general. This, particularly the vernacular, has been discussed with an intensity exceeded perhaps by no other subject in the last few years. The educational world lately came rather suddenly to realize that even our collegiate youth not only had no aptness for finished expression, but lacked power of grammatical correctness. The cause of this deterioration, I think, must be ascribed to the kind and amount of language lessons that have lately come into such prominence. My own opinion is that the vernacular should never be taught, as such, to children, except in the most incidental way, but that conversation and writing about subjects concerning which interest is very strongly aroused is the best way to secure an effective use of English. I believe that this general point of view is being accepted, and that we shall soon discard most of the language text-books now in use; and I may add of the modern languages that they are likely to be taught earlier and by more oral methods, and the ancient languages to be begun and pressed earlier in the school course. needs of childhood and youth as in these grades, which are most of all intrenched in prejudice and custom, and probably more than any other grade of educational work are in need of reformation. 6. Individual methods will be more used. The elective system long ago recog nized that the same course was not equally adapted for all, and options are now offered in the high and sometimes even in the grammar grades. Mr. Search has advocated a method looking toward individual instruction in all the public schools, and would consider it a ground of just complaint against a teacher if pupils had marked abilities in certain directions which the teacher had never discovered. To fit growing minds with proper spheres of unfoldment is a most serious cause, a life and career saving or marring vocation. I think our large colleges will devise more effective ways of protecting their students against wrong elections, and will seek ways and means of knowing something of the individuality of students and of adapting work to bring out what is best in them. Child study points to this same end, and is already able to suggest some means toward attaining it. 5. The general recognition of the epochmaking change of adolescence is working a slow transformation of many ideals. We 7. The training of teachers will be better are coming to see that the years just pre- provided for. Already normal methods ceding the dawn of puberty are most favor- are undergoing important modifications able for discipline, for assimilating funda- and are enriching their courses and mental learning, some forms of technique, improving their methods. The history and acquiring that form of knowledge of education is being taught with valuable which has to be more or less mechanized. results in securing the professional spirit in It is a period best adapted for the culti- furnishing a wide repertory of methods vation of an exact, technical, and verbal and ideals. Psychology, which, if narrowly memory; whereas for this period appeal defined as mere epistemology, we heartily must be made to interest and self-origi- believe has little place in the training of nated activity. Spontaneity, independ- teachers, yet when broadly conceived as ence, and individual guidance must then the natural history of the soul in its growth, be recognized. The sentiments, emotions, in its abnormal manifestations glimpsed in and feelings must be appealed to. Am- the animal world, observed in savages, bition and emulation can then be more studied by laboratory devices, underlies effectively aroused. Knowledge should and conditions all the work of teaching, be given over wide fields and in vast which is a handicraft without it and beabundance, in the form of hints and sug- comes a science and an art in exact progestions, without requiring much in the portion as psychology is known and way of examination. This involves modi- applied. Studies of the soul will be by fications in the high school, which has better and more concrete methods, and always been the hardest to reach, and has will get closer to the facts of life and bein some places in all departments, and in come less abstract, speculative, and theall places in some, been tied hand and oretical; and this means the greatest foot in servileness to college requirements, advancement in the professional character until it is nowhere so hard to raise the and standing of teachers. We predict, previous question of the real nature and too, that education will be recognized in colleges and universities more completely where narrow restrictions specialize. than it is, especially in those for women, where a large proportion of the graduates teach. It is a sin of omission for which the heads of some of these institutions will be held to a sharp account that they allow their students to begin a pedagogic career utterly without having had any opportunity to learn the fundamental principles or history of education. 