihan "lie de!"'rtment. :).,,<1 but 3 gmall proportion re",ained len:,: enough in the ""bool to r,,,ish u t. i.fOtC tnri1)" ~ven that rouro~ of study. In fifteen , ears (185 ' -6; indu.~i ve)

• W~:1< oJ.i • • ~"" ;. .. p<.- tho H...-r.otd c.\­It;:< c.,.b,: .. ~ ......... bo, _ ..... Tl..,. ... <""'- """ ,\oc ho~ .. ;" d .. ~oir.. s.;to.;w,t, boo ,loot ... .- 01. ~""t.. ...... ,., ,~ """,,.,.

Itl Ol'grllli:;ation. ,n only one hundred and forty·.i" degtce~ of lbehtlor of Sdtnce Were ;::i ~en.

The two schools thus far considered ate tbe oklest scientii\c school s, CO 'l· nc~cted with colleges, in Ihe country, and Ihey havc had the pre.tigc of con· necti,," with the two ludi"ll: colieKc, in the United Statu. T hei r expoerienc" has been nrious, ;uld t. of great val ue for the guidance of new enterprises.

In 1 8S~ the Ch .. adler Sclentiiic School at Dartmoulh College w~~ founded. The age of admission was I' U! at foutteen ; and the requisites for admission were very low, being lillie mOre th~n " decen t g r"tnmar·. choo] trountng. ;\ regubr cour.e of studiu, covering 11tr~ y"ars, " nd e:lding in a degree of Bachelor of S.;icl\ce. W.15 la id down a' the stut, and "'3' extended tn four years in , 8;:7. It must be con· Itued Ihat the humble .tarting.point of tbe eOurse necc>S.:lrily lowers Ihe chanCIe r of the whole; but, ne,·erthe. l~ss, the range of stud i e~ ;5 con.ld~r· ~bl". E nglish, i'·...,nch, and Grrrn an . math~malk". the elements of ~~"er:\l _cienct< , ~nd $umlry subjecls in hi.· tory, philosophy. and lo;::k, make pa rt " r Ihe cour-st. "l'he fOIlTlh Je~r i~ Ihe only one which pre,enl! anye lecti "" demen\.l; it ;s divided into a course fOT civi l engineering, a commercial eours". an<l a I:encral cou rse. Up 10 , 864 the a~er.lge annual nurn!,>(r of student.. in the Chandler Scienti6c .-;chool w:l. Ie .. than forI)'. Since that year it has matctiall)' Increased, reach . ing sixty· three in 1867 - 68. Dart· nlouth Col1ege has lalel}' received IWO :;ift~ ",hich ,,-ill materially add to its re~o"IT1!s, and cnable it to de,,,ne the ch~ra~ter of it~ _cicnli ne inslructi on. :;"h·, ... U5 Thyer, Drig;ldier·Gt:"eral of Engineel1l . U. S. A. , ha~ gi ,·en Ihe col. lege firty thous.,n,1 doll~r.' as a founda· lion (or a school of a..chitecture and cn;;:ineering; and the New Harnp5hi re Legislature has wi sely tran.ferred I" t he college the Congre .. sional grant in ajd of technical ;n.lruclion in agrkullu r" ~nd the mechanic Mts.

T he <-"hane!cr Scientir.c School bas labored under the ~erious dio:ul ~antagc

of ha" in!) too intimale ;\ connection with the college prop<" . It lou horne an_ othe r name, ~ud offered instruction of a lower ch ... ;l,eter than that of D~rtmou\h CoUege. It cannot be s:. id to h"" e h:ll1 a disljuet facult),. Some of Ihe teache,.,. in th ~ coll~<ie Ioa"e gl\'en a p~rt of their lime to the 5ubordinate COllrse. It h~~ be<:n di.ti nctly ;n a ]><>Sition .nnf."iorily.

The Colu mbia Schoo! of Mjne~ w~s fo~nded in 1864. will. a some .. l,at nar· rowe r 'rope than the ~choo!s tbu3 f~r described. I t~ o"ject wa~ 10 gi"c in · .truct;on in tbo<c branche. of ,;cicnce which relate to mining and meullurgy; 3Dd. perhaps uninlentionally, it held out 10 ~rson~ c"g:I~d in mini~g 3nd metallurginl emerpri""s the hope that g raduales of the school wmold m, CO,n­pelent fotlh .... ilh to cOllduct .... ·orh, whetber new Or old.*

II was doubtless i" te nded to sugl:e~ 1 that the Ihree yea •.• • course of study laid out in the Ichool prt>gr.\mme would gi"e an adc 'lll~le prelimin:,,)' Imin ing to youn;;: men, who, after ""'ne yeu$ of experience in actual "'nth. would be· come cO'''I'''tent to con, luCI min ing and metall urgical ellicrpriu<. It is to be ""g...,,,ed th"" the p"r:I!:r:lph of the COlt· "l<Y':"( in which the objects of Ihe school are "nnoun""d, taken ill COD nee· lion with a very ' !'Cen! statement f by the I'resident ofColun,bia College, ~nd a p.usage ! ;0 a "i..cul." latcl), issoed

••. 'Tho "".'«1 of,he (Col"",,".) Sc""", of ~Ilou i, ,. "'",iob ' Q , "" ,,"<\0 .. ,100 .,,' " of ,,,,,.in,,,, • ,ho" ••• " .ru.o,i""- .nd ,">ooi<.ol \.,.,..-\o<l,o of ''­baocl;et, of .............. ,b «II .. 10 .. ioin,; >ad ,he ....,.~ i"l "P of 1bo _ • ..-,J -... of ,~;. """"'f)'. ".d '" ..,,,,,,,,~ ,I.- ... ,,,,td i ... i.i,,( ""d ... ,ol· ,"",Oc.1 0' ... " ..... ' .. ,""'. """",<0"' to "'~«~.,~. of ~ '" ol<I .. orb, .ad "",d_ , ..... "" ,,, ..... ""Ib', ...... ~!i< ,.n-; ....... - ... ~ ....... C.ul~"" ,~. _6!.

, " .... TI ..... • h. h ... ".". 01, .. ", , .. "",. _ .. , ,~ ,,,. " ......... "Wo.,"",. boI ,1<0. , ... ~ ~t ... _ loof_ ,,,. ... _h;., c-" ___ "'" ""Y boo ... rel, ",,,,,,",,,011 '0 be ""omVl"hNl r"'" I< .. i""", ",c o, < .... bl< of ... \e .... ki,'l ,"" ,,,,.''It •. ..... , of iml>""-'o, _".,., No '''''''",i",,~ _..r. !o ...... ..s ..... ,m, ""'" • .... ,..,,, <rf "....-_ '" I"'" 'hom "-;,h ""' io'1; ........ ,. ,Ii"1 ,.,.;,;.".," _ ,,_" .. 1 G,I'"'; ./" llu I'",i.(m' '/ CoI . ... /N .• (-'::'-P. 7_ '. , .....

