These institutions of learning are not results of accident, or accretions2 of church reverences3 and purposes, like the great universities of older lands. Most of them were founded and have been maintained by the people at large, and these, until recent times, were very poor. They are testimonials to the level-head and tenacity4 of purpose of the American people. Says President Gilman, of Johns Hopkins University:
“That tenacity of purpose with which a few settlers in the wilderness5 held on to the idea of a liberal education, in spite of their scanty6 crops and scantier7 libraries, their wide separation from the old-world seats of learning, and their lack of professional teachers, is one of the noblest of many noble traits possessed8 by our forefathers9, who were never so weary or so poor that they could not keep alive the altar-fires in the temples of religion and of learning. Their primitive10 foundations did not depend on royal bounty11 or on feudal{567} liens12; they were supported by free-will offerings from men and women in moderate circumstances, by the minister’s savings13 and the widow’s portion. It is only within the present generation that large donations have reached their coffers. The good and the bad we inherit in our collegiate systems were alike developed in the straitened school of necessity.
“The founders14 of the original colleges were not only high-minded and self-sacrificing, but they were devoted15 to an ideal. They believed in the doctrine16 that intellectual power is worth more than intellectual acquisitions; that an education of all the mental faculties17 is better for the happiness of individual scholars and for the advancement18 of the community than a narrow training for a special pursuit. Accordingly, their educational system did not begin with professional seminaries, for the special training of any one class, but with schools of general culture, colleges of the liberal arts, as good as could be made with their resources and in that age. Instead of an academic staff made up of those who professed19 to teach some special branch of knowledge, these colleges had a master and fellows (or tutors), men who were fit to teach others those rudiments20 of higher learning in which they had themselves been taught. Moreover, as years rolled on, instead of concentrating personal and pecuniary21 support upon a few of the oldest and most{568} promising22 foundations, far-sighted men built up in every portion of the land colleges corresponding in their principal features with the original foundations, and depending for maintenance on the beneficence of individuals.
“The history of the colonial foundations abounds23 in examples of the wisdom and self-sacrifice with which they were conducted under circumstances which called for devotion to a lofty ideal. No one can study the biography of their graduates without discovering that they were the men who moulded the institutions of this country. It is easy to point out deficiencies in these academic organizations, as it is to criticise24 the defects of the emigrants’ cabins and the foresters’ paths; it is easy to lament25 that a deeper impression was not made upon the scholarship of the world; easy to mention influential26 men who never passed a day within college walls; easy to provoke a smile, a sneer27, or a censure28 by the record of some narrow-minded custom or proceeding29. But, nevertheless, the fact cannot be shaken that the old American colleges have been admirable places for the training of men. Let the roll of graduates of any leading institution be scrutinized30, or even the record of a single class selected at random31, and it will be seen that the number of life failures is very small, and the number of useful, intelligent, high-minded and upright careers very large. It may, therefore,{569} be said that the traditional college, though commonly hampered32 by ancient conditions and by the lack of funds with which to attain33 its own ideal, has remained the firm and valiant34 supporter of liberal culture, and that any revolutionary or rabid changes in its organization or methods should be carefully watched. Nevertheless, as we proceed, it will be evident that changes are inevitable35 and that most desirable improvements are in progress. The child is becoming a man.”
But we need more concentration of effort, money and good men, both as instructors36 and students, in colleges where the highest education may be obtained. The great number of our colleges is a source of weakness—not of strength. A great number of these institutions are mere37 academies, and seem to have been founded principally to keep students within the denominational fences of their parents; the college is charged with what should be the special work of parent and pastor39. Says President Gilman:
“Every important Christian40 denomination38 has come to have its distinctive41 college, and many an argument has been framed to prove that sectarian colleges are better than those which seek to promote the union of several religious bodies. It has not been thought sufficient that a college should be pervaded43 by an enlightened Christianity, nor even that it should be the stronghold of{570} a simple evangelical life and doctrine, nor that it should be orthodox as to the fundamental teachings of the Church; but sectarian influences must everywhere predominate, among the trustees or in the faculty44, or in both the governing bodies. Hence we see all over the land feeble, ill-endowed and poorly manned institutions, caring a little for sound learning, but a great deal more for the defence of denominational tenets.”
President Eliot, of Harvard, thus indicates the results of this spirit, added to another which is still less pardonable:
“In the absence of an established church, or of a dominant45 sect42 in the United States, denominational zeal46 has inevitably47 tended to scatter48 even those scanty resources which in two centuries have become available for the higher education; and this lamentable49 dissipation has been increased by the local pride of States, cities and neighborhoods, and the desire of many persons, who had money to apply to public uses, to found new institutions rather than to contribute to those already established—a desire not unnatural50 in a new country, where love of the old and venerable in institutions has but just sprung up. In short, the different social, political and religious conditions of this country have, thus far, quite prevented the development of commanding universities like those of the mother-country.”
As the greater colleges increase in financial{571} and intellectual strength, the weaker ones must either drop out of existence, or be satisfied to impart merely the high-school course of instruction, and prepare their more aspiring51 pupils to enter colleges worthy52 of the name. Ex-President White, of Cornell University, foreshadows their future as follows:
“Our country has already not far short of four hundred colleges and universities more or less worthy of those names, besides a vast number of high-schools and academies quite as worthy to be called colleges or universities as many which bear those titles. But the system embracing all these has by no means reached its final form. Probably in its more complete development the stronger institutions, to the number of twenty or thirty, will, within a generation or two, become universities in the true sense of the word, restricting themselves to university work; beginning, perhaps, at the studies now usually undertaken in the junior year of our colleges, and carrying them on through the senior year, with two or three years of special or professional study afterward53. The best of the others will probably accept their mission as colleges in the true sense of the word, beginning the course two years earlier than at present, and continuing it to what is now the junior year. Thus they will do a work intermediate between the general school system of the country and the{572} universities, a work which can be properly called collegiate, a work the need of which is now sorely felt, and which is most useful and honorable. Such an organization will give us as good a system as the world has ever seen, probably the best system.”
