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SCIEXCE. 



LVol. VII., No. 156 



We find, too, from the last statistics, that more 

 than 55 per cent of the students at Harvard were 

 from the state in which it is situated, while less 

 than 32 per cent of the Yale undergraduates are 

 from Connecticut. The new education is, at all 

 events, not yet cosmopolitan. 



Let us next compare Harvard and Yale in the 

 very important point of attendance at college 

 recitations, etc. Professor Palmer thinks it cred- 

 itable to the members of the last senior class at 

 Harvard that they 'had cared to stay away' at 

 only 10 per cent of all the recitations. At Yale 

 this term, for the seven weeks for which the 

 record is complete, the freshman class showed but 

 3.7 per cent of absences. In this record are 

 counted absences from all causes whatsoever : it 

 includes the absence of one student through sick- 

 ness for forty -eight days. The absences in the 

 sophomore class were but a little more than 3.3 

 per cent. Moreover, all tardiness at a recitation 

 beyond five minutes, and all egresses, count as 

 absences ; as does also presence at a recitation, 

 while wishing to be excused from answering. 

 Freshmen and sophomores are allowed but six 

 absences during a term, to cover all such causes 

 as sports, attention to friends, etc. ; and yet they 

 did not avail themselves of more than three- 

 fourths of these absences. The junior and senior 

 classes, which are allowed eight absences in a 

 term, showed, during the period of seven weeks, 

 an irregularity of 5.5 and 6 per cent respectively. 

 We may add that the showing for the whole term 

 would probably be better than for the first seven 

 weeks of it. 



We see, then, that the irregularity of the Har- 

 vard student is from a little less than three to 

 five times as great as that of the average Yale 

 student. The difference is surely very significant 

 as showing the working of the two systems. 



Alluding to the "charge of 'soft' courses," 

 " which," he says, " is one of the stock objections 

 to the elective system," Professor Palmer shows 

 us what wise courses the juniors and seniors of 

 Harvard choose. I regret that we are not told 

 how the freshmen exercise their right of option. 

 So far as I can judge, the choices of the Yale 

 juniors and seniors display more taste for hard 

 work than is the result under the new system. 

 No course in classics or in the higher mathematics 

 was a favorite with the two upper classes at Har- 

 vard in 1883-84, while 54 juniors and 181 seniors 

 are reported in 'fine arts,' for this year. At Yale 

 this term, however, 53 choices of courses in higher 

 mathematics, ami IT!) in classics, have been made. 

 The student who has been at regular hard work 

 during his first two years, will be likely to enjoy 

 it in his last two. 



Another excellency ascribed by Professor Palmer 

 to the new education is, that under its influence 

 the standard of ' decent scholarship ' is steadily 

 rising. To prove this, he cites the marks received 

 by the average Harvard student during the differ- 

 ent years since 1874-75. We frankly state that 

 we think such a criterion most unreliable. The 

 students' marks are higher under the elective 

 system, but largely because the teacher, as well 

 as the pupil, is known by his marks ; and many 

 students choose their elective because of this fact. 

 Under that system it would be a better test of a 

 pupil's real merits to inquire what courses he 

 takes under teachers that give hard work and low 

 marks. 



The new education is also credited with having 

 effected an improvement in the spirit and work 

 of the instructors themselves. We accept Pro- 

 fessor Palmer's testimony as conclusive on this 

 point. But in other colleges besides Harvard are 

 to be found the spirit and method which he justly 

 praises ; and without them no one should be an 

 instructor under any system. May not, also, a 

 method that makes so much depend on the favor 

 of those taught, develop methods of instruction 

 not conducive to the highest efficiency ? 



1 may remark here that I cannot share the per- 

 sonal experience of Professor Palmer, when he, on 

 looking back upon his college days, feels that more 

 than half of his studies should have been different. 

 My studies at college were wholly prescribed, but 

 they have been none the less of use to me on that 

 account. They have taught me to work hard, and 

 to do patiently every task set before me ; and this 

 I would not give for all to be gained from the 

 elective courses of either Harvard or Yale. 



But the real matter of disagreement between 

 Professor Palmer and myself is, " why the 

 elective system should be begun as early as the 

 freshman year." This, he says, lack of room pre- 

 cludes him from discussing; adding, "and it 

 hardly needs proving." But here, in my opinion, 

 he is wrong. Yale, with many other colleges, 

 allows much choice to students in their last two 

 years ; juniors elect eight-fifteenths, and seniors 

 four-fifths, of their studies. No choice, except 

 that between French and German, is permitted in 

 the first two years. Why, then, am 1 opposed 

 to the extension given to the elective system at 

 i tarvard ? Why draw the line between sophomores 

 and juniors, rather than at the entrance upon the 

 freshman year? Why prescribe any courses for 

 the last two years ? 



The question is simply one of (hawing lines. 

 W'c think, that, after two years' drill at college, 

 Mm- youth can more wisely select his studies than 

 ;it entrance. Professor Palmer thinks that the 



