Educa- 

 tional 

 ideals 



The Days of a Man 1892 



erate charges along with opportunities for self- 

 support," "previous personal acquaintance with 

 members of the faculty," and "a general feeling 

 that the new institution was on the right track." 



The last idea was characteristically expressed by 

 two of the upper classmen. The one said : 



I chose Stanford as the place for my final year as an under- 

 graduate because of its progressive educational ideals and a 

 strong belief in the spirit and methods of its work, a belief 

 based on four years of study and observation in two Eastern 

 universities. 



Another wrote : 



I came to Stanford because I had noted with keen interest 

 the educational ideals on which it was founded, and believed 

 that such ideals must lead to a culture broader than that of 

 any creed or party more reverent. I came also because at 

 Stanford it is possible to be always in close contact with a 

 beautiful natural world. One is much out of doors, which 

 serves to keep things in good proportion. I came also because 

 I wished to do special work in history, and had learned that 

 Dr. Howard was an able teacher. It has been a good and 

 satisfactory year. 



Still another expressed in specific terms the general 

 point of view: 



Charm of Through the East, to a great many people, California is a 

 California S y nO nym for gold and flowers and perpetual sunshine. One 

 reason I came was because it was to California, and I had 

 long dreamed of that place. Again, I expected to go East to 

 study medicine, and it was wise, it seemed to me, to spend the 

 first few years of study in the West. Had I known of our su- 

 perior advantages in the physiological and histological de- 

 partments, that of itself would have been sufficient reason for 

 attending Stanford. 



The problem of enabling students to pay their 

 way by work came up at Stanford much as it had 



C 426 3 