There is no lack of money for institutions of learning which show special aptitude54 in any direction. A belief in thorough education is common to almost all progressive men, whether they themselves are college graduates or “self-made” men. President White, after naming many men who have given largely to different colleges, says:
“Such a tide of generosity55 bursting forth56 from the hearts and minds of strong and shrewd men who differ so widely from each other in residence and ideas, yet flowing in one direction, means something. What is it? At the source of it lies, doubtless, a perception of duty to the country and a feeling of pride in the country’s glory. United with this is, naturally, more or less of an honorable personal ambition; but this is not all; strong common sense has done much to create the current and still more to shape its course. For, as to the origin of this stream, the wealthy American knows perfectly57 that the laws of his country favor the dispersion of inherited wealth rather than its retention58; that in two or three generations at most his descendants, no matter{573} how large their inheritance, must come to the level determined59 by their character and ability; that their character and ability are most likely to be injured, and therefore the level to which they subside60 lowered, by an inheritance so large as to engender61 self-indulgence; that while, in Great Britain, the laws and customs of primogeniture and entail62 enable men of vast wealth to tie up their property, and so to found families, this, in America, is impossible; and that though the tendency toward the equalization of fortunes may sometimes be retarded63, it cannot be prevented.
“So, too, as to the direction of the stream; this same common sense has given its main channel. These great donors64 have recognized the fact that the necessity for universal primary education will always be seen, and can be adequately provided for, only by the people as a whole; but that the necessity for that advanced education which can alone vivify and energize65 the whole school system, drawing a rich life up through it, sending a richer life down through it, will rarely be provided for, save by the few men wise enough to understand a great national system of education, and strong enough efficiently66 to aid it.
“It is, then, plain, good sense which has led mainly to the development of a munificence67 such as no other land has seen; therefore it is that the long list of men who have thus distinguished68{574} themselves and their country is steadily69 growing longer.”
But in opposition70 to the spirit which founded and has supported our many institutions of learning there has arisen a pestilent theory, born of the sudden increase of wealth and love of luxury, that no education is worth anything which does not enable a man to make more money and make it easier than his neighbor who has had no liberal schooling71. Because technical schools—of which the more we have the better off we will be—teach men to use their wits about many practical things, there seems to be prevalent a stupid notion that material things are all there are of life, and that sentiments, principles and aspirations73 are not worth cultivating. Such stuff might do if we were a nation of shopkeepers, but we are not that kind of people. For each man who is thinking and caring only for money and what it will bring him are half a dozen earnest, clear-headed people who know that all human needs are not satisfied when the stomach is full and the senses satiated.
In a recent and admirable address to a college society Bishop74 Potter fairly stated and answered the current sneer at the higher education, as follows:
“We are met by a spirit which it is time, I think, that we recognize, as there is a need that it should be challenged. We Americans are, of{575} all peoples under the sun, supremely76 a practical people. No mechanism77 is invented, no book is written, no theory is propounded78, but that straightway there is heard a voice demanding: ‘Well, this is all very interesting, very novel, very eloquent79; but what, after all, is the good of it? To what contrivance, to what enterprise can you hitch80 this discovery, this vision of yours, and make it work? How will it push, pull, pump, lift, drive, bore, so that, employed thus, it may be a veritable producer? Yes, we want learning for our young men, our young women; but how can it be converted by the shortest road and in the most effectual way into a marketable product?’ ‘The man of the North,’ says De Tocqueville, writing of our North, ‘has not only experience, but knowledge. He, however, does not care for science as a pleasure, and only embraces it with avidity when it leads to useful applications.’ And the worst of such an indictment81 is the fact that it is still so often true.
“The conditions of this generation demand that we should be reminded that, beyond bodies to be clothed, and tastes to be cultivated, and wealth to be accumulated, there is in each one of us an intellect to be developed and, by means of it, truth to be discerned, which, beside all other undertakings82 to which the mind of man can bend itself, should forever be foremost and supreme75. The gratification of our physical{576} wants, and next to that the gratification of our personal vanity or ambition, may seem to many people at once the chief end of existence and the secret of the truest happiness. But there have been men who have neither sought nor cared for these things, who have found in learning for its own sake at once their sweetest rewards and their highest dignity.
“The vocation83 of the scholar of our time becomes most plain. He is to take his stand and to make his protest. With a dignity and a resolution born of the greatness of his calling and his opportunity, he is to spurn84 that low estimate of his work and its result which measures them by what they have earned in money or can produce in dividends85. Here, in his counting-room or his warehouse86, sits the plutocrat who has amassed87 his millions, and who can forecast the fluctuations88 of the market with the unerring accuracy of an aneroid barometer89. To such a one comes the professor from some modest seat of learning among the hills, minded to see his old classmate of other days, to grasp his hand again, and to learn, if it may be, how he fares. And the rich man looks down with a bland90 condescension91 upon the school-fellow who chose the company of his books rather than the companionship of the market-place, and as he notes, perhaps, his lean and Cassius-like outline, his seedy if not shabby garb92, and his shy and rustic{577} manner, smooths his own portly and well-clad person with complacency, and thanks his stars that he early took to trade. Poor fool! He does not perceive that his friend the professor has most accurately93 taken his measure, and that the clear and kindly94 eyes that look at him through those steel-bowed spectacles have seen with something of sadness, and something more of compassion95, how the finer aspirations of earlier days have all been smothered96 and quenched97! In an age which is impatient of any voice that will not cry, ‘Great is the god of railroads and syndicates, and greater yet are the apostles of ‘puts’ and ‘calls,’ of ‘corners’ and pools!’ we want a race of men who by their very existence shall be a standing98 protest against the reign99 of a coarse materialism100 and a deluge101 of greed and self-seeking.
