“In a way I am,” she said, “but in another sense I’m glad to go back. One can’t loaf all the time.”
She looked up from her rocking-chair over her Red Cross knitting with great earnestness.
How full of purpose these modern students are, I thought to myself. In my time we used to go back to college as to a treadmill2.
“I know that,” I said, “but what I mean is that college, after all, is a pretty hard grind. Things like mathematics and Greek are no joke, are they? In my day, as I remember it, we used to think spherical3 trigonometry about the hardest stuff of the lot.”
“I didn’t elect mathematics,” she said.
“Oh,” I said, “I see. So you don’t have to take it. And what have you elected?”
“For this coming half semester—that’s six weeks, you know—I’ve elected Social Endeavour.”
“Ah,” I said, “that’s since my day, what is it?”
“What kind of conditions?” I asked.
“All conditions. Perhaps I can’t explain it properly. But I have the prospectus6 of it indoors if you’d like to see it. We take up Society.”
“And what do you do with it?”
“Analyse it,” she said.
“But it must mean reading a tremendous lot of books.”
“No,” she answered. “We don’t use books in this course. It’s all Laboratory Work.”
“Now I am mystified,” I said. “What do you mean by Laboratory Work?”
“Well,” answered the girl student with a thoughtful look upon her face, “you see, we are supposed to break society up into its elements.”
“In six weeks?”
“Some of the girls do it in six weeks. Some put in a whole semester and take twelve weeks at it.”
“So as to break up pretty thoroughly7?” I said.
“Well,” the girl said, “it’s all done with Laboratory Work. We take, for instance, department stores. I think that is the first thing we do, we take up the department store.”
“And what do you do with it?”
“We study it as a Social Germ.”
“Ah,” I said, “as a Social Germ.”
“Yes,” said the girl, delighted to see that I was beginning to understand, “as a Germ. All the work is done in the concrete. The class goes down with the professor to the department store itself—”
“And then—”
“Then they walk all through it, observing.”
“But have none of them ever been in a departmental store before?”
“Oh, of course, but, you see, we go as Observers.”
“Ah, now, I understand. You mean you don’t buy anything and so you are able to watch everything?”
“No,” she said, “it’s not that. We do buy things. That’s part of it. Most of the girls like to buy little knick-knacks, and anyway it gives them a good chance to do their shopping while they’re there. But while they are there they are observing. Then afterwards they make charts.”
“Charts of what?” I asked.
“Charts of the employes; they’re used to show the brain movement involved.”
“Do you find much?”
“Well,” she said hesitatingly, “the idea is to reduce all the employes to a Curve.”
“To a Curve?” I exclaimed, “an In or an Out.”
“No, no, not exactly that. Didn’t you use Curves when you were at college?”
“Never,” I said.
“Oh, well, nowadays nearly everything, you know, is done into a Curve. We put them on the board.”
“And what is this particular Curve of the employe used for?” I asked.
“Why,” said the student, “the idea is that from the Curve we can get the Norm of the employe.”
“Get his Norm?” I asked.
“Yes, get the Norm. That stands for the Root Form of the employe as a social factor.”
“And what can you do with that?”
“Oh, when we have that we can tell what the employe would do under any and every circumstance. At least that’s the idea—though I’m really only quoting,” she added, breaking off in a diffident way, “from what Miss Thinker, the professor of Social Endeavour, says. She’s really fine. She’s making a general chart of the female employes of one of the biggest stores to show what percentage in case of fire would jump out of the window and what percentage would run to the fire escape.”
“It’s a wonderful course,” I said. “We had nothing like it when I went to college. And does it only take in departmental stores?”
“No,” said the girl, “the laboratory work includes for this semester ice-cream parlours as well.”
“What do you do with them?”
“And how do you go at them?” I asked.
“Why, the girls go to them in little laboratory groups and study them.”
“They eat ice-cream in them?”
“They have to,” she said, “to make it concrete. But while they are doing it they are considering the ice-cream parlour merely as a section of social protoplasm.”
“Does the professor go?” I asked.
“Oh, yes, she heads each group. Professor Thinker never spares herself from work.”
“Dear me,” I said, “you must be kept very busy. And is Social Endeavour all that you are going to do?”
“No,” she answered, “I’m electing a half-course in Nature Work as well.”
“Nature Work? Well! Well! That, I suppose, means cramming11 up a lot of biology and zoology12, does it not?”
“No,” said the girl, “it’s not exactly done with books. I believe it is all done by Field Work.”
“Field Work?”
“Yes. Field Work four times a week and an Excursion every Saturday.”
“And what do you do in the Field Work?”
“The girls,” she answered, “go out in groups anywhere out of doors, and make a Nature Study of anything they see.”
“How do they do that?” I asked.
“Why, they look at it. Suppose, for example, they come to a stream or a pond or anything—”
“Yes—”
“Well, they look at it.”
“Had they never done that before?” I asked.
“Ah, but they look at it as a Nature Unit. Each girl must take forty units in the course. I think we only do one unit each day we go out.”
“That’s every Saturday. We go out with Miss Stalk, the professor of Ambulation.”
“And where do you go?”
“Oh, anywhere. One day we go perhaps for a trip on a steamer and another Saturday somewhere in motors, and so on.”
