Scholia

“ The subjects taught in the high schools were Canon and Civil Law, Medicine, and Theology. These faculties, important for the professional education of the public, formed the staple of the academical curriculum. Chairs of Rhetoric, Philosophy, and Astronomy were added according to occasion, the last sometimes including the study of judicial astrology. If we inquire how the humanists or professors of classic literature were related to the universities, we find that, at first at any rate, they always occupied a second rank. ”

“ The earth is covered with their Latin colleges; and wherever they have been able, they have put their hands on the institutions for university education; but in no instance have they founded a primary school. Even in their establishment for secondary instruction, they entrust the lower classes to teachers who do not belong to their order, and reserve to themselves the direction of the higher classes. ”

“ The French and German, and for that matter the English, too, in most of our colleges, are mere child's play, where they are not broad and ridiculous farces, the butt of students and professors alike. Let some of our colleges inaugurate the reform: lay out a "modern" course for admission and for college on the same general principle as the classical course—few subjects, but long-continued and detailed study in each of them—and insist on as thorough and vigorous work as they do in their Latin and Greek, and then, after a fair trial, compare results. ”

“ We must not regard these philosophical schools as higher schools in the modern sense; though each school had a head who had the management in his own hands, and at his death appointed a successor, yet there was no question of an organised scheme of studies or of instruction regularly occupying certain hours of the day, or, indeed, of any of the conditions which could be compared with our modern universities, at any rate not before the period of the Roman Empire. ”

“ My passing from the gymnasium to the university brings me back to the question already mentioned, whether the classical curriculum at the German gymnasium, as well as at corresponding institutions in other countries, has not become antiquated and unpractical. Is it wise to devote so large a part of the time and of the learning-strength of boys to the study of the Latin and the Greek languages and the classical literatures? ”

“ Not without deliberation do I class the Teachers in the lower Schools among true and not subaltern Scholars, and therefore demand of them that they attain possession of the Idea, and be penetrated by it,—if not with perfect light, yet with living warmth. He who is destined to study will, even while a boy, surround himself invisibly with the Idea and with its sanctity, and bathe his whole being in its influence. ”

“ For this reason, the Teacher in these lower Schools should be a partaker of the Idea, because it is his task imperceptibly to familiarize the youth with the high and noble before he is able for himself to distinguish these from the vulgar, to accustom him to these, and to estrange him from the low and ignoble. Thus guarded in his early years, and thus prepared for higher progress, the youth enters the University. ”

“ Now, for the first time, when we have to accompany the Student from the Academy into Life, we must call to mind that the studies and character of the Progressive Scholar are not necessarily completed with his residence at the University ”

“ Besides these preparatory schools, every university has three or four professors of divinity, as many of civil and canon law, and seldom less of medicine. The students are not required to live in colleges. There are, however, establishments of this kind for undergraduates; but being, for the most part, intended for a limited number of poor boys, they make no part of the Academic system. Yet some of these colleges have, by a strange combination of circumstances, risen to such a height of splendour and influence, that I must digress into a short sketch of their history. ”

“ Before me is a recent catalogue of a collegiate institute—it would be more appropriate to call it a village high school, that completes in two years Latin, including Preparatory Latin, Cæsar, Cicero, Sallust, Ovid and Virgil, and then devotes the last year to Greek. There must be either intellectual giants in those parts or else some gigantic fools. To the thinking man the course of study would be a signal to give the school a wide berth. ”

“ As Aim, an education, scholasticism aimed also at furnishing a training in dialectic and intellectual discipline that should make the student both keen and learned in the knowledge of the times. The scholastic course of study, which was given at first in the monastic and episcopal schools and later in the universities, consisted in the content, beliefs of the Church and the limited learning of the times arranged in a systematized form largely on the deductive basis of the Aristotelian logic. ”

“ At the University the Student first receives a clear idea of the nature and dignity of that vocation to which his life has been devoted beforehand. He must obtain that clear idea here: the Teacher in the lower Schools may look forward to another education for his pupils, and counts upon that; but the Academic Teacher has no higher instruction to calculate upon except that which the Progressive Scholar may bestow upon himself, to the capacity for which, however, the Teacher must train him so that he may have it in his power to become his own instructor ”

“ Academies have always been considered as higher schools, in contrast with the lower preparatory schools, or schools properly so called;—hence the student at the academy as distinguished from the pupil at the school. The freedom of the former could thus only be understood to be emancipation from some constraint to which the latter was subject. ”

“ In an American university the term college or school has largely replaced the term faculty; in Europe the term faculty is still used. Thus we say College of Liberal Arts, or School of Law, instead of Faculty of Arts, etc.
[18] For example, one of our modern state universities is organized into the following faculties, schools, and colleges:
(1) college of liberal arts; (2) school of medicine; (3) school of law; (4) school of fine arts; (5) school of pure science; (6) college of engineering; (7) college of agriculture; (8) school of history, economics, and social sciences ”

“ But in every case, and unconditionally, he must fill the Student with respect and veneration for the proper calling of the Scholar. The first object of all study,—to lay hold of the Idea from a new and peculiar point of view, is by no means to be given up either by the Student himself, or by the Teacher on his behalf ”

