Part 16
This remedy is perhaps extreme; but the only alternative is almost as radical. It is to enable the student, at least the more serious student, to slip the trammels of the elective system, and to study rationally, and to be rationally examined in, the subject or group of subjects which he prefers. In a word, the remedy is to divide and organize our courses of instruction for the more serious students into groups corresponding in some measure to what the English call honor schools.
It may be objected that already it is possible to read for honors. The objection will scarcely convince any one who has taken the examination. It is oral, and occupies an hour or two. The men who conduct it are leading men in the department, and are often of world-wide reputation. They are so great that they understand the nature of the farce they are playing. No candidate is expected to have covered the field of his honor subject even in the broadest outlines. When the astute student is not sure of an answer, he candidly admits the fact and receives credit for knowing that he does not know--a cardinal virtue to the scientific mind. If I may be allowed a personal instance, I went up for the examination in English literature in complete ignorance as to all but a single brief movement. When my ignorances were laid bare, the examiners most considerately confined their questions to my period. We had much pleasant conversation. Each of the examiners had imparted in his courses his latest rays of new light, and each in turn gave me the privilege of reflecting these rays to the others. For a brief but happy hour my importance was no less than that of the most eminent publication of the learned world. It need scarcely be said that such examinations are not supposed to have much weight in judging of the candidate's fitness. A more important test is a thesis studied from original sources, and the most important is good-conduct marks in a certain arbitrary number of set lecture courses. The policeman's examination is supreme.
IV
THE AMERICAN HALL
The college has shown a tendency, as I have indicated, to divide in its social life into separate organizations for the purposes of residence, dining, and athletics. In the administrative life, at least the proctors and the freshman advisers are each in charge of separate bodies of undergraduates. In the educational life, a similar tendency is noticeable. Year by year there has been an increasing disposition to supplement lectures or to substitute them by what is in effect tutorial instruction. In the history courses, for example, the lectures and examinations have for some time been supplemented by private personal conferences. If the student is proceeding properly, he is encouraged; if not, he is given the necessary guidance and assistance. I do not know what the result has been in the teaching of history; but in the teaching of English composition, where the conferences have largely supplanted lectures, it has been an almost unmixed benefit. The instructor's comments are given a directness and a personal interest impossible either in the lecture-room or by means of written correction and criticism; and the students are usually eager to discuss their work and the means for bettering it. As the lecture system proves more and more inadequate, the tutorial instruction must necessarily continue to increase, and is not unlikely to afford the basis for a more sensibly devised scheme of honor schools.
If the American college were organized into separate halls, it would be necessary and proper, as Mr. Bolles suggested, to place in each a Dean and administrative board; and the most economical plan of administration, as he pointed out, would be to give each administrator as many duties as possible toward a single set of pupils. Thus the proctor on each staircase of the hall would be the adviser of the men who roomed on it. It would be only a logical extension of the principle to give the proctor-adviser a tutorial office. All this indicates a reversion toward the golden age of the mediæval hall.
Here is where the gain would lie: The administration of the hall would make it no longer necessary to rely on the lecture courses for police duty, and the wise guidance of a tutor would in some measure remove the necessity of the recurrent police examinations. Thus the student would be able to elect such courses only as the competent adviser might judge best for him; and if the faculty were relieved of the labor of unnecessary instruction and examination it would be possible, with less expense than the present system involves, to offer a well-considered honor examination, and to provide that the examination books should be graded not with mere clerical intelligence, but with the highest available critical appreciation. Thus and only thus can the American honor degree be given that value as an asset which the English honor degree has possessed for almost a century.
It would by no means be necessary as at Oxford to make the honor examination the only basis for granting the degree. The fewer lecture courses which the student found available would be those in which the instruction is more advanced--the "university" courses properly speaking; and his examinations in these would be a criterion, such as Oxford is very much in need of, for correcting the evidence of the honor examination. Furthermore, in connection with one or more of these courses it would be easy for the student to prepare an honor thesis studied from the original sources under the constant advice of a university professor. Such an arrangement might be made to combine in any desired proportion the merits of the English honor schools with the merits of advanced instruction in America. With the introduction of the tutor, the American hall would be the complete counterpart of the mediæval hall of the golden age, and would solve the educational as well as the social and administrative problem.