“Doing what?” I asked.
“Field Work. The aim of the course—I’m afraid I’m quoting Miss Stalk but I don’t mind, she’s really fine—is to break nature into its elements—”
“I see—”
“So as to view it as the external structure of Society and make deductions15 from it.”
“Have you made any?” I asked.
“Oh, no”—she laughed—“I’m only starting the work this term. But, of course, I shall have to. Each girl makes at least one deduction14 at the end of the course. Some of the seniors make two or three. But you have to make one.”
“It’s a great course,” I said. “No wonder you are going to be busy; and, as you say, how much better than loafing round here doing nothing.”
“Isn’t it?” said the girl student with enthusiasm in her eyes. “It gives one such a sense of purpose, such a feeling of doing something.”
“It must,” I answered.
“Oh, goodness,” she exclaimed, “there’s the lunch bell. I must skip and get ready.”
She was just vanishing from my side when the Burly Male Student, who was also staying in the hotel, came puffing16 up after his five-mile run. He was getting himself into trim for enlistment17, so he told me. He noted18 the retreating form of the college girl as he sat down.
“I’ve just been talking to her,” I said, “about her college work. She seems to be studying a queer lot of stuff—Social Endeavour and all that!”
“Awful piffle,” said the young man. “But the girls naturally run to all that sort of rot, you know.”
“Now, your work,” I went on, “is no doubt very different. I mean what you were taking before the war came along. I suppose you fellows have an awful dose of mathematics and philology19 and so on just as I did in my college days?”
Something like a blush came across the face of the handsome youth.
“Well, no,” he said, “I didn’t co-opt mathematics. At our college, you know, we co-opt two majors and two minors20.”
“I see,” I said, “and what were you co-opting?”
“I co-opted Turkish, Music, and Religion,” he answered.
“Oh, yes,” I said with a sort of reverential respect, “fitting yourself for a position of choir-master in a Turkish cathedral, no doubt.”
“No, no,” he said, “I’m going into insurance; but, you see, those subjects fitted in better than anything else.”
“Fitted in?”
“Yes. Turkish comes at nine, music at ten and religion at eleven. So they make a good combination; they leave a man free to—”
“To develop his mind,” I said. “We used to find in my college days that lectures interfered21 with it badly. But now, Turkish, that must be an interesting language, eh?”
“Search me!” said the student. “All you have to do is answer the roll and go out. Forty roll-calls give you one Turkish unit—but, say, I must get on, I’ve got to change. So long.”
I could not help reflecting, as the young man left me, on the great changes that have come over our college education. It was a relief to me later in the day to talk with a quiet, sombre man, himself a graduate student in philosophy, on this topic. He agreed with me that the old strenuous22 studies seem to be very largely abandoned.
I looked at the sombre man with respect.
“Now your work,” I said, “is very different from what these young people are doing—hard, solid, definite effort. What a relief it must be to you to get a brief vacation up here. I couldn’t help thinking to-day, as I watched you moving round doing nothing, how fine it must feel for you to come up here after your hard work and put in a month of out-and-out loafing.”
“Loafing!” he said indignantly. “I’m not loafing. I’m putting in a half summer course in Introspection. That’s why I’m here. I get credit for two majors for my time here.”
“Ah,” I said, as gently as I could, “you get credit here.”
He left me. I am still pondering over our new education. Meantime I think I shall enter my little boy’s name on the books of Tuskegee College where the education is still old-fashioned.
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1
veranda
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| n.走廊；阳台 | |
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treadmill
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| n.踏车；单调的工作 | |
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spherical
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| adj.球形的；球面的 | |
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dubious
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| adj.怀疑的，无把握的；有问题的，靠不住的 | |
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awfully
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| adv.可怕地，非常地，极端地 | |
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6
prospectus
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| n.计划书；说明书；慕股书 | |
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7
thoroughly
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| adv.完全地，彻底地，十足地 | |
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8
assented
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| 同意，赞成( assent的过去式和过去分词 ) | |
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pulverize
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| v.研磨成粉；摧毁 | |
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nuclei
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| n.核 | |
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cramming
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| n.塞满，填鸭式的用功v.塞入( cram的现在分词 )；填塞；塞满；（为考试而）死记硬背功课 | |
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12
zoology
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| n.动物学，生态 | |
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fatiguing
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| a.使人劳累的 | |
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deduction
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| n.减除，扣除，减除额；推论，推理，演绎 | |
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15
deductions
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| 扣除( deduction的名词复数 )； 结论； 扣除的量； 推演 | |
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16
puffing
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| v.使喷出( puff的现在分词 )；喷着汽（或烟）移动；吹嘘；吹捧 | |
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enlistment
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| n.应征入伍，获得，取得 | |
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18
noted
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| adj.著名的，知名的 | |
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19
philology
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| n.语言学；语文学 | |
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20
minors
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| n.未成年人( minor的名词复数 )；副修科目；小公司；[逻辑学]小前提v.[主美国英语]副修，选修，兼修( minor的第三人称单数 ) | |
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21
interfered
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| v.干预( interfere的过去式和过去分词 )；调停；妨碍；干涉 | |
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22
strenuous
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| adj.奋发的，使劲的；紧张的；热烈的，狂热的 | |
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