“ The old New England college: the representative college of olden days, injected a love of books and the wisdom of books in their students: reams of the classic poets and prose writers: encyclopædic furnishings of the mind with the contents of a few good, stimulating books. Those were the hey-days of pure scholarship. They have existed here: but we students, today, are illustrations of an evolution in educational ideals, even if most of us [370] don’t seem to realize it. We represent the changed temper of higher education. ”

“ In my first term I spread myself through the common school, the business, the college preparatory, the collegiate, and the theological divisions of the University! It was akin to taking an academic ride in five carriages at once! When the professor dismissed me from [82] the college class in logic I went immediately into the basement, where I joined the grammar class, and from the grammar class I went to the theological department and recited on Church History. ”

“ Having done with the classification of scholars, let me now proceed with the exposure of their prevalent faults. By far the most common, and probably most pernicious in the end, is aversion to learning. This continually prompts them to act in regard to their school—wheresoever that may be—as if the word still retained the meaning of its primitive Latin—schola, a loitering place, from the Greek skole—leisure. ”

“ Latin, Greek, and the higher mathematics, with a modicum of the physical sciences, constituted the favored curriculum of the old-time academy and college. How much some of us owe to that ancient academy and that small college can never be rightly estimated. ”

“ The next stage above the elementary is scholastic education, as it is supplied in grammar schools, whether public or private. According as the pupils are intended either to go on to a university, or to enter at once on leaving school on the practical work of life, these schools are divided into two classes. In the one class, which in Germany are called Realschulen, less Latin is taught, and no Greek, but more of mathematics, modern languages, and physical science ”

“ Were it possible to have a Normal School, not which should undertake to teach the entire encyclopædia of the sciences, but which, limiting itself to its one main function of developing the art and mystery of communicating knowledge, should turn out College Professors, and even Divinity, Law, and Medical Professors,—men who were really skilful teachers,—it would work a change in those venerable institutions as marked and decisive as that which it is now effecting in the common schools. ”

“ The Universities.—Closely related to the subject of Scholasticism is the history of the universities, which, springing up in the thirteenth century, became a powerful agency in the Revival of Learning. They were for the most part expansions of the old cathedral and abbey schools, their transformation being effected largely through the reputation of the Schoolmen, who drew such multitudes to their lectures that it became necessary to reorganize the schools on a broader basis. ”

“ Parents who could afford to do so sent their children to the much higher-priced Communal Colleges or Lycées, where Latin was the main study, in preference to sending them to a scientific, modern-type, middle- class school, as conferring a better social distinction on both pupils and parents. ”

“ In order that the school of a particular city or country may take its place among the general schools, it is necessary, in my opinion, that it shall have produced a great many masters celebrated for their merit, and that these shall have in their style and manner something common to them all, which particularly characterizes them, and which is sufficiently remarkable to distinguish their school from all others. Upon this principle, I reckon eight schools in all; and these are, the Florentine or Tuscan, the Roman, the Lombard, the Venetian, the Flemish, the Dutch, the French, and the German. ”

“ We look, therefore, to entirely different schools for the two kinds of preparation for the university which modern society demands—schools, which for the want of better distinctive names, we may call classical and scientific schools. In the classical school the aim should be, as it has always been, literary culture, and the end should be that power of clothing thought in words which awakens thought. Of course, the results of natural science must to a certain extent be taught; for even literary men can not afford to be wholly ignorant of the great powers that move the world. ”

“ It is probably interesting to note that the word universitas as used here has no reference to our word university, but refers to the whole world of students as it were. In the Middle Ages universities were called studia generalia, general studies—that is, places where everything could be studied and where everyone from any part of the world could study. Our use of the word university in the special modern sense of the term comes from the formal mode of address to the faculty of a university when Popes or rulers sent them authoritative documents. ”

“ A boy of eight in an Elementary school may shew more intelligence and wider knowledge than a boy of fourteen in a Preparatory school, that is, if he have been taught on the principles I have in view, while the other boy has been instructed with a view to a given standard of scholarship. The Preparatory school boy does, however, reach that standard in Latin, if not in Greek also, and in Mathematics. ”

“ Not to mention the many college literary societies--every college has one at least, and they are all ready to discuss any topic, from the Origin of Evil to bimetallism--there are now in the University various learned societies, modelled and sometimes called after the German Seminar, which are intended to supplement the deficiencies of tuition, and to keep the serious student abreast of the newest erudition which has been 'made in Germany,' or anywhere else on the Continent. ”

“ Are we persons of less intelligence, or how did they do it all? Every preparatory school knows how. Perhaps few boys enter Public Schools who could not pass “Responsions,” that is, who are not, as far as Greek goes, ready for Oxford. I once heard a Headmaster say:—
“A boy does as much Latin now by the age of twelve as he will ever need for examination purposes, and he spends the next eight years in doing over again and again the same work! ”

“ Training for citizenship and the preparation of the scholar are then the twofold function of the college. To furnish professional training for lawyers, doctors, ministers, engineers, librarians, is manifestly the work of the university or the technical school, and not the function of the college. Neither is it, in my opinion, the work of the college to prepare its students specifically to be teachers or even wives and husbands, mothers and fathers. ”

“ The school system, upon the whole, has grown from the top down. During the Middle Ages it was essentially a cluster of professional schools—especially law and theology. Our present university comes down to us from the Middle Ages. I will not say that at present it is a mediaeval institution, but it had its roots in the Middle Ages, and it has not outlived all mediaeval traditions regarding learning. ”