“But to have such a race of men we must have among us those whose vision has been purged102 and unsealed to see the dignity of the scholar’s calling. One may not forget that among those who will soon go forth from college halls to begin their work in life there must needs be many to whom the nature of that work, and in some sense the aims of it, are foreordained by the conditions under which they are compelled to do it. One may not forget, in other words, that, with many of us, the stern question of earning our bread is that which most urgently{578} challenges us, and which we cannot hope to evade103. But there is no one of us who may not wisely remember that, in the domain104 of the intellect as in the domain of the spiritual and moral nature, ‘the life is more than meat and the body than raiment,’ and that the hope of our time, or of any time, is not in men who are concerned in what they can get, but in what they can see. Frederick Maurice has well reminded us how inadequate105 is that phrase which describes the function of the scholar to be the acquisition of knowledge. Here is a man whose days and nights are spent in laborious107 plodding108, and whose brain, before he is done with life, becomes a store-house from which you can draw out a fact as you would take down a book from the shelves of a library. We must not speak of such a scholar disrespectfully; and in a generation which is impatient of plodding industry, and content, as never before, with smart and superficial learning, we may well honor those whose rare acquisitions are the fruit of painful and untiring labor106. But, surely, his is a nobler understanding of his calling as a scholar who has come to see that, in whatsoever109 department of inquiry110, it is not so much a question of how much learning he is possessed of, as, rather, how truly anything that he has learned has possessed him. There are men whose acquirements in mere bulk and extent are, it may be, neither{579} large nor profound. But when they have taken their powers of inquiry and investigation111 and gone with them to the shut doors of the kingdom of knowledge, they have tarried there in stillness and on their knees, waiting and watching for the light. And to these has come, in all ages, that which is the best reward of the scholar—not a fact to be hung up on a peg112 and duly numbered and catalogued, but the vision of a truth to be the inspiration of all their lives.”
Among the departments of higher education at which the self-styled “practical” man turns up his nose are the mental, moral and political sciences. They are sneered113 at as a mass of mere theories; good enough, perhaps, to help intellectual natures otherwise unoccupied to pass away the time, but of no practical good in the world. Yet President Gilman, whose mind runs largely upon applied114 science, says of these studies:
“They have twofold value—their service to the individual and their service to the state. It is by the study of the history of opinion, by the scrutiny116 of mental phenomena117, and by the discussion of ethical118 principles, that religious and moral character is to be developed. The hours of reflection are redeemed119 from barrenness and made fruitful, like sand-plains irrigated120 by mountain-streams, when they are pervaded by{580} the perennial121 currents which flow from the lofty heights of philosophy and religion. Above all other educational subjects in importance stands philosophy, the exercise of reason upon those manifold and perplexing problems of existence which are as old as humanity and as new as the nineteenth century. For its place in a liberal education no substitute need apply. What is true of the moral sciences in reference to individual character may be said of the historical and political sciences in relation to the state. That nation is in danger of losing its liberties, and of entering upon a period of corruption122 and decay, which does not keep its eye steadily fixed123 on the experience of other nations, and does not apply to its own institutions and laws the lessons of the past. The evils we complain of, the burdens we carry, the dangers we fear, are to be met by the accumulated experience of other generations and of other climes.”
Yet this distinguished teacher would not, like some men of equal note but less breadth of character, have the college student restrict himself to these departments of study. He shows himself abreast124 of the times when he says:
“A liberal education requires an acquaintance with scientific methods, with the modes of inquiry, of observation, of comparison, of eliminating error and of ascertaining125 truth, which are observed by modern investigators126. Such an{581} acquaintance may be better secured by prolonged and thorough attention to one great department of science, like chemistry, physics, biology, or geology, than by acquiring a smattering of twenty branches. If every college student would daily for one or two years devote a third of his study time to either of the great subjects we have named, or to others which might be named, he would exercise his faculties in a discipline very different from that afforded by his linguistic127 and mathematical work. He would not only find his observing powers sharpened; he would find his judgment128 improved by its exercise on the certainties of natural law. He would never afterward be prejudiced against the true workers in science, nor afraid of the progress of modern learning. Whatever might be his future vocation, ecclesiastical, educational, or editorial, he would speak of science with no covert129 sneer and with no suppressed apprehension130. The more religious his nature, the more reverent131 would he become. In public affairs which call for a knowledge of science, he would know how to discriminate132 between the quack133 and the authority, and he would be quick to perceive in how many departments of government the liberal use of scientific methods is now imperatively134 demanded.”
If no other purpose could be attained135 by raising the standard and broadening the scope of{582} such of our colleges as aspire136 to the rank of universities, and of sending to them all of our young men who sincerely desire a liberal education, there would be the enormous gain, to each student, of association with men of his own kind. Such association elsewhere is almost impossible in this land of scattered137 population and magnificent distances. Many ill-balanced “cranks” might have been spared us could active, restless, inquiring minds have been placed amid congenial surroundings instead of chafing138 against barren environments and consuming their minds over trivialities. Edward Everett Hale is credited with the saying: “The main good of a college is not in the things which it teaches; the good of a college is to be had from the ‘fellows’ who are there and your association with them.” President Dwight, of Yale, while dissenting139 from the sweeping140 first clause of Mr. Hale’s assertion, admits:
“But ‘the fellows’ did me much good in the way of my education. I had a most excellent and worthy set of friends, especially in the last year of my college life. My associations with them drew me out of myself, and gave me, in the best meaning of the term, the sense and the impulse of good-fellowship. As bearing upon my preparation for my life’s work, this association did much to give me that common sense, and sympathy, and warm-heartedness, and love of{583} young men, and comprehension of their nature and their feelings, the value of which is so great to a college teacher. The college friendships, in their best development, came to me at the most fortunate period—in the later years of the course. They came at a time when they could operate most healthfully and happily upon all that I had gained from my studies and my teachers, and rounded out for me, if I may so express it, the education which belonged to the university.”