I .• " • ..- .,...;., ... _ ,be .. n'..". _ Ini .;", .. "i . ..... ,_,""T" .... <he., ... , .. ..r.. <h .... of mi." '" "'.".I"".rio, .... o"", "'< ... at. ........ ,«1 .... ;>pI, .. ,he "'''''''' ;" 1'<_' .. by .. ,­, .. : '- "i"·,.J,,,~ <if ;>{"r 's. ,OM.

21 2 TIlt: N(!IJ EductlliP!!. IFcbnury,

by the school, stil! gi l'co SO InC support 10 the en OnWus notion that you~g men a n be made competent at ~ny school, no rn atlor how good, tn take up imme_ dialely lhe charge of gre~1 e'lIerpri!l.eS in mining, m~nuf:u:turing, or road and bridge bu ilding.

A technicallchool b.y ... the be.t (oun ­cation for l:>l.er ,.-ork ; if well org"ni<e<l, with a broad ~che",c of stu,lr, it can eOm'Crt the boy of b ir abil:ties and in!ention. into an oburyant, judicious nlan, well infurmed in the sdencu which bear uPO" bls profeuion ; "" lr:li:le<1, Ihe gr:>du:1te will r.opidly ma~ler Ih" prin dple~ " nd delails o( "ny "cu,,, l worh, "nd be will rise r:> pidly through the grades of emplO)'rnent; morco,'cr, he will be worth mor~ to his em ploye .. from the SUr( than :In unlr:lined m.:>.n. N evertheles .. " aflcr the school, a longer Or shorter term of apprentice.hip "V­On rea l works of cngineering, mi ning, building, or maDufacturing will be found u.enti,,1 for the be~t gr:lduale~ of Ihc best techniC'~1 8chool,.. WheD people are con tent "'ith thc "'''''icc& of the b.St b'l';\du ~ te~ uf the me!lk~ l school ". f"m­lly physici;ms, wben the younge!! bache­lors of hw~ arc (orthwi.h retained with he;:"vy (ee. for important cases, it wil l be time enough to e ~p<:ct that young men who bue just completed their scbool train in; for the difficult profes­sions uf the e~gineer, manufacturer, miner, or chemist, will be coml"'len t at once ( 1) take ch"rge of mines, manufac­turing establishments, ur l>.rge work~ of enJ;ineerinJ:'. :;;0 matter bow 1,'OUd the polytechnic, .cienti~c, lechnological, or mining 5(:hooi. may be, il is a delu­.i,·e up<:ctation that their graduatcs .. ·ill ~ able to enter at oncc Ihe highes t gradu of employment, " nd aSSUme Ihe rlircetion of practical alfairs UI'<Jr1 a brge sc~le immedbtcly cpon Ic.w inJ; the lichool,. Conlmon .em,., brings "ny one who co"side", the ma.:;nitude or the in"cstmcnl' neccssar)· in mininJ:' and mC13l1urgical wnrks to thi~ concl,,­sion.. Young me" of twenty to t .. e"ty­fou r lire seldonl c'l'lal to great ml)ne)' ,"sl>onsil ,i litiu.

T he Columbia School of ~Ii"e, w~s

organi.ed duri ng one of Ihe p<:riodic:l.l hot turnll or the intetm;lIcnt mining_ fc.-u 10 which the AmcriCln IJoeGple is subject. It began in ' 86~-6, wi th twen ty_nine 51udentil; but in the fuJ­lowing ),ur the ca\.21ogue bore lhe "amcs of eiK],t)· .. nin • . while eigh t pro­fes.wrs ""d four ~IS;S1ant.!! tool: p>.ri in Ihe work of inSlrUClion. About 0'''' half were ' I"'cial studen ls, mostly of chemistry or anaring, who did not follow the regular COUr!ie of in.truetion , and indee!l remain~<l but a ... hort time in Ihe school. :-;' 01 " few . tu<lenlll 1001.: nlcrely a ~ix wecb' or t\\"o mon ths' cOursc of in.-traction in :l.Ssaying. In the next yeu (1866-67) there " ·cre One hund red and fin, Siudent.!! in Ihe school, (If \\"ho ul thirty .. eight were 8PCEllI i stu_ dents; Iwenly .. he out of d,e one hun_ dr~d :md five hekl d.-greu, mostly C". lumbia degree. of Ibchclor of Arts . In the )·ur ,867 - 68 there wcre one hundred and nine s tude\lI~ in ' he school , of whGm forty·four were special; twen_ ty-one out of the One hundred and Dine held 'he degree of lI.1<:lte!or of Art .... IJc .• ide the ptofessors attached to olher departmcnta of COI" mbia, who give a portion of thei r time to the School of .\li"e", four prof.uo,s "nd eight as.i.l· "nl~ in chemistry, drawing. and metal_ lurgy are exdu ~; ¥e1y devoled to the School of Mine.. The course of s tudy has undergone sOme cbange since the beginning in ,864. It w M originally a single 'h ree year.' wur5U ; bUI wlthi~ the lut y~ar a prepar:l.lory )·ea, b~ been ad!led, which praelic;lllr m~~es Ihe whole course fou r ye,,'" lung, ;l",j !luring the lasl two ),eus of thc (our II con5idcrnble clecth·c clement ha~ been imro-duced into the course. T he mini­mum age for entrance was originally eigh teen. and i. now ""'·en~cen. Thc r"'1ui.itu for "dmi .. ion ~re arithmetic and Ihe ., lemeolS of algd.>ra and geomc­tr)". T hO! studiu of the fif"ll ' year are J"e'lu ire.l uf " II ",udents; in the s~comj ye~r Ibe m3thcmatic. and chemislry become electi,·c; in thc thirtl and fourth year~ each smdcnt ~hoos"s One of ("ur cour!'Cs, namely, miniog cngineeriog, mctallurgy, geolOf)' ""d na tural history,

ISGg.] Its Org(mi::tl ti(lll. "' " - , "nd ch~mistrr. stndies in these

T he m~jority of the fonr cours~s arc COm-

mon to all ; but there ar~, nonrtheless, c<msideTable divergences. The degree of Engineer of Mines or Hachelor of l'h ilosophy is confermd on tho,. stu_ dents who, a t the end of the course, pass sati.,faclory examinations. Stu· dent,. nrc expected to ,·isit mines and ,,·orb durin{: the , .. ,cation .• , ::tnd "'port upon them in full, wilh ,,11 necessary d rawings and ~I'(;cime"s.

T he principal subje<:ls in whkh in­,Imct;on is given arc mat hematics, mining engineering, chemistry indu'l­jng ",ineralogy, geology, and metallur_ gy. French and German arc included in the pn)gramme of "tuui~s; but , sin­gularly enough, it appear.<;, from Presi. dent fiatnard·s Hepon for rS6S, that the pnH·ision for instruction in the modern i3nb'llages is very dcfecti,·e. Drawing is also requ ired; Lut there is only one •. ass istant" i~ drawing "gainst six in chemistry. The tabubr view of nerci .. " and the list of oflicet~ indiute that the teach ing: of ~hemislry and the allied "uhjcct" occupies a ,·cry large, and indeed the m"st important, phce in the work of th e school.

