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as the race is young. New meaning is put into ancient record; fresh garlands are hung upon broken statues; new temples are built from classic materials, and the world rejoices at its constant self-renewal.



THE appropriate and attainable ends of a good education are the possession of gentle and kindly sympathies; the sense of self-respect and of the respect of fellowmen; the free exercise of the intellectual faculties; the gratification of a curiosity that "grows by what it feeds on," and yet finds food forever; the power of regulating the habits and the business of life, so as to extract the greatest possible portion of comfort out of small means; the refining and tranquillizing enjoyment of the beautiful in nature and art, and the kindred perception of the beauty and nobility of virtue; the strengthening consciousness of duty fulfilled; and, to crown all, "the peace which passeth all understanding."



THE ends of discipline in all linguistic study must be made with constant additions to real knowledge in the largest sense of the terms. There should be a constant aim in the study of Greek and Latin, especially to introduce the student into the heart of ancient life, so that its inner "form and pressure" shall be so stamped upon

the pupil's mind that all ancient art, culture, politics, and civilization shall be reproduced by the means of the very sentences which he subjects to analysis in his daily tasks. Thucydides and Tacitus should be not only textbooks of Greek and Latin, but of history, of morals, of political economy, and philosophy as well. Plato and Aristotle should be read not only to learn Greek syntax, but for instruction in all the best thoughts of a great era in the world's intellectual life — as a necessary preparation for all the philosophical questions of to-day. The old masters of literature should be read and tried by such canons of criticism as we apply to the manysided and thoughtful productions of our own age. In studying ancient authors, in reconciling their contradictory statements, in correcting their personal and class prejudices, and sifting out fact from legend, and patriotic concealment and exaggeration from real truth, the learner should receive a training in weighing evidence, testing the competency of witnesses, and handling the laws of interpretation, which shall prepare him for all the sternest conflicts of business, scholastic or political life. I have spoken of our tongue as a part of a college curriculum. I believe that its origin should be studied in our immediate mother-tongues, the Anglo Saxon and Norman French, so that while our young men shall be taught all the elegance of expression which our best writers illustrate, they may also learn to have faith in the picturesqueness and graphic power of those native and homely idioms which are the chosen vehicle of all who would successfully wield the minds and the hearts of the rank and file of society.


AND the plea that this or that man has no time for culture will vanish as soon as we begin to examine seriously our present use of our time.



ANOTHER reason for the study of Political Science in college is, that thereby is laid a real foundation on which to build. Knowledge in this department is not, indeed, like mathematical or chemical knowledge, where the student must begin at the beginning, but even this to be of any service must be obtained systematically. All our political speeches, and a large part of the newspaper articles, assume a certain degree of knowledge on the part of the hearer or reader. Without this previous knowledge much that is heard and read is not fully comprehended. This would be true if the speakers and writers were themselves fully masters of their subject. But in too many cases they speak and write of that of which their own knowledge is quite superficial. We may safely say that to a large extent the people are but little the wiser for the political matter which they hear and read. But with a definite knowledge of the leading features of our system, and of the more important facts of our political history, there would be constant accumulations of knowledge, and a fair understanding of current political events.



It has been objected—and the objection, if well founded, would, to my mind, be a most serious one

that women cannot, as a rule, be educated in the classrooms with men without losing that womanly delicacy which forms so charming a grace of true womanly character. Here, it seems to me, a priori reasoning is of little worth. The appeal must be to experience, which has been large enough in several important colleges to determine whether the objection is well taken. I am prepared to say that, so far as my observation has extended, either in studying the character of our women. graduates or of those of other colleges, the objection has no foundation in fact. The American young man, however rude he may sometimes be with those of his own sex, is habitually courteous to the other sex. I see no reason to believe that the conditions of life in a wellordered college where both sexes are instructed are any more unfriendly to the cultivation or preservation of feminine delicacy and sensibility than the usual conditions of life in American society outside of the college.

Perhaps the most serious fear cherished concerning the admission of women to colleges with men was that their health would be sacrificed. I confess that I was formerly not without solicitude upon this point myself. But I think that those who have had the best opportunities for observing the actual effect of college work on young women share my conviction that the solicitude we felt in advance has not been justified. We believe that if a young woman is in good health when she enters college, has fair abilities, will use common prudence in regulating her life, will not attempt to give too much time to social pleasures, but will study and live in a natural, sensible manner, she will not suffer in health, but will often gain in strength, by the regularity and stimu

lation of her college duties. At any rate, there are no facts, so far as I know, which indicate that the strain upon the physical strength is greater in the life of the women who are in the colleges with men than in the separate colleges for women. The figures gathered by the Association of College Alumnæ and published by the Massachusetts Labor Bureau, to show the effects of college life on women, seem to afford no ground for an unfavorable judgment on the colleges in which the sexes are taught together. The chief objections which have been raised to the joint education of the sexes seem, therefore, to have but little, if any, weight. Women can be hereafter, as they have been now for years, safely and wisely educated in the class-rooms with men.



ALL quick inventors and ready, fair speakers must be careful that to their goodness of nature they add also in any wise study, labor, leisure, learning, and judgment, and then they shall indeed pass all other (as I know some do in whom all those qualities are fully planted), or else if they give over-much to their wit, and over-little to their labor and learning, they will soonest over-reach in talk, and farthest come behind in writing, whatsoever they take in hand.



I INSIST that the interests of college and of high culture require that the best educational talent be assigned

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