One requisite142 to the greater success of our higher colleges is a better class of students. When fees for matriculation and tuition formed an important part of the income from which a school had to maintain itself, an applicant’s defects of preparation or personal character were winked143 at; but this no longer is necessary at Yale, Harvard or any of the half dozen younger universities which have been richly endowed. No one should be received as a student who does not “mean business” and who is not quickly responsive to the influences about him. Says Prof. Shaler, of Harvard:
“It is very clear that the essential aim of our higher educational establishments is to take youths who have received a considerable training in preparatory schools, who have attained the age of about eighteen years, and have begun to acquire the motives144 of men, and fit them for the higher walks of active life. To the youth must{584} be given a share of learning which may serve to enlarge to the utmost his natural powers. He must be informed and disciplined in the art and habit of acquiring information. He must also be disciplined in the ways of men, in the maintenance of his moral status by the exercise of his will, in self-confidence and in the faithful performance of duty for duty’s sake. Every influence which tends to aid him in putting away the irresponsible nature of the child should be brought to bear; every condition which will lead him to send forth his expectations and ambitions from his place in the school to his place among men should surround him.
“Once bring a young man clearly to feel that his career in life is fairly begun when he resorts to college or the professional school; let him but conceive that his place in life is to be determined by his conduct in preparation for it, and we bring to bear a set of motives which are morally as high as the ordinary motives of discipline are low in the moral scale. Just so far as the work of a student abounds in suggestions of his work in the world, so far as his teachers by their conduct, as well as by their words, serve to arouse his manly145, dutiful sense, the education effects its true end. Every youth who is fitted to be a student in our higher colleges or universities will quickly respond to the stimulus146 he feels in passing from the disciplinary conditions of childhood{585} to those which are fit for men. If he be in spirit capable of scholarly manliness147, we may be sure that his imagination has forerun the conditions he has met in his lower schooling. He has longed for something like the independence and responsibility of manhood; for an advance to the place of trust to which he is bidden.”
Our higher colleges should not become retreats for that large, lazy, irresponsible class of young men and women who mistake fondness for reading for a desire to study. There is no more deceptive148 creature alive than the juvenile149 book-worm. He is like the English king who became noted150 as “the most learned fool in Christendom.” Neither should feebleness of body be regarded as an indication of vigorous intellect; this mistake has filled colleges as disastrously151 as pulpits. The seriousness of ill-health is not an intellectual purpose; it is a mental disease, and should be treated by the gymnasium instructor—not the college professor. President White, in outlining the university of the future, said:
“A long observation of young men and young women has taught me that there is infinitely152 greater danger to their health, moral, intellectual and physical, from lounging, loafing, dawdling153 and droning over books, than from the most vigorous efforts they can be induced to make; and I believe that most thoughtful teachers will agree with me on this point. In order to meet{586} any danger of the sort suggested, it will be observed that I have insisted on a proper examination as to physical condition at the same time with the regular examinations for scholarships and fellowships, and also upon frequent reports from the successful candidates as to health as well as progress. The expectation of such examinations and reports would do much to guard and improve the health of ambitious young scholars in every part of the country.”
Our higher colleges contain some admirable instructors, but the average quality is not yet what it should be. President Gilman says:
“For the ordinary instruction of under-graduate students men of broad, generous, varied154 culture are needed; men who know the value of letters and of nature in a plan of study; men who understand their own views because they are watching the necessities and the transactions of to-day with the light of historical experience; men who believe that character, intellectual and moral, is more important than knowledge, and who are determined that all the influences of college life shall be wholesome155. Such teachers as these have hitherto constituted the faculties of American colleges; their names may not have been made renowned156 by any new discoveries or by the publication of any great treatises157, but they have impressed themselves on generations of pupils who have in their turn helped to form{587} the best institutions which maintain the nation. It will be a great misfortune to American education, if, in choosing specialists for collegiate professorships (as must be done in future), the authorities fail to make sure that these specialists are men of general cultivation158, of sound morals and of hearty159 sympathy with the youth they are to teach.”
But what are college trustees to do? Most of the great gifts to colleges are for special purposes—the erection of buildings, the purchase of instruments, the founding of a library, the purchase of a telescope, but seldom for the purpose of securing a valuable addition to the faculty by an endowment which would yield a sum that would justify160 a man of high attainments161 in abandoning a lucrative162 profession and devoting himself to education. Says President Gilman:
“Is it not time for all who are interested in college foundations to call for large donations for the increase of ‘the wages fund?’ Ought not the college authorities to keep in the background their desire for better buildings, and insist that adequate means must first be provided for the maintenance of instruction? It will be suicidal if a prosperous country like this suffers its institutions of learning to be manned by men of second-rate abilities because they are cheaper, and because the men of first-rate powers are turned away from the work of higher education{588} to the professions of law and medicine, to the ministry163 and to business pursuits, as giving more hope, more comfort and more freedom, with equally good opportunities of usefulness and with prospects164 of higher honor. It will be a shame if the hoary165 head in a college, instead of being a crown of glory, is a sign of poverty and neglect. A college professorship should be liberally paid, and with an augmenting166 salary, so that, in this respect, it may be at least as attractive as other careers which are open to intellectual men. If the very best men are not secured for the work of instruction, and if they are not made so easy in their pecuniary circumstances as to be free from care on that account, farewell to intellectual advancement, farewell to literary progress, farewell to scientific discovery, farewell to sound statesmanship, farewell to enlightened Christianity; the reign of bigotry167 and dulness is at hand.”
Our colleges need more scholarships and more fellowships. It ought to be possible for any one desirous and deserving of a good education to obtain it, whether he be son of a prince or son of a pauper168. It ought also to be possible for a brilliant and studious graduate to be specially141 rewarded and encouraged by being supported by his Alma Mater so long as he continues his studies to some purpose and for the benefit of the college. The “fellow” of an English university{589} may be a mere loafer; his title and its accompanying allowance of money call for no return; they are merely rewards for what has already been done. President White says:
“I would allow the persons taking fellowships to use them in securing advanced instruction at whatever institution they may select at home or abroad. Probably the great majority would choose the best institutions at home, but many would go abroad and seek out the most eminent169 professors and investigators. Thus, eager, energetic, ambitious young American scholars would bring back to us the best thoughts, words and work of the foremost authorities in every department throughout the world; skill in the best methods, knowledge of the best books, familiarity with the best illustrative material. From the scholars thus trained our universities, colleges and academies would receive better teachers; our magazines and newspapers writers better fitted to discuss living political, financial and social questions; the various professions men better prepared to develop them in obedience170 to the best modern thought, and the great pursuits which lie at the foundation of material prosperity—agriculture, manufactures and the like—men better able to solve the practical problems of the world. Every field of moral, intellectual and physical activity would thus be enriched. All would be anxious to train students{590} fitted to compete successfully for these fellowships, and the stronger institutions would be especially anxious to develop post-graduate courses fitted to attract these. I can think of no better antiseptic for the dry-rot which afflicts171 so many institutions of learning. The custom of shelving clergymen unacceptable to parishes in college professorships would probably by this means receive a killing172 blow.”