" 'e come no'l" to the e~.1mination of the scientific or English" wurses" or­:.;o.ni,ed witb in colleges. The"e courses run parallel with th~ class ical course of instruction which it has becn the primary objeci of the American col­leges to provide. T hey are <'ast in the 5ame moul (1 as the classical course; but the metal is of a different composi­tion. The experimelll of eondncting parallel cla"ical and ,,;entifie courses in one "",I the same institution is by no mean. a ne w one. It is mereTy being tried afresh on a large scale anu under new conuitions in this co<1mry, "fter Ira-·i ng failed in Ettrope. In Brown Uni,·ersity, Union College , aud th~ University uf \Iichiga n, for cxam· pie, there h",·e ~xisted for sc,·cral )·ears two or mure parallel courses, _one the commOn scnli.classic.,) course; the oth· er, or others, consu<lcted On the same r""nework as the cla.~ic~l C(}ur~e by simply n:placi~g L~ti l\ and Greek, or

Gr~ek "lone, by li,·in,; European lan_ gu~g:cs, and a t the ~~tne lime expand­ing a little the mathematical and scien­tific ins tmetion. A student may eh()l)se either course, but not twa; al th e end of one course he will probahly be a Bachelor of Arts; at the end of the other, a ll:u:helor of Science or Phi· losophy.

At Union College the ~ecor.d course is c~IIed "scientific," but the grad­"ates in it take the degree of fiachelor of Arts. One f"atu,"" in the announce­men! of Union College touching the scientific course is amusi ng. \ \'hen Lati n W.1S the common sl>cec" of schol­ars, di plomas wcre naturally wrilten in that language, as \),,;ng the mOst general ly imelligiblc; and the custom, th ough it has lost much of it. original significance, i. uUf;crved to this day in ,\merican (;oll(;g(;s. But, unfortun atcly, the Kr~duat~s of the >(;ientific cou rse of Union College arc not supposed t() undersUnd La tin, although they reccive the degrec of Bachelor of Arts. Und~r these drcumslances, the autho ri ties of Un ion ColI~ge have had a happy in"pi_ ration. Since a ,! ip)()ma woulu evident­ly be worthless unless expresser! in """'e foreign Ianguagc or other, Un ion College announces Iha t thc ,l il'loma for students of thc scientific CourSe is ex­l'r<!swd in French. Th~ authorities of Union are countenanced in th;, ab­~urd ity by th e Chandler School at Dart. mouth. lJy f,,. thc larger number of st",lents at Un ion choose the classical course. The gTcat falling otT in the number of .t"uent" resortin g to Union College since r86o,- to whate'·cr <'ause Or ~·a". ~s it may be ,I <le, is sufficient to pre,·ent any friend of (he system from quoting: that c"IIeg~, at any rate. in its support. "fhere e~i,t at Union an engineering <lcp~TtmCn\ and a dem­ieal department d istinct from the ~ol_ lege proper; but the nu mber of ~tu-

• ,"'- ,," .. 0., " ,,"d.",~ .". '"" '. .. .. ....

,~

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.. " - ." ,AA .. .. .. >OJ.

''''7. " " " ,~

"4 Tlte .N.-..v EdlicatiolJ, [February,

d~nt" In both has be~ll and i. smalL in lh~se "ariou. C(l,u,es ~Te united in It shuultl be said, however, Ih~t, while the college as a whole has ~en rapidly losing students. the chemical depan· ment h"" increased its nurn~rs.

At Brown U ni"crsity (Pro,' idenee), an English and "cien\ific course was introduced imo the college pla n as carly ;'1, 18~6 , It "'as .non ]o. t to sigh t in \h~ loose an" ex~gg"ratcd dective S}'Slen> whkh pre,'ailed there fOT some year< . !lut it has reappeared in th e shope of a three years' cou rse of instruction , parallel wi th the Freshman. Sophomore. and junior year~ of the regular college curriculum. and ~nding with the dcgre" uf 1hehelor of I'h i­losophy. The classics may Ix! omitted altogether, or one dead I.'nguage may b~ studied ins tcad of two. Thi. cou"e is simply a shorter and Ie", ~Qml'rc ­hens;,'e course of S/uuy than the regu­lar course for the degree of Rachel"r of Arts; and the ,kgre. of llar.bclor of Philosophy must, of course, be regMd­cd as of Ie .. ,-a luc than the other. T he inferior course of study is less allr~c_

ti,·e tha n t h~ cb"sical course. Though the ,tndents of the two co","e. arc cnte re,l in th e same classes, and, to ~ large c~tent, pursue t he s" me s tuuies ill tbe s",ne c!a.'s-'ooo1' under the same teac],e .. , th e nu m:"" r of students who a im at Ihe superior degree of Bachelor of Arts is much brgcr than the number of those who arc con tent to be Bachelors of Phi losophy.

At the UniY"rsit)" of .\ ]ichigan the scientific courSes as th~y stand it> the programmes uc essentially th e ord i_ nary ~()ll cge four years' course, with the " 'pp",_,s ioa of both Latin an d Gretk. or of Greek alun e ; the gaps be­in g filled in with modern languagc~,

,Ira,..ing , and a lillie ~[ldition al m~th­

ematic, . A course in civil ~ngineCTi ng

is made olll by cOll vertin;!" the Senior y~ar into a )-'eJt of 'IH,.'cia] instruction in geology, meehani"" and eng ineer_ ia li' A ~"Ou r,e in mini ng engineering is arranged by in troducing imo the last two r~ "'" of the sdentine Course cer_ tai n studies which ha'·e a direct bear_ iog upon that profession. The students

most of their st a llies, separated io co m­para!i,·. i), f~w, Scientinc students and classical studen t. appear in the .ame class~s , Senior, Junior, Sophomore, and Freshmen ; but th e dassiea l students rc<:cive th e degree of Bachelor of ArL', the scientific ~1Udcnts the degree of Bachelor nf Scicnc~ , Cil"il E ng ineu. or :>Olining Engincer. Th~ students of the c1a,~ical cou'". are d~cid.d lr in the ,najorit)', especially in tht Jun ior and Senior years.

