41 



as numbers of pupils justify the step ; it is a pity that there is uo authority 

 with power to insure similar ollieieucy on the part of undergraduate and 

 graduate colleges and universities. 



We are failuig to ajiprociate the distinction between undergraduate 

 and graduate work. In most ways there is little more in common between 

 these than between that of the high school and of the college, and the uni- 

 versity is injured in the attempt to make it a small part of a large college. 

 Efforts have been made in this country to have universities unhampered 

 by undergraduate departments ; unfortunately, however, the country has 

 declared itself not yet ready for such a logical and much to be desired 

 arrangement. 



The chief function of the undergraduate school is to give instructioii 

 in such a way as to insure mental development. For those few who are 

 to proceed to graduate work, the soundness, breadth and depth of the 

 foundation will largely determine the safety and usefulness of the su])er- 

 structure of specialization to be erected later. The first qualification for 

 membership in the teaching staff of an undergraduate school should be 

 teaching ability together with a thorough knowledge of the subject to be 

 taught. 



This teaching ability is largely a natural gift, and if of a high order 

 is not common. Let us recognize it, use it, and reward it as an asset of the 

 highest value. It can uot be created by the study of pedagogy any more 

 than logical thinking by the study of logic ; it is founded on the intuition 

 of sympathy. Teaching is the keenest pleasure to some, the hardest 

 drudgery to others; the student readily distinguishes the two. I would 

 not, however, imply that even the best teacher can work elTectively with th'^ 

 undergraduate who struggles to escape education or who is unwilling to 

 maiie any effort for it becavise his interests are non-intellectual ; such stu- 

 dents have no proper place in an institution of higher learning, and we 

 expend too large a part of our energy in forcing such material through to 

 graduation. The fashionableness of going to college is by no means an 

 innuixed blessing. Why does not some enterprising individual start a 

 college with luxurious dormitories and means of recreation and dissipa- 

 tion, where work shall be optional and house parties continuous? Enor- 

 mous fees could be charged, professional athletes employed, a suitable de- 

 gree conferred after four years, and the working colleges protected from 

 yomig men not desiring education? 