Bishop Potter writes as earnestly on this subject, though from a different point of view:
“We want place for men who, whether as fellows or lecturers, shall, in connection with our universities, be free to pursue original investigation and to give themselves to profound study, untrammelled by the petty cares, the irksome round, the small anxieties, which are sooner or later the death of aspiration72, and fatal obstacles to inspiration. It is with processes of thought as it is with processes of nature—crystallization demands stillness, equanimity173, repose174. And so the great truths which are to be the seed of forces that shall new create our civilization must have a chance first of all to reveal themselves. Some mount of vision there must be for the scholar; and those whose are the material treasures out of which came those wonderful endowments and foundations which have lent to England’s universities some elements of their chiefest glory must see that they have this mount of vision.”{591}
Higher education does not require that college discipline, direction and supervision175 should be abated176; on the contrary, it demands more active exercise of all these functions. Some quite good and earnest men go to college only to read; their proper place is a large library in a city. Others, taking advantage of “elective” studies, want to plunge177 into a groove178 and remain there. Elective studies have their advantages, but young men are seldom fit to select for themselves. Says President Bartlett, of Dartmouth:
“From the fact that he has not been over the field, the youth is incompetent179 to judge what is the best drill and culture for him. And while diversity of ultimate aim may modify the latter part of the basal education, specialism comes soon enough when the special training begins. And those institutions seem to me wisest which reserve their electives till the last half of the college course, then introduce them sparingly, and not miscellaneously, but by coherent courses. A general and predominant introduction of electives is fruitful of evils. It perplexes the faithful student in his inexperience. It tempts180 and helps the average student to turn away from the studies which by reason of his deficiencies he most needs. It gives opportunity to the lazy student to indulge his indolence in the selection of ‘soft’ electives.”
Fortunately discipline is not so hard to maintain{592} in American colleges as in European universities. There are some “hard boys” at Harvard, and the Yale Cubs181 often make night hideous182 at New Haven183, nevertheless the American student is generally more respectable and law-abiding than his foreign brother. Says President Eliot, of Harvard:
“The habitual184 abstinence from alcohol as a daily beverage185, which the great majority of American students observe, explains in some degree the absence in American institutions of all measures to prevent students from passing the night away from their college rooms or lodgings186. The college halls at Harvard, Yale, and Princeton stand open all night; while at Oxford187 and Cambridge locked doors and gates, and barred and shuttered windows, enforce the student’s presence in his room after 10 P.M., but are most ineffectual to restrain him from any vice115 to which he may be seriously inclined. There is more drunkenness and licentiousness188 at Oxford and Cambridge than among an equal number of American students; but this fact is due rather to national temperament189, and to the characteristics of the social class to which English students generally belong, than to anything in university organization or discipline. Among manly virtues190, purity and temperance have a lower place in English estimation than in American.”
So sensible are the mass of American students{593} that when the question of undergraduate participation191 in college management was raised at Dartmouth the college societies reported adversely192 on the plan, and the college paper, edited by students, manfully asserted, after a plea for strong government, “What our colleges really need is more of West Point.”
Between proper government and amateur police work, however, there is a wide difference. Ex-President McCosh, of Princeton, who was a studious, quiet man, whom no one could have suspected of sympathy with wild hilarity193, said:
“There may be colleges, but they are few, which are over-governed by masters who look as wise as Solomon, but whose judgments194 are not just so wise as his were. In some places there may be a harsh repression195 of natural impulses, and an intermeddling with joyousness196 and playfulness. I have known ministerial professors denounce infidelity till they made their best students infidel. The most effective means of making young men skeptics is for dull men to attack Darwin and Spencer, Huxley and Tyndall, without knowing the branches which these men have been turning to their own uses. There are grave professors who cannot draw the distinction between the immorality197 of drinking and snowballing. It is true that we have two eyes given us that we may see, but we have also two eyelids198 to cover them up; and those who{594} have oversight199 of young men should know when to open and when to close these organs of observation. I have seen a band of students dragging a horse, which had entered the campus, without matriculating, into a goody-student’s room, and a professor with the scene before him determinedly200 turning his head now to the one side and now to the other that he might not possibly see it. I have witnessed a student coming out of a recitation-room, leaping into a wagon201, whose driver had villanously disappeared, and careering along the road, while the president turned back from his walk that his eyes might not alight on so profane202 a scene.”
But between mere fun and out-and-out brutality203 Dr. McCosh drew the line sharply when he said:
“It is certain that there are old college customs still lingering in our country which people generally are now anxious to be rid of. Some of them are offsets204 of the abominable205 practices of old English schools, and have come down from colonial days, through successive generations. Thus American hazing206 is a modification207 of English fagging. It seems that there are still some who defend or palliate the crime—for such it is. They say that it stirs up courage and promotes manliness. But I should like to know what courage there is in a crowd, in masks at the dead of night, attacking a single youth{595} who is gagged and is defenceless! It is not a fair and open fight in which both parties expose themselves to danger. The deed, so far from being courageous208, is about the lowest form of cowardice209. The preparations made and the deeds done are in all cases mean and dastardly, and in some horrid210. I have seen the apparatus211. There are masks for concealment212, and gags to stop the mouth and ears; there is a razor and there are scissors, there are ropes to bind213, and in some cases whips or boards to inflict214 blows; there are commonly filthy215 applications ready, and in all cases unmanly insults more difficult to be borne by a youth of spirit than any beating. The practice, so far from being humanizing, is simply brutalizing in its influence on all engaged in it. It does not form the brave man, but the bully216. The youth exposed to the indignity217 this year is prepared to revenge it on another next year. A gentleman who knows American colleges well tells me that in those in which hazing is common in the younger classes the very look of the students is rowdyish. It is astonishing that the American people, firm enough when they are roused, should have allowed this barbarity to linger in our colleges, great and small, down to the last quarter of the nineteenth century of the religion of purity and love.”