T he si mu1t~nco"s carrying on of what should be such different cour .• e~ of instru ctiou within the same walls, in the s~ lne (oRl muai t)' of stude"t~, and b), one and tbe s~me C<lrps of i"_'1ructors, is, we believe, ,"er}' disad_ '·~nt"geous to both systems of training. Such a comh;n:!.' ;on has been thorougll_ Iy tried ia th e L)'c<'es of France, and has complctcl)' fai led and bee" awn_ doned. In Gcnnan)" it h~s ~.emed ~xped icllt to separ~te th e two COIITSes. ~~"Il d uring th e school·bo), period; and for th c higher instruct ion of both sys_ tems ent irely scparate institutions hayc be~n found n~c~,"~ry. Th~ fact is. that th~ whole tOne and spir it of a ):ood college ou;:ht to be dineren t in kind from th at of a good polylcdmic Or sl·icnt ific sc hool . In tbe col lege, the desire f<)r the broadest culture , for the best formation and information ()f the mind , the enthus ;as tic s tudy of subj~cts fDr th e lo ve of them withou t an)" \\1\<"_ ,ior objects, the . lo~c of l e~rni ng antI research for lh~ i r own sake, should be .he dominant ideas_ III th e pnlyt e~hni~

~choo l should be found a mc nt:.\ train­ing infuior to none in breadth .1nd ,·igor, a thirst for know ledge, a genui ne enthusiasm in scientific r«carch, an,! a true lo,·c of natu re; but lInderneat h all tHe"e things is a temper Or kldin; motiv~ unli ke th at of a college. The student in a pol)'tcchnic school has a practical cnd constantly ill view: he is ITaining his facultie. wi th ,he express object of maki ng hilJlself a better rnaa · ubcturer, ~ngineer, or ~eacher; he IS "tudyin!:" thc pr"",sscs of nature, 10

order afte rwards ~o turn th~m to

lIs Organi::atioll. " S hum~n uses ~nd his o ... n profil ; ;f he i, eager 10 penc!r:!!e the m)'Slcriu of elK !rici!)" il ;g largdy beCluse he .. an ts 10 unUCT"!:1l1d !elegraph.; if he lc:un~ Frcnch :I"d Germ:l", it;s chiefly beuuse he wo uld no! h"s( Ihe bu! !echn;<;:Il literature of hi. gcncl"3t,on sealed for him; if he imbues his mind with t!le profound and exquisite COn ·

ceptions of the cilculu$, it is in onler the be:!er 10 compll:heud mechanics. Thls prncliCli end should never b.: los! $igh! of by stuoent or leacb~r in a polytechnic ,".cI,ool, and it should "ery seldom Ix though t of or "Ih,dtd to in a college. }u.t as far as the spi. it proper 10:0 poli'lechnic school I"'n':ldes a col· kg(, jll", ~o far lhat colleg~ falls 1Je1o .... il5 lrue ide~l. The pr:u::tical spirit and the 1i1~ruy Or schol,,~tic Spiri l all: bolh good, bU I Ihey an: incompatible. H commingled, they an:: bolh spoiled.

It is nOI 10 be im~gincd that lite menl~ l tra; ni n,", "ifort1~d br a J; ood polytechnic hchool is necesuti ly infc· ri(or in any re'!Jecl 10 t hat of ~ good college, "'hethe r in brudth. "igor, Or ,,-hoksomenel!s. Cutain It Is lhat :1:1 a"er~ge ,l:raduate of the Zurich 1'00y­te<:bnicum or the l 'aris teole Centrale has 'I much b.:mr lille 10 b.: c~lIed

"learned ". tha" mesl t:radua'e~ of American colleges and prof~"~ion"l scbool~_ He has s,udied more, hank., add to bener e«ect. ,hough in a differe nt spirit. BUI the two kind~ of educntion cannol \Ie arricd on to-,:ethcr, in Ihe same ~hedules, by Ihe ll.lme teacl,enl .

• n. ' ..... ~ IO.omod ,...c, . , ~ ;. l"'UbJ; to ...... "'o<-»Ii< Ita .... Oo!,-. "'}' ..... II ,.' .... tiooo c,f b~·_ d""".... .. d ,..;.:.. .... ,I>< """,n,., ..... ' •• ro t.M:bo .... of ,\rL .. TIw: de.,.... c,f I.I . '~ """ M. D. . ... d. "'" Lh< 0 ... '_. *'" d«tdo.ll, '-.~I,"" ,h. n til< d,~,cc d .... 1\,. and i, i. "'""" <tori .. , ...... 1>10 to 1"""''' .,",nK ... ~ ,,( ><""1 «I .... , ..... ' " b< "",,,,,(,1 , ... Ip;' .. h"" . .. in • 1"" ... i. I" "" n'",,'~,- A .. ,>I, I •• " ... , mioi" .. i •• 1""", •• ",~ .. a "",;"'1 .........

0. ,lie ,..,as.,;u< c,f,hoe l'ni""""" L'l Mi, biv-o rot • 111>!- -M d-. _ ""' =--. of,~ kodred .... oia/LL,. .... G ta ... 001"" .... ." 000 of .. __ .. , . ..... , , !.t IJ.u ><>c. of hI> ocI"";'" •• , 010"". ,,1000 .. _. 'rI .... . .. m..-.- T .... ... , ... _, ...... , .......... boo ......... o-r' 01 ......... "" ,. ... _,. ,.","Ie. .. 01 rood ..on! cbuat:l... N .. ~i • • M;' "'1, '-1. T . ..... i •• tl<r;reo ... ., .. , ... ,_ ,",,,,i. __ 0I1e<t ... . '~"-h ,,.., ktmO 01 .... """"h. _~. No,hi..,; ,I.. 1. 'O'Iui.... It i. ~. ,Iu, ..,. <b.,-...

The d .... sica l con. se ",;n hurt Ihe sden· tific, and Ihe scientific the d :ouical. Neilhe r ... i!! be 31 ilS best. T he -expe • rienc~ of Ihe worl 'l and enmmnn ~enl~ arc ag~ins t '''ch ~xpcrimen l' u 'h o,~ of Brown, Union, and Michigan. Nt'" erthele .. , they may ~ good ' emporary expedients during a !r:au.i!ioll period, or in crud~ comm~nities when: hasly t;'tll . luTe is as ~tu r.l1 u fasl eRling. They dogood 'e",ice in lack of better thinp.

'Ille incomp:lIibilily of the f>"'Iclical spirit and th e litc r~ ry spi ri t, which has hen: heen d,,-ell upon, may appear to 50mc to limit unduly the numher of $ubjt'<:ts proper 10 IJe taught in college •. T he tendency to Ihe practical $ide of e"ery subject .. hieh b.:fils a good polytechnic 5<:hool .. ould b.: improper in :0 college; bU I th same $lIhjl.'ClS may to a \-.: ry grut Ulent b.: tall;:hl ;n both. One and Ihe ""me s ubject may be stud ied in two "cry ,mlike framu of n,ind. W e have only desired to "rg~ the incompatibility of one temper wi lh anolner temper. both being ;,:ood i" thir separ.lle pbcn .

