174 THE UNIVERSITY 



a matter of discussion. Everywhere it is recognized that mere school 

 methods do not suffice; the lesson to be learned, the pensum, the 

 " recitation/' to use an American term, has no proper place in 

 university work. Even where a new subject is taken up, for example, 

 an Oriental language, this method is felt to be out of place. The 

 lecture, on the other hand, which up to a few years ago held chief 

 sway in the Continental universities of Europe and was thence 

 imported into American colleges and universities, has been vigor- 

 ously assailed. Why should students take down from the lips 

 of a lecturer, the objectors say, things which they could find more 

 quickly and satisfactorily in books? There is much force in the 

 objection, and the lecture has lost much of its prestige. The seminar, 

 and laboratory, and clinical work, under the direct guidance of an 

 instructor, have largely taken its place. Yet its usefulness is by no 

 means gone. As a means of informing a number of students quickly 

 of the latest developments of science its place cannot be taken by 

 books, for purely practical reasons; the books cannot be printed 

 quickly enough, nor could publishers be found to issue new editions 

 every year, nor could the students be expected to buy as many 

 books as this method would imply. Again, the personality of the 

 teacher would be largely lost - - and the personality of a really 

 good teacher, his visible and communicable enthusiasm, are potent 

 factors in the production of a satisfactory pupil. Undoubtedly 

 much time can be saved by judicious use of printed bibliographical 

 and other lists, and the lectures should be kept in close connection 

 with seminar and laboratory work; but to abolish them entirely 

 would mean an immense loss to university instruction. There is 

 a certain freedom and flexibility in the lecture which make it partic- 

 ularly useful. It is thus eminently suited to advanced instruction, 

 where a number of mature students have to be guided. It meets 

 the needs which they have in common. On the other hand, the 

 individuality of the advanced student must be maintained to 

 the utmost; he must be shown how to work, but left to himself 

 to apply the principles, with such criticism from his instructor as his 

 application calls for, which is properly done in seminar, laboratory, 

 or clinic. His selection of work must not be too closely limited, and 

 he must be encouraged to strike out for himself. His Lernfreiheit 

 must be guaranteed him. 



It is manifestly impossible, within the limits here set, even to 

 touch upon all the university problems of to-day. I have, therefore, 

 attempted merely to indicate what seemed to me the all-important 

 ones. In the prospectus of this Congress we read: " The central 

 purpose is the unification of knowledge, an effort toward which 

 seems appropriate on an occasion when the nations bring together an 