Our universities and more progressive colleges{596} are slowly but surely reshaping themselves on the lines indicated in the foregoing pages, and the time is not far distant when no graduate can be excused for being merely book-stuffed instead of educated.
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1
civilized
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| a.有教养的，文雅的 | |
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2
accretions
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| n.堆积( accretion的名词复数 )；连生；添加生长；吸积 | |
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reverences
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| n.尊敬，崇敬( reverence的名词复数 )；敬礼 | |
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tenacity
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| n.坚韧 | |
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wilderness
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| n.杳无人烟的一片陆地、水等，荒漠 | |
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scanty
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| adj.缺乏的，仅有的，节省的，狭小的，不够的 | |
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scantier
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| adj.（大小或数量）不足的，勉强够的( scanty的比较级 ) | |
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possessed
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| adj.疯狂的；拥有的，占有的 | |
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forefathers
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| n.祖先，先人；祖先，祖宗( forefather的名词复数 )；列祖列宗；前人 | |
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primitive
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| adj.原始的；简单的；n.原(始)人，原始事物 | |
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bounty
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| n.慷慨的赠予物，奖金；慷慨，大方；施与 | |
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liens
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| n.留置权，扣押权( lien的名词复数 ) | |
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savings
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| n.存款，储蓄 | |
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founders
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| n.创始人( founder的名词复数 ) | |
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devoted
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| adj.忠诚的，忠实的，热心的，献身于...的 | |
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doctrine
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| n.教义；主义；学说 | |
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faculties
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| n.能力( faculty的名词复数 )；全体教职员；技巧；院 | |
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advancement
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| n.前进，促进，提升 | |
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professed
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| 公开声称的，伪称的，已立誓信教的 | |
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20
rudiments
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| n.基础知识，入门 | |
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21
pecuniary
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| adj.金钱的；金钱上的 | |
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promising
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| adj.有希望的，有前途的 | |
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abounds
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| v.大量存在，充满，富于( abound的第三人称单数 ) | |
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criticise
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| v.批评，评论；非难 | |
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lament
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| n.悲叹，悔恨，恸哭；v.哀悼，悔恨，悲叹 | |
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influential
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| adj.有影响的，有权势的 | |
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27
sneer
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| v.轻蔑；嘲笑；n.嘲笑，讥讽的言语 | |
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28
censure
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| v./n.责备；非难；责难 | |
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proceeding
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| n.行动，进行，(pl.)会议录，学报 | |
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30
scrutinized
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| v.仔细检查，详审( scrutinize的过去式和过去分词 ) | |
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random
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| adj.随机的；任意的；n.偶然的(或随便的)行动 | |
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32
hampered
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| 妨碍，束缚，限制( hamper的过去式和过去分词 ) | |
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attain
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| vt.达到，获得，完成 | |
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34
valiant
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| adj.勇敢的，英勇的；n.勇士，勇敢的人 | |
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inevitable
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| adj.不可避免的，必然发生的 | |
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instructors
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| 指导者，教师( instructor的名词复数 ) | |
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mere
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| adj.纯粹的；仅仅，只不过 | |
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denomination
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| n.命名，取名，(度量衡、货币等的)单位 | |
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pastor
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| n.牧师，牧人 | |
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Christian
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| adj.基督教徒的；n.基督教徒 | |
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41
distinctive
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| adj.特别的，有特色的，与众不同的 | |
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42
sect
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| n.派别，宗教，学派，派系 | |
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43
pervaded
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| v.遍及，弥漫( pervade的过去式和过去分词 ) | |
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faculty
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| n.才能；学院，系；(学院或系的)全体教学人员 | |
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45
dominant
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| adj.支配的，统治的；占优势的；显性的；n.主因，要素，主要的人(或物)；显性基因 | |
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46
zeal
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| n.热心，热情，热忱 | |
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47
inevitably
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| adv.不可避免地；必然发生地 | |
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48
scatter
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| vt.撒，驱散，散开；散布/播；vi.分散，消散 | |
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49
lamentable
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| adj.令人惋惜的，悔恨的 | |
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50
unnatural
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| adj.不自然的；反常的 | |
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51
aspiring
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| adj.有志气的；有抱负的；高耸的v.渴望；追求 | |
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52
worthy
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| adj.(of)值得的，配得上的；有价值的 | |
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53
afterward
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| adv.后来；以后 | |
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54
aptitude
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| n.(学习方面的)才能，资质，天资 | |
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55
generosity
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| n.大度，慷慨，慷慨的行为 | |
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56
forth
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| adv.向前；向外，往外 | |
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perfectly
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| adv.完美地，无可非议地，彻底地 | |
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58
retention
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| n.保留，保持，保持力，记忆力 | |
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59
determined
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| adj.坚定的；有决心的 | |
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60
subside
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| vi.平静，平息；下沉，塌陷，沉降 | |
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61
engender
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| v.产生，引起 | |
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62
entail
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| vt.使承担，使成为必要，需要 | |
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63
retarded
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| a.智力迟钝的，智力发育迟缓的 | |
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64
donors
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| n.捐赠者( donor的名词复数 )；献血者；捐血者；器官捐献者 | |
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65
energize
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| vt.给予(某人或某物)精力、能量 | |
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efficiently
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| adv.高效率地，有能力地 | |
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67
munificence
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| n.宽宏大量，慷慨给与 | |
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68
distinguished
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| adj.卓越的，杰出的，著名的 | |
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69
steadily
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| adv.稳定地；不变地；持续地 | |
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70
opposition
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| n.反对，敌对 | |
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71
schooling
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| n.教育；正规学校教育 | |
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72
aspiration
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| n.志向，志趣抱负；渴望；(语)送气音；吸出 | |
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73
aspirations
