224 THE POPULAR SCIENCE MONTHLY. 



cer's teaching concerning the relative value of knowledges. It was 

 not expected that any argument with regard to his position in this 

 matter would have weight for those who, of necessity, that is con- 

 stitutionally, accept his opinions. As was shown in the contrasts be- 

 tween humanism and philanthropism, the antagonism rests upon a 

 sharply defined natural dualism. Man is a creature of opposites. It 

 is perfectly competent to say to him be good / it is also perfectly 

 competent to say to him be good for something. Argument may not 

 hope to obliterate this distinction. The "Andover Review," June, 

 1886, contains three notable articles bearing on the present phase of 

 our subject. These are : " The Group System of College Studies in 

 the Johns Hopkins University," by President Gilman ; "The Har- 

 vard New Education," by Professor Howison ; and " Individualism 

 in Education," by Dr. Denison. President Gilman shows that Johns 

 Hopkins has, from the first, recognized the thorough-going distinc- 

 tion between a college and a university. " The idea that university 

 education should be based upon collegiate training is generally ad- 

 mitted — except in the United States. This distinction the authorities 

 in Baltimore have endeavored to emphasize. From the beginning, the 

 plans included collegiate instruction for those who were not ready for 

 graduate work." In attempting to provide college courses the old 

 difficulty of the "curriculum" was encountered. Johns Hopkins met 

 this difficulty by an intermediate course. Several parallel schemes 

 Mere arranged which were of equal length and assumed to be 

 equally difficult. They led to the same degree. They were spoken 

 of as equally honorable." It is surprisingly interesting to note the 

 studies found in all these courses. They are " logic, ethics, and psy- 

 chology ; physical geography and history ; English, French, and Ger- 

 man ; a laboratory course, for at least one year ; and also physical 

 culture, vocal culture, and drawing." That the Johns Hopkins Uni- 

 versity should require of all its undergraduate students such studies 

 as logic, psychology, and ethics, must seem a trying thing to many 

 of the younger materialists. That these subjects should be given pref- 

 erence over Latin and Greek as furnishing a culture required for all 

 undergraduates can not but seem incredible to thousands of classical 

 instructors. President Gilman, expressing his own opinion of the 

 plan, says: "I am far from thinking that the group system here 

 devised is perfect, even for our requirements. It is constantly studied 

 and frequent efforts are made to improve it. But, as far as I know, 

 the instructors in this university are unanimous in thinking that it is 

 the only method practicable for us to adopt. We should doubtless 

 differ very much from one another in our estimate of the different 

 courses, and we should be likely to counsel young men differently as 

 to their selection.' 1 '' This sentence suggests the question whether the 

 entire scheme is not more largely the result of compromise than of 

 mutual conviction and agreement. That a large body of instructors 