As to the details of the new system, experience would be the final teacher; but for a first experiment, the English arrangement is in its main outline suggestive. An American pass degree might be taken by electing, as all students now elect, a certain number of courses at random. For the increasing number of those who can afford only three years' study, a pass degree would probably prove of the greatest advantage. It was by making this sharp distinction between the pass degree and the honor degree that the English universities long ago solved the question, much agitated still in America, of the three years' course. For the honor men[6] two general examinations would probably suffice. For his second year honor examination (the English "Moderations") a student might select from three or four general groups. This examination would necessarily offer precisely that opportunity for mental culture the lack of which Dean Briggs laments as the worst feature of the elective system as at present conducted. Furthermore, it would be easy to arrange the second year honor groups so as to include only such subjects as are serviceable both for the purposes of a general education and to lead up to the subjects the student is likely to elect for final honors. For the final honor examination the student might choose from a dozen or more honor groups, in any one of which he would receive scientific culture of the most advanced type, while at the same time, by means of private reading under his tutor, he might fill in very pleasantly the outlines of his subject. It is probable that such a system would even facilitate the efforts of those who are endeavoring to transplant German standards. According to Professor Münsterberg, the student who specializes in the German university is a good two years or more in advance of the American freshman. The spirit of German instruction would thus require that the period of general culture be extended at least to the middle of the undergraduate course.
Some such reorganization of our methods of teaching and examining, and I fear only this, would enable an undergraduate to choose what he wants and to pursue it with a fair chance of success. It would make the elective system elective.
A concrete plan for an American hall will perhaps make the project clearer. The poorer students at Harvard have for some years had a separate dining-hall, Foxcroft, where the fare and the system of paying for it are adapted to the slenderest of purses. They have also lived mainly in certain primitive dormitories in which the rooms are cheapest. More than any other set of men except the clubmen they are a united body, or are capable of being made so. When next a bequest is received, might not the University erect a building in which a hundred or two of these men could live in common? The quadrangle would insure privacy, the first requisite of community life; the kitchen and dining-hall would insure the maximum comfort and convenience with the minimum expense. Nothing could contribute more to the self-respect and the general standing of the poorer students than a comfortable and well-ordered place and way of living, if only because nothing could more surely correct the idiosyncrasies in manners and appearance which are fostered by their present discomfort and isolation.
The life of the hall would not of course be as strictly regulated as the life in an English college--perhaps no more strictly than in any other American college building. If in the hope of creating a closer community feeling stricter rules were adopted, they should be adopted, as in a mediæval hall, only by consent of the undergraduates.
Such a hall would develop athletic teams of its own, and would produce university athletes. Under the present arrangement, when the poorer students are members of university teams, they may, and often do, become honorary members of the university clubs; but their lack of means and sometimes of the manner of the world make it difficult for them to be at home in the clubs; their social life is usually limited to a small circle of friends. If they had first been trained in the life of a hall, they would more easily fall in with the broader life outside; and instead of being isolated as at present, they would exert no small influence both in their hall and in the university. Few things could be better for the general life of the undergraduate than the coöperation of such men, and few things could be better for the members of a hall than to be brought by means of its leading members into close connection with the life of the university.
If such a hall were successful, it could not fail to attract serious students of all sorts and conditions. At Oxford, Balliol has for generations been known as in the main unfashionable and scholarly; but it is seldom without a blue or two, and its eight has often been at the head of the river. As a result of all this, it never ceases to attract the more serious men from the aristocracy and even the nobility. In America, the success of one residential hall would probably lead to the establishment of others, so that in the end the life of the university might be given all the advantages of a dual organization.
No change could be more far reaching and beneficial. The American institutions of the present are usually divided into two classes, the university, or "large college," and the "small college." The merit of the large colleges is that those fortunately placed in them gain greater familiarity with the ways of the world and of men, while for those who wish it, they offer more advanced instruction--the instruction characteristic of German universities. But to the increasing number of undergraduates who are not fortunately placed, their very size is the source of unhappiness; and for those undergraduates who wish anything else than scientific instruction, their virtues become merely a detriment. It is for this reason that many wise parents still prefer to intrust the education of their sons to the small colleges. These small colleges possess many of the virtues of the English universities; they train the mind and cultivate it, and at the same time develop the social man. If now the American university were to divide its undergraduate department into organized residential halls, it would combine the advantages of the two types of American institution, which are the two types of instruction the world over. Already our college life at its best is as happy as the college life in England; and the educational advantages of the four or five of our leading universities are rapidly becoming equal to those of the four or five leading universities in Germany. A combination of the residential hall and the teaching university would reproduce the highest type of the university of the Middle Ages; and in proportion as life and knowledge have been bettered in six hundred years, it would better that type. England has lost the educational virtues of the mediæval university, while Germany, in losing the residential halls, has lost its peculiar social virtues. When the American university combines the old social life with the new instruction, it will be the most perfect educational instruction in the history of civilization.