8. Instead of training memory by information studies and of making reason a center, or even considering motor activities as all-important, the education of the near future will focus upon the feelings, sentiments, emotions, and try to do something for the heart, out of which are the issues of life. It is this side of our nature which represents the human race, while the intellect, and even to a large extent the will, are acquired by each individual. The child, therefore, is phylogenetically far older than the adult, because the latter acquires, in the process of growing old, those mental additions to his make-up which are essentially of recent origin. In heart we are citizens of all time and spectators of all events, leading the life of man, past, present, and future; we are totalized while in the intellect we are pent among the "shades of the prison-heuse" Now, while the emotive side of our nature is more hereditary than the intellectual, fuller of that "ancient wealth and worth" which birth alone chiefly gives, it is susceptible nevertheless to the educational influence of the environment to a degree which till recently has hardly been suspected. Fear, anger, love, joy, sorrow, and the rest are educable, and have a long plastic period when they can be formed. The highest education, then, is that which focuses the soul upon the largest loves and generates the strongest and most diversified interests, while the worst sort of school is that which doles out facts and knowledge in such a way as to deaden instead of stimulate interest, and to inoculate by a fatal sense of finality and possession against that inflamed ardor of zest which has created all knowledge and art in the world, the development of which is the highest end and aim of education. One thing is certain: educational interest is everywhere increasing in an almost appalling way. The last five years have perhaps seen more of this process of pedagogic renaissance than the preceding twenty-five; and, if all signs do not fail, the next few years will be rich years to live in for those interested in education. A Song of Remembrance By Robert Underwood Johnson Bird of the swaying bough (Like the voice of a lover's vow), You shall hold for me ever, as now, The thrill of your morning song. Bubble of April light (Like the glance of a lover's sight), Cloud of the wind-swept land (Like the touch of a lover's hand), In the memory you shall stand Though you flee from the flaming sky. Rose of the scattered bower (Like love's most fragrant hour), When shall you lose your power? When I no more am I. Yale as a University At the Threshold of the Third Century "T By Arthur Reed Kimball HE man who succeeds Dr. Dwight as President of Yale will have the greatest opportunity of any man in a generation," was a remark let drop at a dinner party two or three years ago by a leading Western educator. The remark was an expression of judgment by one thoroughly familiar with Yale's opportunities and limitations, and was made after emphasizing a certain nationalism attaching to Yale which has often been claimed on the ground that Yale students, as a body, are exceptionally representative of every section of the country, and therefore of the country as a whole. It is interesting to note that Professor Arthur T. Hadley (Yale's new President, who will be inaugurated in October) points out, in his article on Yale contributed to "Four American Universities," that in 1800, as now, Yale had a national character." Contrary to received opinion, Yale has never been narrowly orthodox, but received a large part of its original endowment from Episcopalians as well as from Congregationalists, and "in the middle of the last century we not infrequently find Episcopal ministers preaching in the college chapel, as guests of the college authorities." In other words, there was less of the odium theologicum in Connecticut than in Massachusetts. On the other hand- a fact which helps to account for Yale's nationalism, but is not so much to Yale's credit --Massachusetts was always readier than Connecticut to take an advanced position. As Professor Hadley puts it, "Yale did not move too fast for the people of the United States as a whole." At that early time, too, as since, Yale was pre-eminently the mother of colleges. Jonathan Dickinson, of the Yale class of 1706, was President of the College of New Jersey (Princeton), in which position he was succeeded by Aaron Burr, and the latter's son-in-law, Jonathan Edwards, both Yale graduates. Again, Samuel Johnson, of the class of 1714, was an early President of Columbia College. In all, seventy-four graduates of Yale have been Presidents of colleges other than Yale (the last Dr. Frank Strong, class of '84, just elected President of the University of Oregon), many of them Presidents of the advanced type, one quite different from that of Yale's own Presidents hitherto, notably Daniel C. Gilman, of Johns Hopkins, and Andrew D. White, of Cornell. Yale's nationalism has also been obvious to outside critics. In an article contributed to the" Harvard Monthly," the result of a personal visit to New Haven for purposes of comparative study of the two colleges, Mr. George Santayana describes Yale as a place "where American traditions are vigorous, American instincts are unchecked, and young men are trained and made eager for the great struggles of American life. . . . Yale has been true to English tradition, and is, in fact, to America what Oxford and Cambridge are to England, a place where the traditional national character is maintained together with a traditional learning." This, in fact, is only another way of saying what Professor Hadley noted, that Yale does not move "too fast for the people of the United States as a whole." Indeed, it is appreciation of this, known as "Yale conservatism," in the mind of the educator quoted, which has made Yale's friends anxious for the future as Yale enters upon the third century -a feeling that, while Yale is in one way peculiarly representative of America, in another it has in a sense failed to take that place of leader ship in American educational movements that is due to Yale Americanism. The story of what Yale was and is can be told almost in a word. During the first century Yale was a collegiate school, whose head, for half of it, was known as a "rector," and whose instructors were only tutors." During the second cen tury Yale was a college, with a few depart ments loosely connected with, but not |