^y^:»N^*^ •HtlV. ^' '^fe R.t3' Plan of an Institution DEVOTED TO LIBERAL EDUCATION. " Isfs Gotteswerk, so wird's bestehen^ Isfs Menschenwerk, wircTs untergeJieji. NEW YORK: S. W. Green's Son, Printer, Electrotyper and Binder, 74 & 76 BEEKMAN STREET. 1881. NOTE. The following plan was sketched to indicate the possibilities of a large •school devoted to liberal education and located in one of our large cities. The plan is applicable to any large graded academy or private school, situ- ated where five hundred or more pupils can be obtained, who live within a convenient distance of the school building. With slight modifications it will apply to our public graded schools in large villages and cities. The sketch is prftited at the request and at the expense of friends. ANALYSIS. PAGE Objects of the Institution 9 Liberal Education 10 I. On the acqtdsition of knowledge incident to Self-preservation II Duties to family. , . 12 Duties to society and the state I2 Duties to God 12 II. On the training of the intellect. I2 Perceptive faculty = . . . 12 Imaginative faculty. , 13 Reasoning faculty o 14 Intuitive faculty 15 Memory and the association of ideas 15 Order of the development of the faculties 18 (i) Perception, (2) Imagination, (3) Reason, (4) Intuition. 18 Conclusions on intellectual acquisition and training 21 III. On the formation of the pe^-manent, — the character and the soul... . . 22 The teacher's position 22 Necessary conditions 23 The cultivation of the emotional 23 Music and devotional exercises 24 Influence of motives 24 The ' ' marking system" 25 Character and reputation 26 All growth, all commands and all law from within 27 The course of study and the teacher the creative forces. . 27 Christ the creative force of history 28 The undue development of the intellect 29 Influence of intellectualism in spiritual things 29 God, not " law," the source of all order and development 29 6 Analysis. PAGE Conclusions on liberal education 30 Relative value of the three ends of education 30 Influence of the conclusions upon a course of study 30 Liberal Course of Study 31 Scientific branches — natural science, mathematics 31 Why pursued 31 Why not exclusively pursued 32 Literary branches — history and language 33 Why pursued 33 Why not exclusively pursued 34 1. History 38. Course of instruction 3S Methods of presentation 38 2. Language 39 Course of instruction 39 Methods of presentation 40^ The place of Latin , 41 " " " French and German 42 " " " English 44 Summary of language instruction 44 3. Natural science 45 Course of study and method of presentation 45 4. Mathematics and fine art 46' Course of study and method of presentation 46 A Liberal Course Lndividual in its Application 47 Technical Education 50 The Classical Course 50 College requisitions for admission 50 Distinction between the college and the university 51 Course of study 51 Importance of extending the school period 53 The Scientific Course 53 General considerations 54 Course of instruction 55 The Business Course 55 Division of Pupils into Grades, Classes, and Sections 56 Chart of the Liberal Course of Study 56 Chart of the Classical and Scientific Courses 57 Analysis. PAGE Practical Features of the Plan 58 Number of exercises and studies 58 Progress in the several grades continuous in each study 59 Course of study liberal in every grade 59 Systems of examination 60 ]\f ethods of promotion 63 The education of girls 64 Plan of Organization 66 Trustees 66 Faculty 66 Method of superintendence 67 Assistant teachers 68 The department system 70 Advantages T^ Arrangement of building 7^ Objections considered 72 Number of students and teachers 73 APPENDIX. Relation of the School to the Home and to Society 75 School-education by itself not complete ... 76 Relation between the school and the home 76 The home-school 77 Academies and boarding-schools for boys 78. Female seminaries and boarding-schools 80 The home-school again 80' Relation betwreen the school and society 8l The school a " little republic" 82 PLAN OF AN INSTITUTION DEVOTED TO Liberal Education OBJECTS OF THE INSTITUTION. Primarily : Liberal Education, or a symmetrical and harmonious development of the individual boy or girl, in all their capacities — physical, intellectual, moral and spiritual. Incidentally: Technical Education, or an un- symmetrical and inharmonious development of the indi- vidual ; a preparation for a special course of study or for a special profession, trade or occupation. Examples of special or technical courses are — The Classical Course, with a bias toward the Latin and Greek classics and the abstract sciences. This course prepares for college. The Scientific Course, with a bias for the natural, the abstract and the applied sciences. This course fits a young man for a Scientific School or for a special occu- pation. The Business Course, which is largely elective. Here the demands or tastes of each individual will determine his bias in school and in after-life. TO Plan of an Institution But the main purpose of the institution shall be to secure to any boy or girl, between the ages of four and twenty, an education which, being supplemented by the