192 THE POPULAR SCIENCE MONTHLY. 



another, the elements of a modern language are required. But in very 

 many cases there seems to be not even an attempt to really equalize the 

 two courses of study. 



From these facts we see that the average student in a scientific 

 course enters upon his work with a mind less mature than that of his 

 fellow in the classics. Both stay in college for four years, and then 

 receive baccalaureate degrees. Is it strange that in most cases the 

 classically trained scholar comes out ahead? Is it just to attribute his 

 advantage to any lack of educational value upon the part of the sci- 

 ences? In short, is the comparison between the two systems of educa- 

 tion at all a fair one? Obviously, it is not. Until both systems have 

 been tested side by side, both properly developed and with equally 

 good student material to work upon, no reasonable comparison between 

 them can be made. As long as the poorer students are concentrated in 

 one course, and the better prepared in the other, the sciences will be at 

 a grave disadvantage. 



So much concerning the requirements fcr admission. Now let us 

 consider the course of study afterward what is it now, and what ought 

 it to be ? Surely we should expect to find the scientific students learn- 

 ing more science than is taught in the classical courses. Reasonable, 

 however, as this expectation is, in many cases it will be disappointed. 

 If we look over the catalogues of even our Ohio colleges, we shall find 

 that in great measure the purely scientific studies are the same in both 

 courses ; the same amount of chemistry, of physics, of zoology, of 

 geology, and so on. In one catalogue I find the classical course fully 

 laid out, and after it the explicit statement that " the scientific de- 

 partment will embrace all the above course, except the classics." In a 

 few institutions the scientific student does get a trifle more of science 

 than his neighbor, as much as an extra term in physical geography or 

 surveying. Some of these courses of study have absolutely no right to 

 the name of scientific. Here is the beginning of such a course in an 

 Ohio college : 



Freshman Year First Term. In the classical course, Latin, 

 Greek, and algebra. In the scientific course, the same algebra, easier 

 Latin, and Old Testament history. Second Term. Classical course : 

 Latin, Greek, and algebra, continued ; geometry and physiology, taken 

 up. Scientific course : The same mathematics and physiology, easier 

 Latin, and New Testament history. 



Sophomore Year First Term. Classical course: Latin, Greek, 

 zoology, geometry. Scientific course : Easier Latin, the same geometry, 

 " physical geography, and geography of the heavens." Second Term. 

 Classical course : Latin, Greek, trigonometry, conic sections and 

 analytics, botany. Scientific course : The same mathematics and bota- 

 ny, general history, Paley's " Natural Theology." And so on to the 

 end of the senior year. 



In this particular instance the scientific course contains one term in 



