PREJUDICE AGAINST INDUSTRIAL SCHOOLS. 207 



Greek, Latin, mathematics and its applications, philosophy, logic, 

 and the like. The man who graduated then, however ignorant of 

 his bodily system, of the earth and its productions, was educated. 



When, at a later date, scientific courses were adopted, they 

 were put on an inferior footing, and inductive sciences were 

 admitted unwittingly to any fair share of attention. 



Examples could be multiplied extennively to show the grudging 

 way the claims of science were admitted, and the inferior disci- 

 pline that was required of students of scientific courses, while on 

 the other hand these students were expected to sustain themselves 

 against others who had received three more years of instruction in 

 the schools. 



In more recent years a great change has been made in the 

 courses of study that colleges present to the choice of students. 

 Harvard and Yale, and a large number of colleges have their 

 scientific schools and courses. As yet, however, the scientific 

 courses are held in inferior estimation. In most institutions this 

 lower rank is forced upon the course by its inferior standard for 

 admission. The University of Michigan, always in the advance 

 guard of progress in educational matters, is one of the very few, 

 if not the only one that has put scientific and classical education 

 on an equality of rank, and the prejudice that still lingers against 

 the scientific courses as inferior, will soon die out when the pre- 

 paratory schools that feed the University begin to take a like 

 pride in fitting for the scientific courses that they do for the 

 classical ones, and when the college students in the sciences ex- 

 hibit a like discipline and power with the others. 



In part just. A part of this predilection for the classics is just. 

 Our civilization, our literary culture, our philosophy comes so 

 largely from the Latin and Greek that no other ancient languages 

 and literature can compare with them in interest and usefulness 

 to us. The Grecian models are in their limited way so faultless 

 that they delight and instruct us. Nor as fountains of knowledge 

 are they by any means exhausted. When we thought we knew 

 Athenian history aright, and that it warned us against democracy, 

 then there comes a Grote, who, reading the same old Greek books 

 under the influences of a new age, and with the experience of a 

 statesman, shows us how this same history tells for republican in- 

 stitutions and freedom. Classical courses besides have been found 

 efficient means of education in the past. It is the meat on which 