education of the home and the world at large, shall be liberal. A technical education is subordinate to a liberal education and should be deferred as long as possible, consistently with individual wants and interests. LIBERAL EDUCATION. General Considerations. — To comprehend the nature of a liberal education implies a true understanding and a spiritual apprehension of the nature and destiny of the child. Here is a wonderful creature, with wonderful capacities, wonderfully adjusted; capable of great achieve- ments, great responsibilities, great hopes, great strength of character ; destined for all the relations of life and for growth in the infinite and immortal attributes of God's own being. To fulfil its purpose a liberal education should so develop the child's whole nature, that he may do his whole duty in life, keep himself unspotted from the world and grow in the image of the Father. This development requires on his part not only continuous and earnest endeavor, but also well-directed and well-adjusted fac- ulties. The well-balanced mind is best capable of self- control and best able to use wise counsel. All personal, social, political and religious differences arise from nar- row, one-sided or half-educated minds. This narrowness in education leads to conceit and contempt, to enmity and crime. In the fulness of wisdom is the life of the soul. The undue cultivation of any faculty, desire or affection will warp the judgment, cripple the moral nature and defeat the spiritual life. The harmonious and symmet- rical cultivation of all our ennobling activities will pro- Devoted to Liberal Education, ix duce strength, wisdom, purity, spirituality. It is by the combination of all the colors of the solar spectrum that pure white light is produced. If one color be wanting in the combination, the Hght is stained. So in life : if one ennobling faculty is neglected in our education or is cul- tivated to the exclusion of other good qualities, the life is not pure, but stained. What is needed, therefore, in a liberal education, is not so much classical learning, scientific attainment or com- mercial training, as that education which will make whole- souled men and women, fitted for any calling or duty in life. Such an education, omitting for the present the sub- ject of physical development, may be considered from three standpoints: (i) as securing the necessary useful information ; (2) as training the intellectual faculties ; and (3) as developing the immortal parts of our being — the character or the soul. I. The Necessary Useful Information. Of the vast sum of human knowledge, what is of most value as mere information, as data to be used in living a complete life? What part of this information may be acquired between the ages of four and twenty years ? In rounding out a perfect life, the individual meets certain well - defined duties ; the fulfilment of these determines the nature of the information required. Duty of Self-preservation. — This requires a knowledge of (i) physiology and hygiene, together with the sciences upon which they are based — physics, chemistry and bot- any ; (2) practical psychology and ethics ; (3) human, nature as revealed by experience ; and (4) some trade or occupation which may be pursued as a means of obtain- ina: a livelihood. 12 Plan of an Institution Duty to Family. — This implies a knowledge of (i) the physical development, the physiology and the hygiene of the child; (2) the psychological nature and growth of the child; (3) his moral and spiritual nature and needs; and (4) the domestic economies and virtues. Duty to Society and the State. — This implies a practical knowledge of (i) human nature as revealed by experi- ence ; (2) the arts and sciences pursued by one's fellow- men ; (3) the resources and needs of one's town's people ; (4) the manners, customs and social institutions of one's town, state and country ; (5) the political economy and civil government of one's own and other nations ; (6) gen- eral history and the biographies of the best men ; (7) the best literature and art ; and (8) mental, moral and social science. Duty to God. — This presupposes a knowledge of (i) nature as God's handiwork ; (2) mankind as formed in the image of tixC Creator ; (3) religious institutions, be- liefs and writings ; and (4) God as revealed to man by Christ, the Bible, the prophets and sages of all time, and by communion with Him. II. Training the Intellectual Faculties. A true psychology is an indispensable prerequisite of a rational education. It is necessary to understand not only the nature, use and cultivation of each of the intel- lectual faculties, but also the order in which they natur- ally develop during the period of school-life. A. NATURE, USE AND CULTIVATION. I . The Perceptive Faculty. — With eyes we see not, with ears we hear not, with hands we feel not. Through the medium of the senses we become conscious of the external Devoted to Liberal Education. 