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well established in each school, the school having, however, the option of giving either a one or a two-year course. But on this point, as on all others, we should be glad to have the benefit of the experience and views of school men.

The requirements suggested would then read: three units each in English, mathematics, and a foreign language, with some advantage to Latin; one and one-half units in history, with two units in a second foreign language or in a science. This is a smaller total than most universities require, but it may be questioned whether raising the number of entrance credits has been wise; whether the amount suggested does not give an adequate preparation for college.

DISCUSSION OF DEAN MEZES'S PAPER.

SUPERINTENDENT A. N. McCALLUM.

I agree with the paper just read by Dr. Mezes in the following particulars:

1. That college and school men should counsel together in regard to entrance requirements.

2. That there is a seeming though not real divergence of aim in high-school courses-the one prerequisite to college entrance, the other a preparation for life. This divergence does not actually exist when the aims of the high-school courses and the college courses are properly understood. The high-school course that best fits for college entrance certainly should best fit for life.

2. The true function of a high school is preparation for life, which includes the imparting of knowledge, and the development of character. This is also the function of the college-its aim is not mere scholarship, but culture; independent specialism belongs to the graduate school. From this point of view the college is but a continuation of the high school.

3. That there is a tendency to give pupils in both high schools and colleges superficial information by allowing too great freedom in choosing courses of study, and permitting too frequent changes.

The fault, however, is not with the system which permits elections, but it arises from lack of discriminating judgment on the

part of pupils to elect wisely, and from negligence on the part of those in authority in permitting abuses. The more wisely adjusted the courses in a high school properly equipped with teaching abilty and necessary apparatus, the better. Considerable latitude should be allowed pupils in selecting courses. Men are not made any longer by the "pouring in" process of indigestible stuff impossible to assimilate, and unsuitable to the needs of the life they are to live. They want those things that will fit present day needs, and the high-school curriculum should be made adjustable to the necessities of practical every-day life.

When courses of study are practical we find them adapted to the greatest number of pupils, and the service of the high school is thereby increased to the community which sustains it. The curriculum should be broadened, not contracted; and hedged about with care, there is no necessity for scraps of information. To furnish to the community trained minds, able either to enter the activities of life, or further pursue studies in colleges, should be the aim of every course of study. The high school no longer specifically "prepares" for college-it trains the mind, and the college accepts the trained mind in lieu of specific information in specific subjects.

Too much stress hitherto has been put upon the study of foreign languages-notably German and French as a "tool," and upon Latin and Greek for disciplinary purposes. These subjects in most colleges are no longer considered essential. I do not underestimate the disciplinary value of foreign languages, more especially Latin and Greek, and I believe a knowledge of Latin advantageous in any line of study, and first-class high schools should give courses in both. The practical question is: Can not equal mental discipline be secured along lines which prepare naturally for adult activities? I think so. Is there as much purely mental training-more "edge" and "suppleness" of mind to be got from a four-years sanely adjusted science course? To be specific: It is better for boys who are to enter any one of the university engineering courses to have a four-years science course reinforced by four years in manual training, than four years in Latin, two years in Greek, two in German, or one each in French or Spanish. I do not believe that the University should require a foreign language as a prerequisite for entrance.

The affiliated high school should have a strong four-years course with approximately the following requirements: Four units each

in English and mathematics; 3 units in history, including American history; 1 unit in civics, 4 units in Latin or 4 units in a science course roughly outlined as follows:

First Year, Physical Geography-Observations of nature, weather, etc.

Second Year, Physiology-Laboratory work in fermentation, bacteriology, combustion, ventilation.

Third Year, Chemistry or Biology-Strong introductory course, with regular laboratory and microscopic work.

Fourth Year, Physics or Biology-Laboratory work. In the Third and Fourth Years the schedule should provide for at least, three daily recitations and two double laboratory periods a week. For the average high-school pupil who becomes the average university student I should give this course some advantage. In lieu of four years in Latin, give an optional course of two years in Greek, two in German, or one each in French and Spanish. University entrance requirements should be broadened in scope, not narrowed, and affiliation should be given to approved schools in as many sciences and as many languages as are properly taught.