FOOTNOTES:
[4] For a detailed statement as to the course such a student would be able to pursue under the English system of honor schools, see Appendix III.
[5] _The Atlantic Monthly_, October, 1900.
[6] For full details as to the scheme of an English honor school, see Appendix III.
APPENDIX
I. ATHLETIC TRAINING IN ENGLAND
In one or two particulars it seemed to me that we might learn from the English methods of training. On the Oxford team we took long walks every other day instead of track work. Our instructions were to climb all the hills in our way. This was in order to bring into play new muscles as far as possible, so as to rest those used in running. Though similar walks are sometimes given in America as a preliminary "seasoning," our training, for months before a meeting, is confined to the track. This is not unwise as long as a runner's stride needs developing; and in the heat of our summers such walks as the English take might sometimes prove exhausting. Yet my personal observations convinced me that for distance runners--and for sprinters, too, perhaps--the English method is far better. Under our training the muscles often seem overpowered by nervous lassitude; at the start of a race I have often felt it an effort to stand. In England there was little or none of this; we felt, as the bottle-holders are fond of putting it, "like a magnum of champagne."
This idea of long walks, which the English have arrived at empirically, has been curiously approved in America by scientific discovery. It has been shown that after muscles appear too stiff from exhaustion to move, they can be excited to action by electric currents; while the motor nerves on being examined after such fatigue are found to be shrunken and empty, as in extreme old age. The limit of muscular exertion is thus clearly determined by the limit of the energy of the motor nerve. Now in a perfectly trained runner, the heart and lung must obviously reach their prime simultaneously with the motor nerves used in running; but since these organs are ordained to supply the entire system with fuel, they will usually require a longer time to reach prime condition than any single set of nerves. Thus continual track work is likely to develop the running nerves to the utmost before the heart and lungs are at prime. Conversely stated, if the development of the running nerves is retarded so as to keep pace with the development of the heart and lungs, the total result is likely to be higher. All this amounts to what any good English trainer will tell you--that you must take long walks on up and down grades in order to rest your running muscles and at the same time give your heart and lungs plenty of work--that is, in order to keep from getting "track stale."
The amount of work we did from day to day will best be understood, perhaps, by quoting one or two of the training-cards. For the hundred yards the training during the final ten days was as follows: _Monday_ and _Tuesday_, sprints (three or four dashes of sixty yards at top speed); _Wednesday_, a fast 120 yards at the Queen's Club grounds; _Thursday_, walk; _Friday_, sprints; _Saturday_, 100 yards trial at Queen's Club; _Sunday_, walk; _Monday_, light work at Queen's Club; _Tuesday_, easy walk; _Wednesday_, inter-varsity sports. The man for whom this card was written happened to be over weight and short of training, or he would have had less track work. If he had been training for the quarter in addition to the hundred, he would have had fewer sprints, and, instead of the fast 120, a trial quarter a week before the sports, with perhaps a fast 200 on the following Friday. For the mile, the following is a characteristic week's work, ending with a trial: _Sunday_, walk; _Monday_, one lap (1/3 mile); _Tuesday_, two laps, fast-ish; _Wednesday_, walk; _Thursday_, easy mile; _Friday_, walk; _Saturday_, a two lap trial (at the rate of 4.30 for the mile). For the three miles, the following is a schedule of the first ten days (the walks are unusually frequent because the "first string" had a bruise on the ball of his foot): _Monday_, walk; _Tuesday_, walk; _Wednesday_, two slow laps at the Queen's Club; _Thursday_, walk; _Friday_, walk; _Saturday_, a long run at the Queen's Club; _Sunday_, walk; _Monday_, four laps, fast-ish, at the Queen's Club; _Tuesday_, walk; _Wednesday_, inter-varsity sports. The chief difference between this work and what we should give in America is in the matter of walking.