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| 强烈的愿望( aspiration的名词复数 )； 志向； 发送气音； 发 h 音 | |
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74
bishop
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| n.主教，（国际象棋）象 | |
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75
supreme
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| adj.极度的，最重要的；至高的，最高的 | |
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supremely
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| adv.无上地，崇高地 | |
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mechanism
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| n.机械装置；机构，结构 | |
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78
propounded
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| v.提出（问题、计划等）供考虑[讨论]，提议( propound的过去式和过去分词 ) | |
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eloquent
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| adj.雄辩的，口才流利的；明白显示出的 | |
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80
hitch
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| v.免费搭(车旅行)；系住；急提；n.故障；急拉 | |
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indictment
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| n.起诉；诉状 | |
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82
undertakings
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| 企业( undertaking的名词复数 )； 保证； 殡仪业； 任务 | |
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vocation
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| n.职业，行业 | |
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84
spurn
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| v.拒绝，摈弃；n.轻视的拒绝；踢开 | |
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85
dividends
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| 红利( dividend的名词复数 )； 股息； 被除数； （足球彩票的）彩金 | |
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86
warehouse
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| n.仓库；vt.存入仓库 | |
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87
amassed
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| v.积累，积聚( amass的过去式和过去分词 ) | |
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88
fluctuations
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| 波动，涨落，起伏( fluctuation的名词复数 ) | |
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89
barometer
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| n.气压表，睛雨表，反应指标 | |
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bland
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| adj.淡而无味的，温和的，无刺激性的 | |
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condescension
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| n.自以为高人一等，贬低(别人) | |
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92
garb
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| n.服装，装束 | |
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accurately
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| adv.准确地，精确地 | |
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kindly
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| adj.和蔼的，温和的，爽快的；adv.温和地，亲切地 | |
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compassion
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| n.同情，怜悯 | |
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96
smothered
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| （使）窒息， （使）透不过气( smother的过去式和过去分词 )； 覆盖； 忍住； 抑制 | |
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quenched
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| 解（渴）( quench的过去式和过去分词 )； 终止（某事物）； （用水）扑灭（火焰等）； 将（热物体）放入水中急速冷却 | |
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98
standing
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| n.持续，地位；adj.永久的，不动的，直立的，不流动的 | |
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reign
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| n.统治时期，统治，支配，盛行；v.占优势 | |
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100
materialism
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| n.［哲］唯物主义，唯物论；物质至上 | |
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101
deluge
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| n./vt.洪水，暴雨，使泛滥 | |
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102
purged
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| 清除（政敌等）( purge的过去式和过去分词 )； 涤除（罪恶等）； 净化（心灵、风气等）； 消除（错事等）的不良影响 | |
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103
evade
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| vt.逃避，回避；避开，躲避 | |
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104
domain
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| n.(活动等)领域，范围；领地，势力范围 | |
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105
inadequate
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| adj.(for,to)不充足的，不适当的 | |
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106
labor
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| n.劳动，努力，工作，劳工；分娩；vi.劳动，努力，苦干；vt.详细分析；麻烦 | |
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107
laborious
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| adj.吃力的，努力的，不流畅 | |
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108
plodding
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| a.proceeding in a slow or dull way | |
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109
whatsoever
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| adv.（用于否定句中以加强语气）任何；pron.无论什么 | |
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110
inquiry
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| n.打听，询问，调查，查问 | |
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investigation
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| n.调查，调查研究 | |
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112
peg
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| n.木栓，木钉；vt.用木钉钉，用短桩固定 | |
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113
sneered
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| 讥笑，冷笑( sneer的过去式和过去分词 ) | |
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114
applied
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| adj.应用的；v.应用，适用 | |
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115
vice
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| n.坏事；恶习；[pl.]台钳，老虎钳；adj.副的 | |
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116
scrutiny
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| n.详细检查，仔细观察 | |
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117
phenomena
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| n.现象 | |
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118
ethical
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| adj.伦理的，道德的，合乎道德的 | |
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119
redeemed
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| adj. 可赎回的，可救赎的 动词redeem的过去式和过去分词形式 | |
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120
irrigated
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| [医]冲洗的 | |
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121
perennial
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| adj.终年的；长久的 | |
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122
corruption
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| n.腐败，堕落，贪污 | |
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123
fixed
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| adj.固定的，不变的，准备好的；(计算机)固定的 | |
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124
abreast
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| adv.并排地；跟上(时代)的步伐，与…并进地 | |
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125
ascertaining
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| v.弄清，确定，查明( ascertain的现在分词 ) | |
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126
investigators
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| n.调查者，审查者( investigator的名词复数 ) | |
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127
linguistic
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| adj.语言的，语言学的 | |
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128
judgment
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| n.审判；判断力，识别力，看法，意见 | |
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129
covert
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| adj.隐藏的；暗地里的 | |
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130
apprehension
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| n.理解，领悟；逮捕，拘捕；忧虑 | |
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131
reverent
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| adj.恭敬的，虔诚的 | |
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132
discriminate
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| v.区别，辨别，区分；有区别地对待 | |
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133
quack
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| n.庸医；江湖医生；冒充内行的人；骗子 | |
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134
imperatively
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| adv.命令式地 | |
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135
attained
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| （通常经过努力）实现( attain的过去式和过去分词 )； 达到； 获得； 达到（某年龄、水平、状况） | |
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136
aspire
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| vi.(to，after)渴望，追求，有志于 | |
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137
scattered
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| adj.分散的，稀疏的；散步的；疏疏落落的 | |
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138
chafing
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| n.皮肤发炎v.擦热（尤指皮肤）( chafe的现在分词 )；擦痛；发怒；惹怒 | |
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139
dissenting
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| adj.不同意的 | |
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140
sweeping
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| adj.范围广大的，一扫无遗的 | |
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141
specially
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| adv.特定地；特殊地；明确地 | |
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142
requisite
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| adj.需要的，必不可少的；n.必需品 | |
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143
winked
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| v.使眼色( wink的过去式和过去分词 )；递眼色（表示友好或高兴等）；（指光）闪烁；闪亮 | |
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144
motives
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| n.动机，目的( motive的名词复数 ) | |
