120 THE COLLEGE 



ways above referred to in the direction of mollifying this discipline. 

 But in a brief definition of a great institution the essential, not the 

 accidental, elements - - the enduring features, not the latest phases 

 of it - - must be emphasized. 



The university, including in that comprehensive term graduate, 

 professional, and technical training, is the exact opposite of the 

 school. The school brings together the large world and the child's 

 small mind, involving the pain of mental stretching to take in 

 materials of which there is no conscious want. The university pre- 

 supposes the enlarged mind, which it applies to some small section 

 of truth, such as law, medicine, architecture, engineering, dentistry, 

 forestry, Latin, history, astronomy, or chemistry. This, too, is a 

 somewhat painful process, but its pains are of the opposite nature, 

 due to confining the enlarged mind, full of varied human interests, 

 to the minute details of a narrow specialty. Of discipline the 

 university has practically nothing. It requires only intellectual 

 results. Such moral and spiritual influences as it affords are offered 

 as opportunities rather than imposed as requirements. Its atmo- 

 sphere is absolutely free. Its professors are specialists. Its stu- 

 dents are supposed to be men. 



Having briefly defined the two institutions on either side, it might 

 seem the proper time to present the definition of the college. But on 

 both sides intermediary types have been evolved, which must be 

 carefully distinguished from the college proper, the school-college, 

 and the university-college. 



The school-college admits its students poorly prepared, and gives 

 them in the school-college the work they ought to have done in the 

 school. Its professors are schoolmasters, teaching several subjects, 

 mainly by the school method of recitation from the book or repetition 

 of dictated lectures. Laboratory work is confined chiefly to pre- 

 arranged illustrative material. The conduct of the students is 

 minutely supervised by the faculty. Little or nothing inside or 

 outside of the recitation-rooms is left to the initiative of the students. 

 A considerable proportion of the so-called colleges of the United 

 States are of this school-college type. They are inexpensive; and 

 curiously enough, the less endowment they have, the less it costs 

 to attend them. Their graduates, unless by virtue of native wit, 

 hardly have the breadth and initiative necessary for leadership in 

 commercial, professional, and public life. 



By the university-college I do not mean necessarily one connected 

 with a university. A college connected with a university may be 

 a real college, and a university-college may be connected with no 

 university. Its distinctive mark is the application to immature 

 students of methods of instruction and discipline which are adapted 

 only to the mature. Its instruction is given in large lecture courses, 