.. \nolhe. unjU$! inference migllt loe drawn from "'hal hs been said of th impossibili ly of /;:lI'.)'illg Iln 1"'0 long CCUT:'le$ of ;nllnlCI;on of different aim and "SIlence .. ;thin the $ame $chedules of hour$ and term. and Ihc same .. ail s. It mig ht be inferred that the applied sciences a fC necessa.ily unfit to 00 tau ght or ~t"dicd in a uni~eT5ity, l:lk _ in;: that wood in its best sense. It unnot IJe "aid 100 lo udly or 100 "nen, ... ~, po .. _d \oJ ta . .. _" bo ... .,..., ",." ... : tom ok1" ..... ".;., td ......... tho ... _ ..tt_ i "",i. ott .. ok;,.", ••• "ortho l ' ...... .,. .. ,be ..,.,. <>wope. "_r"'" ~._ ..... ( ... , . .. , p .. _. w,," .. .. i.'d ,h. dqn-t ,r 1.1. li.. i, ,I .. , ,.. ....... n'_ h. J ..... oIcJ;' .... - . ... ., ._!I 1""""""",,

On 'ho .. m. <>1;01_ ,h, ... m <"",Hod ("''' h • • ""'~ .., .. , i ....... ,Ii",,1 "u<l,"'~ '" ",h"", 0;0<1_ .I-..\r ..,.. ... C><""W. d<~" •. Th ....... . ' .... ,..,. ..... '1'", ~ i, • ...b . tiobod i. d,. o...u _" of A". "',bo<. <tu;« , • _ . ;.. .. wt:o '-91""_ ""'" ~"""'n;'~ 01,001· ..... , ... _ '" 01 ... "<gO • ""'" 01 _" ~

Sod> Wi , . ,,0&1 W " " ...... ~ b< , .. b< ..

. h"," ,"" ....,it, "'P • ....!. r'''1;'''';"" ~"""" _ ..... ;,;", .oli 'G_' boo tIoo _ d "I< ....... ~ no ooJy b< _ ... ,"'~oli, owlinIl' .. ' R .. ;". Ii>. w'iclo tho .... 1 ...... '1 ,ni.i,,& ."",,«1 ... ..,.l<on ...d ... _.

TIle j\ 'r.v Edll((1tioll. [Fcbru:tl)'.

that no '''bj«t of human inquiry can be ou l of pbe<: in the pros:rarnme of a real uni,-crsily. It is only necessary thaI e , .. " y ,ubjecl .hould be taugh t at th~ un ivu5;ly on a his:her plane than el.ewhere. Even Icbola .. :Ire apt to be iololenn t of thi~ sul~ect Or Ihat In uni,·cr.ily !W;he,nes i one can see no 5ense in :u-ch:1:ology i anolher con· .kUlOS nalural history a~ bcing without pract,<;al appHc:uionl, useless for train· ing, and fril:hlfu!ly absorbent of mo ne,. ; a third fi nds pure science wholewmc meat, but appli ed "dence m ililari.ln chaff". !t is ; mpos~ible to be too cat h· o li c in Ihis mailer. liut the American uni'-c",ity has not yet grown out of tbe &oi~ alld wc are rather mgeting a Ihe· orC I r.:al lh~n a practical ohjrelion. The incidental ...,mark may be permia N!, Ih >! a uni,'croity, in any "'Orthy seDse of Ihe lerm, must Srow from .... ed. It ca~n ot be transpl.1n ted from 1':n;:l.1nd orCumanyin fnllle.:.fand hurini:"' It C.l nnot be rn" up, like a cotton. mill, in ~ ix months. 10 mee t a " uick <l em~ r.d. N~ilber c~n il be created by an 'mer· b>etic " "" of the inspired editorial, Ihe ",,,"crtisin!:: circular, and the (Il'quent tele:;:ram. X umbers do not constitute it . and no mon"y c~n mah it before its time. 'n.,,~ i. more of Ihe unin..,;ity "b,mt the eight or len Yak graduates who 3~ study ing in the Yale Depart· ment of Philosophy and the ATt., than in a~ many hu nd red raw yo"t h ~ who do nOI know more than a fai r £"Tamma. school n'~y teach. When the Americ:," IInh'ersity appears, it "ill nOt he" copy of foreign ins!it~lioM. or a hot·hed plant, bU I Ihe ~t<>w and Mtural outgrowth of "mctian 'IOCial .'no.l]lOtil1c;o1 habits, and :In exprc~,;:on Qf the a,"er~ge aims and ambitions of the lJ,cUc r c'\!tcatcd cla.ss<!s. T he American coUt;;,: is an i ~ " titution ",itho"t a parallel: the American \1ni· VCrs' l)" ",ill be equally original.

Iluides the $cientif,c schools con· nected with colleges, and th" s<:ienlific u' English counes within coll~Su.. Ihere ("~in in the United Slates several ;",I"]lende~t ~ch ool~ in which n,athe· nutics, Ih" eX~CI sciences an<1 their "pplicatio"s, I h~ mooc", lang"ages, aod

phllo5oplo}' form Ihe .bple of inslruc· tion. fiuch are Ihe R,,~~.daer 1'0' Iytechnic Institule at T roy, :>.~d the School of (he :\b~sachu.etl~ I nslitute of Technology at BO~IOn.. Thes~ two schools ha,·c " certain seneral resem­bbnce i Ihey are independent utabli.h· mcnll; the)" have Ihe 5:t.lne minimum age o{ :t.d",;~.ion, namely. ~ixt«n year •• although practically the ;lvelOll:ll "se Qf the 5\udenll! who coler these ;n'litu. tiOM i. decidedly ail<)\'e Ih i5 minimum; they rio not requ ire any Latin or C...,ek for ",tmis, ion, and do not ad"'it thse 1;i"lIu'Iges to their cour"~" of otu,ly ; fioan}", in each the ronrse of ~tudy h . l. four year!.. In the comp. chensi,·cnnl Qf tbeir courses of instruclion, in t he number of teachero employed, and in Ihdr Scneral scale of operations, these ~chools differ , .. ale';:>.II)".