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145
manly
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| adj.有男子气概的；adv.男子般地，果断地 | |
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146
stimulus
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| n.刺激，刺激物，促进因素，引起兴奋的事物 | |
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147
manliness
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| 刚毅 | |
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148
deceptive
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| adj.骗人的，造成假象的，靠不住的 | |
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149
juvenile
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| n.青少年，少年读物；adj.青少年的，幼稚的 | |
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150
noted
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| adj.著名的，知名的 | |
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151
disastrously
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| ad.灾难性地 | |
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152
infinitely
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| adv.无限地，无穷地 | |
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153
dawdling
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| adj.闲逛的，懒散的v.混（时间）( dawdle的现在分词 ) | |
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varied
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| adj.多样的，多变化的 | |
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155
wholesome
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| adj.适合；卫生的；有益健康的；显示身心健康的 | |
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156
renowned
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| adj.著名的，有名望的，声誉鹊起的 | |
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157
treatises
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| n.专题著作，专题论文，专著( treatise的名词复数 ) | |
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158
cultivation
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| n.耕作，培养，栽培（法），养成 | |
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159
hearty
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| adj.热情友好的；衷心的；尽情的，纵情的 | |
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160
justify
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| vt.证明…正当(或有理)，为…辩护 | |
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161
attainments
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| 成就，造诣； 获得( attainment的名词复数 )； 达到； 造诣； 成就 | |
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162
lucrative
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| adj.赚钱的，可获利的 | |
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163
ministry
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| n.(政府的)部；牧师 | |
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164
prospects
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| n.希望，前途(恒为复数) | |
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165
hoary
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| adj.古老的；鬓发斑白的 | |
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166
augmenting
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| 使扩张 | |
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167
bigotry
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| n.偏见，偏执，持偏见的行为[态度]等 | |
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168
pauper
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| n.贫民，被救济者，穷人 | |
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169
eminent
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| adj.显赫的，杰出的，有名的，优良的 | |
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170
obedience
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| n.服从，顺从 | |
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171
afflicts
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| 使受痛苦，折磨( afflict的名词复数 ) | |
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172
killing
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| n.巨额利润；突然赚大钱，发大财 | |
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173
equanimity
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| n.沉着，镇定 | |
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174
repose
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| v.(使)休息；n.安息 | |
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175
supervision
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| n.监督，管理 | |
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176
abated
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| 减少( abate的过去式和过去分词 )； 减去； 降价； 撤消（诉讼） | |
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177
plunge
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| v.跳入，(使)投入，(使)陷入；猛冲 | |
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178
groove
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| n.沟，槽；凹线，（刻出的）线条，习惯 | |
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179
incompetent
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| adj.无能力的，不能胜任的 | |
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180
tempts
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| v.引诱或怂恿（某人）干不正当的事( tempt的第三人称单数 )；使想要 | |
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181
cubs
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| n.幼小的兽，不懂规矩的年轻人( cub的名词复数 ) | |
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182
hideous
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| adj.丑陋的，可憎的，可怕的，恐怖的 | |
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183
haven
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| n.安全的地方，避难所，庇护所 | |
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184
habitual
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| adj.习惯性的；通常的，惯常的 | |
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185
beverage
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| n.(水，酒等之外的)饮料 | |
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186
lodgings
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| n. 出租的房舍, 寄宿舍 | |
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187
Oxford
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| n.牛津（英国城市） | |
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188
licentiousness
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| n.放肆，无法无天 | |
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189
temperament
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| n.气质，性格，性情 | |
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190
virtues
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| 美德( virtue的名词复数 )； 德行； 优点； 长处 | |
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191
participation
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| n.参与，参加，分享 | |
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192
adversely
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| ad.有害地 | |
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193
hilarity
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| n.欢乐；热闹 | |
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194
judgments
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| 判断( judgment的名词复数 )； 鉴定； 评价； 审判 | |
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195
repression
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| n.镇压，抑制，抑压 | |
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196
joyousness
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| 快乐，使人喜悦 | |
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197
immorality
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| n. 不道德, 无道义 | |
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198
eyelids
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| n.眼睑( eyelid的名词复数 )；眼睛也不眨一下；不露声色；面不改色 | |
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199
oversight
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| n.勘漏，失察，疏忽 | |
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200
determinedly
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| adv.决意地；坚决地，坚定地 | |
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201
wagon
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| n.四轮马车，手推车，面包车；无盖运货列车 | |
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202
profane
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| adj.亵神的，亵渎的；vt.亵渎，玷污 | |
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203
brutality
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| n.野蛮的行为，残忍，野蛮 | |
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204
offsets
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| n.开端( offset的名词复数 )；出发v.抵消( offset的第三人称单数 )；补偿；（为了比较的目的而）把…并列（或并置）；为（管道等）装支管 | |
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205
abominable
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| adj.可厌的，令人憎恶的 | |
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206
hazing
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| n.受辱，被欺侮v.（使）笼罩在薄雾中( haze的现在分词 )；戏弄，欺凌（新生等，有时作为加入美国大学生联谊会的条件） | |
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207
modification
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| n.修改，改进，缓和，减轻 | |
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208
courageous
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| adj.勇敢的，有胆量的 | |
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209
cowardice
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| n.胆小，怯懦 | |
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210
horrid
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| adj.可怕的；令人惊恐的；恐怖的；极讨厌的 | |
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211
apparatus
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| n.装置，器械；器具，设备 | |
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212
concealment
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| n.隐藏, 掩盖，隐瞒 | |
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213
bind
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| vt.捆，包扎；装订；约束；使凝固；vi.变硬 | |
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214
inflict
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| vt.(on)把…强加给，使遭受，使承担 | |
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215
filthy
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| adj.卑劣的；恶劣的，肮脏的 | |
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216
bully
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| n.恃强欺弱者，小流氓；vt.威胁，欺侮 | |
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217
indignity
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| n.侮辱，伤害尊严，轻蔑 | |
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