II. CLIMATE AND INTERNATIONAL ATHLETICS
The value of international contests as a basis for comparing English and American training is impaired by the fact that the visiting team is pretty sure to be under the weather, as may be indicated by summarizing the history of international contests. The first representatives we sent abroad, the Harvard four-oared crew of 1869, became so overtrained on the Thames on work which would have been only sufficient at home, that two of the four men had to be substituted. The substitutes were taken from the "second" crew, which had just come over from the race at Worcester. The men in this crew had been so inferior as oarsmen that they had been allowed to compete against Yale only after vigorous protest; but in the race against Oxford, owing probably to the brevity of their training in England, the substitutes pulled the strongest oars in the boat. The crew got off very well, but when the time came for the final effort, the two original members had not the nervous stamina to respond.
The experience of the Yale athletes who competed against Oxford in 1894 was much the same. Their performances in the games were so far below their American form that they won only the events in which they literally outclassed their opponents--the hammer, shot, and broad jump. They were sportsmen enough not to explain their poor showing, and perhaps they never quite realized how the soft and genial English summer had unnerved them; but several competent observers who had watched their practice told me that they lost form from day to day. Their downfall was doubtless aided by the fact that instead of training at Brighton or elsewhere on the coast, they trained in the Thames valley and at Oxford.
The experience of the Cornell crew, of which I got full and frank information while crossing the Atlantic with them after the race, was along the same lines. Before leaving Ithaca, they rowed over the equivalent of the Henley course in time that was well under seven minutes, and not far from the Henley record of six minutes, fifty-one seconds. At Henley they rowed their first trial in seven minutes and three seconds, if my memory serves, and in consequence were generally expected to win. From that day they grew worse and worse. Certain of the eight went stale and had to be substituted. In the race the crew, like the earlier Harvard crew, went to pieces when they were called on for a spurt--the test of nerve force in reserve--and were beaten in wretchedly slow time. They had gone hopelessly stale on work which would have been none too much in America.
The experience of the Yale crew in the year after was similar to that of Harvard and Cornell. The crew went to pieces and lost the race for the lack of precisely that burst of energy for which American athletes, and Yale in particular, are remarkable.
Meantime one or two American athletes training at Oxford had been gathering experience, which, humble though it was, had the merit of being thorough. Mr. J. L. Bremer, who will be remembered in America as making a new world's record over the low hurdles, steadily lost suppleness and energy at Oxford, so that he was beaten in the quarter mile in time distinctly inferior to his best in America. Clearly, the effect of the English climate is to relax the nervous system and thereby to reduce the athlete's power both of sprinting _per se_ and of spurting at the finish of the race. My own experience in English training confirmed the conclusion, and pointed to an interesting extension of it. I was forced to conclude that the first few weeks in England are more than likely to undo an athlete, and especially for sprinting; and even if he stays long enough to find himself again, his ability to sprint is likely to be lessened. In the long run, on the other hand, the English climate produces staying power in almost the same proportion as it destroys speed.
When the joint team of track athletes from Yale and Harvard went to England in 1899, the powers that were took advantage of past experiences, and instead of going to the Thames valley to train, they went to Brighton; and instead of doing most of their training in England, they gave themselves only the few days necessary to get their shore legs and become acquainted with the Queen's Club track. As a result, the team was in general up to its normal form, or above it, and, except for the fact that one of the men was ill, would have won.
The experience of the English athletes who came to America in 1895 points to a similar conclusion. Though the heat was intense and oppressive and most of the visitors were positively sick, one of the sprinters, in spite of severe illness, was far above his previous best, while all of the distance men went quite to pieces. Thus our climate would seem to reduce the staying power of the English athletes, and perhaps to increase the speed of sprinters.
It appears on the whole probable that in these international contests the visiting athlete had best do as much as possible of his training at home, and it follows that the visiting team is at a distinct and inevitable disadvantage.
III. AN OXFORD FINAL HONOR SCHOOL
The scope and content of an English honor school is well illustrated in the following passage from the Oxford examination statutes, which treats of the final school in English literature. The system will be seen to be very different from a system under which a student may receive honors in ignorance of all but a single movement in English literature.
§ 10. _Of the Honour School of English Language and Literature._
1. The Examination in the School of English Language and Literature shall always include authors or portions of authors belonging to the different periods of English literature, together with the history of the English language and the history of English literature.
The Examination shall also include Special Subjects falling within or usually studied in connexion with the English language and literature.
2. Every Candidate shall be expected to have studied the authors or portions of authors which he offers (1) with reference to the forms of the language, (2) as examples of literature, and (3) in their relation to the history and thought of the period to which they belong.