The Ren~~cl:t.er Pol)1echnic In.titute i., Ihc oldes t school of it l lort in the country. It. Q<gani ,ation has un · dergo"e .evcral ch"nges . ince it. esUlIJ· li.hm",,1 In IS~4 ; but for the past (,f. t cen yurs it ha~ offered a substanl ial fon, years' cou~ of instruclion io Ihe ,-ariou. brnnchu of engineering. T he programme comprehends, beside. the general :lnd speeial studies absolulely cs~ntial {or engin~," . a certain amQun t of instruction in 1':n:;::11.h, French. nat· \1 ral .dcnce, ancl ph iloSQphy. "l'1oi5 pioneer school ha5 attracted a good Ilumbtr or young mcn; ant! of its gut!­uate. a large proportion ba,'e become eogineers Qr r:tilrood Olen. Lip to r867 Ibe _<chool had !;i"ell four bunt!n:d aod Iwentpon( t!egrees.-an a" erage of teo a YC:lI". It "]>pears frum this 3\l:r.oge

• The u",'ed SI., .. ... , .. t .ed ,.,t" ..,. ... <10. .. ; ..... .. ' .. knod '0 oj I ... ", .. boo ..... "(<to '" .10,,,, t. '""~ .... \ ,,,,,-,,101, .;,. ...... . "",,~ 01' ..I<o:t ;"g , I>< u "<t ; ... ,,, lot- .~".i .. , .. '" ,t.". ",IKOOI • ." ",1, tt.. 'nfl ... "", , ... mlo;ht o,h,,_ i .. n." _ ..... , .. ""ita! "',,"',.,. in ,),i. _"'fl'. " 1"" ..... n~ POI • ~ P"""" ' .. i.;~ boin~ ",. _,I.ol ..... "' .. , ... "'10000 • ....to. tl ./ooH._. r ....... li ... _" .. ,~i~ I. t ·....."r.w .... r_ .'" "'oIr i. i"""l<a...:t __ .... !'liM' .. -. ,n.h • opocb.t poio. of ortti"", ,_'" .... '" ,,," <am ... ~"" • .a.i .......... bid>,....:.~ .... ..,.,;.. , .,. .. ,'" J""< ...... , ";';;u,r ."" .... 1 _ .. . ... "" ... ..... , .. tt. "" . .. i,; bu, ~ ........ ,," ___ d ..... , ,Iu, I'-"\It...!. ,"" .. ""'~""'~ '" """. >I ... 1d I .. ""'" .t,,,,,,, .. .., ,~'" Amnia In , ,," itu""",", m"'" <of 'l'I"'h." ''I" to ,,,. pobl i< ... " '''''.

J86<).] Ifs Orgmti::«tioll.

nu",!JeT of de;:rees. that only" .mall proportion of th e students fin ish the COurse . I n 18S! the re were firty· three students; the number increased .tead­ily until !RS6, when there were one h und rc(1 acd twenty-three ; from this point the number fe ll off each year un­Iii !861 -62, when there were only si ,,· ty-fi·:e stu rlent. in the school. Since then the number of Murlents has risen ...,pidl y.- I n 1867 -68 ton t."che rs were employed ill the schooL

It may b. mentio ned, in p~s sinZ, Ihat the Troy school is one of Ihe many A merican institulio". in which Ihc C~_ ""rimenl of wak ing manual la1>or a l~lrl of Ihe rey,lllar curricul" m has been tried, and h". fail ed. In spite of th e uniform failu'e which ha:; attended <nch experiment.', the i<lea tha t it is prac_ tic"ble fer a )·Ollng 'nan to engage regu­Ll,!y in prodUdiV<! manual labo r. and 10 tr~i" hi.< men tal f~cultie. t() a high dcgree 'It Ihe same time, still keeps its hold upon th e Amer ican mi nd. Re~d­ing. wri tin;:, and arithmetic may in­dced l>e taught to you"l: children who work in factories half of th~ day, a5 th e English h~lf·t i mc schools h'l\"~ ,Iemon_ str~t ed; but ad ,·a n~d instruction i. not to l>e had on such terms. T hen, ag:oin, it is ess~n tbl th aI m~nul l work . to !Je ge n";,,e and not make-bd ie\"e, "hnu lJ b~ done on a fann, or in a , hop. w!lc re the prim",,}" object is to pro­duce pfOfit~bly anu make money, not In I.aeh. A ""hool b rrn or mach ine­shop is a ,·cry <litrerent pla c~ from" real farm or shop. Th~ Iwo things :lte a, d iffe rent ~s a mil it;a must ~r and a field of battle. T he f~ct is, t hat. in tr"in ing his b.~ins." )·oung nun ca n­ll,>t Im,"c h is c~kc and cat it too. ,\n ll(mr a (by vf j'l(liciou~ ~xerci,e, which h,,1 he lter be for f"n than for money, will hep an}"b<~ly of 6 ir con.titlltion, who cats [l nd drioks with di"cret ion, s leeps rCl;u l"rly. I:lu;::hs well. and is careful what he brea th es, in g<>od work­ing order. E,"Cty hOLlr n,ore than this "pent in hand work is sO , ,,uch lime

• r" ,,,,,_a; tho ........ '$' "0<1.,,'~ •. , 10\6_ 0 .. ..

'>' .. .. , ~.", .. .. .. , "

VOL. X X\IJ. -li"O. ! 36. "

lost for better things. Labor i. not exerdse. To be sure, a youn;;- m~n cannot read and writ e fourteen hours a d~y; but when he cannot be .tudy_ ing hooks he can be catching butter_ flies, hu nting for flowers ~nd stones, . xperimenti ng in acitemicallaboratory, practis ing mechanical dr'lwing. sharp­enin;: his wits in co nveroe with brighl auociates, or le~rning manners in la­dies' ~oci ety. Any of these occnp:llion. is much better for him than diggi ng potatQCs, sawing wood, laying brick, or selling Iype_

T he most .~ mple course of i" struction which has been thus far offe red in this cou nlry to stlldents who demand a li b­e ral and praClical cu uc~l ;on as well a5 a train ing spec ially · "dapted to ma ke th em ultimately good engin~e r". m~n· ufacturers, arch i tect~ , chemists. m~r­chan ts, teachers of science, or directors of mInes ~nd ; ndustri.~l works, is t h~t organi>cd by tho M.~,s"chusctl" Insti­tu te of Technoi<'g y nl Boston. The course extends through four years. T be stud i .. of tbe firM and second years, and ceruln general .ludic5 in th e third and fonrth years, arc required of all rc;;nbr "tudcnu. At the begin _ ning o f the ' hird year each s tuden_t selects One of s ix courses. whi ch he fol· 10ll"s d uri"g l,is Ihird and fOllrth )·e~r$ a t the school. These <ix <·O"rse. are: ~

I. lII c.:hanical Engineering. 2. Ci ~iI E ngineerin;:. J. Cherni , try. 4 . Geology ~nd ~!ining. 5. nui lding and ,\rchilect\(r~ . 6. Gene ral Science and I.iteratu re. T o e nt~r the school th e ca ndid~te

rnust be at leaM s ixteen )"U N! old , and Ile mus t pass an examination in ari th­metic. algcbra. plane g~ome!rr, E nglish grammar. and geography. Algebra, so l· i<l geometry. I/ igonome 'ry, elcmentuy In<:chani~", ~hcmis t ry. Engl •• h, German, and drawing, both free -hand and me­cha nical, are the studies of Ihe first year; ' ph";,,al trigonometry, analyt ic gcometry, and the fi" t p rin ci ple_ of the calculus, descripti ... " astronomy, surveying. physics (sound, heat, " od light), qualitali¥e chemical analysis, Eng_

,,8 The Ne-.u Educatioll. [February,

lish , Fre~h , German. and drawing ind"dinjt netspecti,,~, arc the .!1,nies of th e second year. In the t hird year, phy.ics, geology, bistory, th., Constitu­tion of the United State:;, English, F rench (or SpaDish~ and Getman, are absolutdy "'quired of all regubr StU­dents, ksidos the special sn,diu of the particular course which they :;.elect. i n the fourth year. political eCOIlOln)" nat­urnl history, French (or It.llian), and G~rman arc ~quired of all regular stu_ ,kiltS, t>eside~ the special sludin. The cicct; ,-e studies of the third and f(lurt" years. d i.tributffi among the sj~ profes­sio nal c"u"'e~ "I)(we mentjon~d, a re, in brief, the c.alculus. mechanics, descrip­Ii"., geon,olr)" machinery, the various subj ects embraced in civi l engineering, spherical astronomy, chemistry in all its branches, histofy, architectural de­sign, mining, and mining ~ ngin~ering.

