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At some leading colleges of the country, notably at Cornell, students in the Junior and Senior classes are allowed much liberty in the choice of studies. A prescribed amount of work is required from each student, but upon entering the Junior class, he is allowed to map out his own course of study from the various branches taught. This course must, of necessity, have limits, depending upon the logical sequence of studies. The plan is a good one, and after several years' trial has proven eminently successful. Students entering a college represent many intentions and many inclinations of mind. Some will enter the professions, some will be merchants, some farmers, while others have a genius for letters. It is fair to presume that by the time students reach the Junior class their plans for the future, are pretty clearly defined, and by that time they should be competent to judge of their own inclinations. The presumption that the same course of study should be pursued by all, is preposterous, and is a relic of antiquity. Of course all should have a thorough knowledge of the elementary branches usually taught in the Freshman and Sophomore classes, and should be confined to a rigid course; but upon entering the Junior and Senior classes, in which the advanced and special studies are found, one should be allowed to consult his own tastes and desires. In our institution there are several courses of study from which a student, upon entering, may choose, but there is no elasticity, no room for choice within the courses. This plan will be adopted, sooner or later, in all colleges which have a desire to keep up with the times. It has ceased to be an experiment; it has been tried by the test of experience and has proven successful.
There is a carelessness and disregard of current events prevailing among some college students, which is far from commendable. Apparently there is a presumption that what is transpiring around them is of little moment, as compared with the great and noble achievements of Greeks and Romans, Persians and Egyptians. Students enter college as they would enter a monastery. They enter their rooms determined to get "an education." For four long and weary years they dig out and store away in their memories a knowledge of events recorded in remote ages—the dead past, without a passing thought of the more important events which are daily occurring in the living present. They study hard and continuously. Their habits are those of a recluse.
The daily newspaper and the monthly review are more potent and permanent factors in a useful education than the works of a Roman orator or a Grecian philosopher. Yet the average student never reads the review, and seldom the daily paper. They "have not time." When they emerge from the college chrysalis into full-fledged citizenship, they find that they are four years behind their brethren who have not pursued a collegiate career. This class is, of course, small, but is to be found in every college in the land, and furnishes the examples for those who pronounce college education unpractical and useless.
Although originality is considered a virtue, and should be encouraged in journalism, in our opinion there is nothing more commendable or exalting in a paper than when, recognizing the admitted superiority and popularity of a contemporary, it imitates and apes it, not only in matter and general make-up, but also in style and arrangement.
At the celebration of the anniversary of the foundation of Johns Hopkins University, on the 22nd of February, at Baltimore, President White, of Cornell, delivered an address upon the subject of "The proper provisions for higher instruction in subjects bearing directly upon public affairs," in which he called attention to the ignorance prevailing among public men in regard to questions of social science and national economy. Questions long since settled by experience in other countries, are in this country almost daily arising and are treated as new or trifling. Mr. White recounts observations made by himself while member of the Assembly at Albany. He says he has "seen the relations of education to industry, the problem now occupying every other great nation of the earth, argued with far less care than the location of a canal bridge." Mr. White thinks the proper remedy lies in the training and discipline of students in social science, in our colleges. It has been objected that the declaration of an intention to enter political life by a student, would be a certain precursor of defeat. But suppose it would, would not the student trained in political science and social statistics have an influence on those around him? The influence of higher education upon the body politic is seldom direct and immediate. It results from contact. The beneficial effects which a community would receive from a class of students drilled in political and social science seem apparent.
Several prominent colleges have abolished Commencement orations. To us this example seems worthy of emulation. There is something radically wrong in our Commencement exercises. In the first place, the orations which are usually given on Commencement are of no practical utility to the speaker, since they tend to cultivate a labored and oratorical style which is of no service to him in after life. Again, the pursuit of Commencement honors is destructive to all true scholarship and culture. The student cares more for his grade and relative standing than for knowledge. Again, Commencement is considered the summum bonum of student life. On Commencement day the student reaches the zenith of his glory. The tendency is to induce the student to think that some great work is accomplished, whereas it is only begun.
Ex-Gov. Robinson, Gov. St. John, Chief Justice Horton, Auditor Bonebrake, Treasurer Francis, and others, in behalf of the Board of Directors of the State Historical Society, are taking measures to increase the membership of the Society, and have issued a circular for that object. This is a society which, for the good work it is doing in gathering up the materials of Kansas history, it has become an honor to belong to. The members of the Society are chosen by the Board of Directors. Annual members pay a fee of $2.00, payable by the first of December of each year. Life members pay $20.00. We have been requested to nominate and send in a list of persons for election as annual members, which we shall shortly do. We shall be glad to receive the names of persons who may desire to become members of the Society.
There have been fourteen Englishmen who have filled the office of Poet Laureate. A majority of them have not been the first poets of their age by any means. If Tennyson should live longer than next year, he will be the only one who will have held the office for thirty years.