I question the wisdom of high schools giving a two or three years course in one science to the neglect of other sciences. Strong arguments are made for this plan, and in some of the Northern high schools, many of which are virtually secondary technical schools, with instruction given in technique, this course is pursued. Two years in science under proper instruction, and with adequate laboratory equipment, brings the pupil almost to the point of graduate work and leaves the college little to do. It is too near an approach to specialism for secondary schools.

To close: The university should require the equivalent of a fouryears high-school course broad enough to meet present demands and flexible enough for increasing demands. Too narrow affiliation to the subjects suggested in the paper, in my opinion, would be a serious misfortune. It would be a return, to a large extent, to the classicism of the past, and interfere with the continued progress of secondary schools.

INSTALLATION EXERCISES.

ADDRESS.

THE HON. S. W. T. LANHAM.

Dean Mezes: In the act of declaring herself an independent nation, Texas deliberately recorded her faith in the high mission of education in a democracy. The presence of the State's Chief Executive bears witness that that faith is vital today. I have the honor of presenting the Governor of Texas.

Governor Lanham:

Mr. Chairman, Ladies, and Gentlemen-It seems appropriate that the Governor of this great State of Texas should lend his official presence to this occasion. He can but feel the profoundest interest in all that concerns the well being, prosperity, and perpetuity of this splendid University which is doing so much for the cause of education in our commonwealth. I congratulate Texas, I congratulate the South, I congratulate the whole Union, upon the existence of The University of Texas. The conservation of this great institution concerns not only the execution of a cherished policy of the fathers and the desires of our people from the days of the Republic to this good year of our Lord, but the future growth, development, and progress of education and the dignity of our great State. If the time has not now arrived-and I think it has-it will soon be here, when the alumnus of The University of Texas will carry with him as high a certificate of proficiency as any alma mater throughout the Union can authorize.

It is an old saying and worthy of all acceptance that no great trust ever was created without finding a satisfactory trustee. When the lamented Prather so sadly departed from our midst. enjoying as he did the respect, confidence, and support of the people of the State, and when his obsequies had been completed, the public mind naturally looked for his successor. Soon the Board of Regents was

convened, and by natural selection, the choice was made of a man eminently suited and thoroughly qualified to receive upon his shoulders the mantle of his predecessor. I remember that when some of the gentlemen representing the Board of Regents conferred with me with regard to the Presidency of this great University, I suggested to them that it was important to choose a man who would require no introduction to the people of Texas. They made their choice, and in my judgment, they made it wisely and well, and I have no doubt that the one they chose has brought and will continue to bring with him all the equipment, all of the qualifications necessary to conduct successfully this great institution in all that concerns its well being and prosperity.

Will you permit me to say, ladies and gentlemen, that I claim a sort of proprietary interest in the gentleman who has been selected as President of the University? It is pardonable in me to say that I am a South Carolinian. I love the old State. Take the shell from its home on the shore, and it will always sing of the sea; take the fond heart from its home, and it will sing of its love to the ends of the earth. When I visited my old home in South Carolina I met a young and ambitious man who was then Superintendent of the public schools in Spartanburg. I had been in Texas some years and was naturally enthused with the greatness of the State. It fell to my lot to give a description of Texas and to make some observations concerning its possibilities and the opportunities afforded here. This gentleman, then a young man, who with my friend Kirkland, also from South Carolina, could not now be classed among vernal poultry, listened auris erectis; his eyes flashed, and he saw before him the great field of opportunity which Texas offered. The next thing I knew he had wended his way to this magnificent commonwealth, and today he is President of The University of Texas. Truth is stranger than fiction. Little did I imagine then that one day Kirkland would be connected with one of the greatest institutions of the South, a learned man, with an education as liberal as our own and foreign schools could give him; little did I think then that I, as the gray-haired Governor of this State, would sit with Kirkland to assist in the inauguration of D. F. Houston as President of The University of Texas. If I had more time I would speak more about South Carolina, the dignity and glory of that State. I would tell you of jurists, statesmen, monumental men who came to Texas from her borders. We have present with us today

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