Two point~ de><ervc ~peci al ment;on, ­first, the unusual development given to instruction in the modern languages; and. seco ndly. the "tre"~ laid "ron drawing in all the courses. The posi· tion o f uchitectural de ~ign in the scheme is also worth not ing. Here is a <.;Ou<>e of liberal tra ining which in· cludes as one of its clements a subject u,ually C(ln fincd to amateurs aud pro­fession,,1 !ncn, an,] yet a subject ,,·hich is a valu"ble part of "-'5th"t;c culture. l'eople who co mplain that, as a ge neral rule, C'"CIl the cducatiun cal iL-d libcuJ docs not ncog niz" tnc artistic side of humall nature will filld here a lmiq"" prov,":on .

It is ,·ery obvious that the sludent who sbould bc Ifd by competent men , provided wilb the Ileccssary lools, through such" four )"e~rs' cou'"" o f s\Lalr as th is, would ba,·c Ttceivcd " tr.~ini ng wh ic h would h<:, nc ither loose, superficial. nOT one.sided. Between this COu'"e and the ordin~ry ""mi­elass ica l cnl lege cOu rse Ihcre is no ques tion of information uy oue and formatio" bJ· the other ; of cramming utilitarian bets by one system, .. Ild de­vdopin;; mentil powers by the other, Both courses forn" train, and educale the mind; and o lle DO more than the

other. only tbe disciplines are differen t, Either co urse. well orgo.nized, Can make out of a cap. Ne boy a rusnning mau, with his bculties well in h •• nd . One m~n s ... ings dumb-bclls. and w"lk.; "notber rows, ant! tides o n hors eback ; both tr" in th eir muscles . One eals kef, an other mutton; but both are nourisbed .

People who thi nk vaguely ~IwUl Ihe difference between a good college and " good 1x>lytech nic ~chool are apl to say Ibat tbe aim of the (XlII">:,, Co"rse is to make a rounded man, wilh all his faculties impartially d,,'"elop~~I, while it is tbe c"pre" ohject of a technical cour,,,, to make a one-sided man, - a mere enginee r, chemi", Or a,,: h it~ct.

Two truths "re supl'Tes.ed ill this form of st.'ltement. First. facultie. arc not g iv· ~n by God impartially. - to e."lt h round soul a linle of c""h power. as if the soul were a pill, which ru u51 contain its due proportion of many various ingredi­ents. To reason ahout the a"er~ge hllman mind as if it w",e ~ glOM. to be expanded 5J'rumetrically from a centre outward, is to be \Jttraycd by;l meta­phor. A cuning_tool, ~ d rill. or auger would bc a juster symlwl of th e mind. Tbe nateral ben t and peculiar qll~l ity of e,·err boy's mind should lJe sacredl)" r~gard~d In his ~duc ... tion; the divis­ion of mental labor, whIch is e.~sential ill c i,"i liz~ d communI ties in orde r that kllowledge may grow ~nd so<;icty im· prove, demands th is regard to the ]l~'

culiar constitu tloH of each mind, a, milch a. do"," tbe bappine .. of the individual m05t nc~r1y c"nc~rned . Seeolldly. 10 make ~ good engin~er. chemist . or arcbi _ tc<:t. th e only sure way is to mah fi rs t. or at least simulta"eOll s ly, an o bscn·­~nt, rcAocting. and sCMible ",an, whose mind is not only well s tored . but we I! t!':l ined also to see. roml""" , re~"on, and decide. The ,'igorous I!':l Ining or th~ ment.,] vo""er. is th~refore the pri_ m~ry object of e,"cry wdl -organI"d t~ebnTcal 'choo!. ,\t the same time a well-arranged COUTSe of .tudy, like that of the New llaven schoo!. the Troy sehool. or Ihe I n",itu t~ of Teclmology, will indude a ,·as t dell of icformatiou.

Its Org-OlliI;otioli. "9 and m~ny pr.,ctical e xcrcis.es ~prropri­

ate to the professions which the ~tu­

den!" h,we in vicw. But an attracti, ·c p rogramnlc On P.l­

per, and the actual CourSe of iustruc­tion as practi~~\1y rc:uizcd, m,,)" Uc t wO ,·ery d ifferent th ings , 0.., tho~c who h" ,·c rcad man)" proj,,,am;ncs and seen many ~th{)ol5 k now best. It is ea.r to devise Or copy a compTchen, i,·" pTo­::ramme ; it is h"ru to ex~c uk ,noon­ately wdl cve" a simple One. Tho num bor and quality of the teachers ac­tually employed in a school "re th ~ Ucst te.ts of its real character. The ( ompleteness with ,,·hich Ihe ~~hool is equipped with the "pparatus necessary for lcd",i",,\ instruction is abo a malter of real, though secondary, importance. T he Massac husetts I nSlitute of Tech­nology al ready emplo)·s ([868) Iwenty leachers, of whom thirteen are pro­fessors, a lthough the school only bei:~n in [&)5. Thesc p rofe,sors and a,,,is!­ants te~ch nowh~re el,e ; th eir whole teachin); power i5 expended in the school. Here in ~ ~ indepe ndent in' ti. tmion has an ",h-anlagc over a ,den· tific school £on ne<;tctl with a collc!;e. "J"h ~ li,t of the hculty of...." a l(achcd s£nool is often 'welled with Ihe names of men who ... ';ve mo;;t of Iheir lime 10

the coll.ge pro])Cr, 3nd an insignificant fractio" only to the scien tijic "],001.

The n umber of sludcnls attendi"g this school has increascd ra ~ idly d~r­inl< its f.rst th ree years of life,· rClch· ing t67 in 1867 - 68.

5" f~r, therefore, as cOlnprcbcnsive_ ness of programme, nUl"Ucr of te~chcT3. and nnnot....r of studenl" go, Ihi, s~hool has ukcn the lead of all Ihe sci entific or polylechnic sc hool. of the « JU nlry. I t i. a good omen for the future of Icrlmico.l educalio" , that the longe_t, fullest , and most tboro ugh course has so promptly proved the mosl " !tract;,.,, . Something of this prom pt sucress i~ d ue, however, to the exception,,] char_ ~mcr of th e <"mmunit y irt the midst of Which th is school 11<1.'; Le"n founded .

