SECTION C THE COLLEGE 



(Hall 12, September 23, 3 p. TO.) 



CHAIRMAN: CHANCELLOR W. S. CHAPLIN, Washington University. 

 SPEAKERS: PRESIDENT WILLIAM DE WITT HYDE, Bowdoin College. 



PRESIDENT M. CAREY THOMAS, Bryn Mawr College. 

 SECRETARY: PROFESSOR H. H. HORNE, Dartmouth College. 



THE COLLEGE 



BY WILLIAM DE WITT HYDE 



[William De Witt Hyde, President of Bowdoin College and Professor of Mental 

 and Moral Philosophy, b. September 23, 1858, Winchendon, Massachusetts. 

 A.B. Hansard University, 1879; DD. and LL.D. Pastor of Congregational 

 Church, Paterson, New Jersey, 1883-85. President of Bowdoin College, 1885. 

 Author of Practical Ethics; Practical Idealism; God's Education of Man; From 

 Epicurus to Christ ; The College Man and the College Woman; and other works.] 



THE best approach to a definition of the college is by closing in 

 upon it from the two sides of the institutions between which it stands: 

 the school and the university. And as in the mariner's compass not 

 only is there a northeast between north and east, but several in- 

 tervening points, so we shall find between the school and the college 

 a school-college, and between the university and the college a uni- 

 versity-college, which for our more accurate purposes we shall have 

 to take into account. Before defining the college, let us define in 

 the order the school, the university, the school-college, and the uni- 

 versity-college. 



The school imposes the symbols of communication, together with 

 the rudiments of science, literature, and art, on the more or less 

 unwilling child. I know the words " impose " and " unwilling " 

 sound hard and harsh, and will evoke a protest from the advocates 

 of the sugar-coated education. But with all due respect for what 

 kindergarten devices, child-study, and pedagogical predigestion can 

 do to make learning attractive, the school must be essentially a 

 grind on facts and principles, the full significance of which the child 

 cannot appreciate, and which consequently must appear hard, dry, 

 and dull. The world is so big and complex, the mind of the child is 

 so small and simple, that the process of the application of the one to 

 the other can scarcely be effective without considerable pain. Con- 

 sequently in the school there must be rigid discipline, judicious 

 appeal to extraneous motives, and a firm background of unquestioned 

 authority. I appreciate most highly all that has been done in the 