• S ombu of >t."""" i" ,56l -(06., 1'. •• •• •• •• , 86(0 - 6,. 'J1 •. .. . ... ,u,-<.S. ,e,.

The .ame 5cbool in other Americ2,D. ~ommun i t i"s migh t Do t l.!" '·e been SD

quickly s~~" e",.fl.ll. Thc " Xpcrimenl~1 period in the de­

ve lopment of technical instruction in th e United States is past. Henceforth Ihe American Jl'Iren!, who wanls to g" ·c a p ractical ct!uc.lIiou to his son, n,a)' know clearly wl,,,t is accessible 10

him as an a ltern"ti,·e wilh th~ col lege. He ma)· find a t "c '·cra l schools a ~arcful · lyarranged and comprehensive cOurse of co.o,din"led ~tudies, lasti ng three Or four years, a nd co ,·erin;; the Sa"'e pe­riod of life ;" the COm",on eoll~gt:

cocrse, nam d y, the period from six teen or eight""n till twtnty or Iwe ntr·two. T his eomprehensh·c co","e of studies is generally ca lled, in such school.< as Ibose at )<cw 1 rayen, Troy, and noston, \be "regubr" Or "general COUtSe·';

ant! the studen ls who follow il .. re thc "rc;;ular sludents," in contra.<\i stinction to the ., partial" or "speci~1 1' 'tudents, who study on ly nile suLjee·t, o r a f"w irrcgubrlJ' selected subjects, amoni: " II those ta ugh t in the ~chool.

These p~rtial or 'I"'cial Slnden ts nre of Iwo sorls in most of the te~h nical

schools . Firsl, [nen of age .. nd acquire_ ment s, who come to :ldd 10 th eir pre ,·i_ ous attainme nts " ~pecial training in some professional subject. some one application of scie nce 10 the arts; to meet the wants of sud, men has bee" a nd is one of th~ most useful fimc_ tions o f the techuical schoo ls. Scmn,!_ Iy, youn,; m~n oi imperfect prejiminarr training, whose parcDls th ilJk . or who the~lseh·~" th ink. tll~t they call beSI be­COllIe ch~mists by studying not hing but cherni"!r),, or engineers hy only attend · in;:: to the malhematiCll and Ih ei r appli . c~tions. or archi!e<:ts by ig"ori"g ~\l knowledge Lut tl,at of a,chi t~UuTal

dc'ign. This "olion is certainly a very crude (me; Lut il dcceiv~s ma ny uni nstructed p:l rcn t< and ine xperienced young [n~ll. It would he as sensible 10 g ive" child nothing bu t law· papers to read, on tbe ground Ihal he is des­tined for Ib~ law. Such p3rtial or special stude~ts i njllr" the ir school, both by interferin g with the order :md di.ci_

I

220 Tlu Nr.v Educatioll. [February,

pliee of the school ,,-hile they are stu · dents, and by biling in after life, and so bringi~g an unjust discredit upon scientific education. \Vhile they are .tudents, Ihey are in th e school ranks, so to say. bUI they :uc out of step. When they (:o into the world, thq soon show th emselves In be inadequatdy trained. They have built an i11-propor. lioned structure upon inadequate foun· d.ltions. The "~ic!!lific schools. in thtir ~arlicr days, sent many such il· libe .... lly educated m&n ir.w the sdentifi~ profe ssions, and it will still take them years to r~cover from th e bad effects of this serious mistake. Some of th e most "i;:orous of these very men ha,'c since realil"d the dcfens of thei r e~rly training, and are now the w~nnest fricnd. of the im pro"c(1 melhods of sdentific education.

If the prescnce of these partial or 51"'cial students. whose industry and abiliti es are simply misd irect ed, is an inj ury to the technical ,chools, it will be plain to all, th~t Ihese sd1Oolo mu.t suffer stm more in ree"i,·;ng, a' most of them ha"e been com pelled to do, stu· den t. who take a p~rt of the ngular cou"c <ilnply bcc~use tbey are incom· petent or too lazy to do tl", wholc. All Ihc "ientific schools of the country, whcth~r connected with collegos or not, have suffered from the fact, th3t boys and J'oung me n who, from lack of wit or vigor, were found incoml"'tent to pursu~ Ihe usu~l cl~ssical stuclies of t he prop"ratoT)" ~001 or the col l es:~ , turned to the loosely organ ized scien­ti fic school. as .afe harbors for their b zines. Or stupidity. T hc scientific schools h~,-e' bee" r.nuited in hrge part. of ~ourse, from th~t excellcnt and num~rOU$ class or yonng lOon who ha"e more taste and capacity for sci­ence Ih~n for language and li t~T~ ture, and wlio haye (olio wed their nalural bent in making chokc of a school 3nd a profusion; but they ha,·. 3150 be~n the refuge of shi rks ~nd str3gglc r .• from the better orgo.nized and stricter

colleges. This evil is a tempor."y one. incident to wh~t has been the experi ­mental condition of education through ~ticnce. It will correct itself, whell the new sptem of education i, as well organized as th~ old, and wben \II,e community understands the legitimate inlets and outlel< of d,e new schools, _ how to get into them, and what they lead to.

To a,-oid mi,apprehe nsion, let it be distinctly stated that the scientific schools l1a,-e alread y done a vcr)' time· Iy and nc,,"ssary work in this country by ( .... ini ng, although hasti ly and im· perfectly, a certain number of special­ists, such a. ~ ss~ye rs, ~nalyst", railroad eng ineers. ~nd te achers of science, to vcr)' usefu l {,mnio"s. And ~gain, let iI be acknowledged wilh th~nkful " e .. , that geni" s, or even a" unusual vigor of mind and will, OflCn ovorcomes in after li fe that worst of obstacles, insu­perahle (or common men, - an inade· qua!e or mistake" training in youth.

At present it is the wise effort of the fac ulties of all the leading poly tech· nic or scientinc schools t() carry as many of thei r pupils a. po.s ible tbrough the "regubr ·'.course of s tudy; in other words, they recommend their pupils to hy. during three or {aur year. bNween seventeen and twenty_t,.-o, a broad and strong foundation for the strictly jJro· fc,>iullal studies, of which a part are Jlursued in the school, and a part dur­ing the apprenticeship which should fo ll ow their school life.

\ Ve h~,-e nut to di.<cuss the o3ture of the preparation for this three or four years' course of scient ific and literary studies. A young man cannot well enter upon th is course much before hi. se ,-entetnth or eighteenth year. \Vhat ki nd of a prep.,ralOry school sI'all the parent sdect, who proposes to $end his .'On at the right age to a scientific. polJ~ technic. or tech nological school? What prcliminMy training: would he moot ad· vantagcous, and wbat is actually attain· able?