13 world. The phenomena thus observed give material or data upon which the imagination and reason act. Through perception, directly or indirectly, we obtain all the knowledge we have that is not the result of direct intuition. The objective study of the following subjects leads to the power of close and accurate observation: (i) the natural sciences — anatomy, physiology, botany, zoology, physics, chemistry, geology and astronomy ; (2) the customs, dress, manners, arts and institutions of one's own town, state or nation ; (3) and in general what is revealed to the outward sense. This faculty is either largely neglected or improperly applied in most public and private schools. 2. TJic Imagination. — Through this faculty we may combine the individual data that are received through the perceptive faculty into more complex, more useful and more beautiful forms. By it the mathematician pro- jects his scale ; the inventor makes new combinations ; the scientific inquirer devises new conditions in the discovery of principles ; the historian restores from a few relics a record of ancient civilization ; the philosopher portrays the inner nature of the universe, man and God ; the artist cre- ates monuments of immortal worth ; the poet and divine picture the true, beautiful and good in the soul of man and in the personality of God. It is the creative faculty, lifting us up from the world of sense toward the realm of spirit. It is constantly in use, and its abuse mainly con- sists in giving attention to unworthy objects. The studies which will aid the imagination to the pupil's advantage are — (i) the abstract sciences applied; (2) the concrete and natural sciences ; (3) history, biography and fiction ; (4) Hterature and art; (5) psychology and philosophy; (6) theology and ethics. 14 Plan of an Institution 3. The Reasoning Faculty.^ — With the reason we form all our comparisons, classifications, generahzations, induc- tions and deductions. With the reason alone can we pass from the known data of consciousness, given through the perceptive, imaginative and intuitive faculties, to the world of pure thought, wherein are constructed all the sciences, abstract and concrete, and where are formulated all systems of philosophy, morality, theology and religion. In this realm, the methods are necessary, absolute, innate, and when formulated, give the science of sciences — logic. Through the reason we co-ordinate all our perceptions and intuitions, and thus regulate our conduct, using wise counsel and judgment. Its cultivation may be enhanced by the study of (i) the abstract sciences — philosophy, logic and mathematics ; (2) the applied sciences — ethics, general psychology and applied mathematics ; and (3) the concrete sciences, so called, — political economy and civil government, sociology and biology, physics and chemistry. The abstract sciences accustom the mind to accuracy, to complete demonstration and absolute proof, to the separation of problems into their elements, to the generalization of ideas, and to the methods of deduc- tive reasoning. In the applied sciences we recognize the accuracy, persistency and necessity of moral, intellec- tual and material forces and principles, and learn to apply them to our own motives, thoughts and acts. In the concrete sciences we meet the most complex conditions — the field of conflicting probabilities and possible contin- gencies. Here every faculty of the mind is brought into activity and performs operations common to the abstract sciences as well. The concrete sciences afford the addi- tional advantage that they deal largely with the practical * Under this faculty are included abstraction, analysis and synthesis. Devoted to Liberal Education. 15 affairs of life. But the best field for the exercise of the reason is on the border-land between science, or systema- tized knowledge, and that knowledge which we daily attempt to reduce to system. In the problems presented for our solution by the every-day experiences of life, we best learn to reason correctly. Next in value to the prob- lems presented by our own lives are those presented by the lives of others, as revealed to us by our own observation, or by history, literature and art. 4. The Intuitive Faculty!^ — Through this faculty we discover the axioms of mathematics, the necessary prop- erties of matter, the canons of logic and all the necessary or innate ideas. The abstract sciences are constructed by the reasoning faculty acting upon the intuitions as primi- tive truths — first principles. The instincts of the child are his first intuitions. Through intuition is revealed the ideal in the material, the real in the ideal, the poetic in nature and art, the unseen and eternal in the visible and transient ; the true, the beautiful and good in all nature, art, life and being. Through this faculty we are raised nearest to the apprehensions of the soul. It is cultivated by the study of (i) nature, as a manifestation of the Divine Being ; (2) art, as an expression of ideas, emotions, genius and character; (3) literature and philosophy, as revealing the eternal verities concerning man and God ; (4) man, as fashioned in the image of the Father ; and (5) God, as revealed by communion and fellowship with Him. Memory and the Association of Ideas. — The amount of intellectual ability absolutely acquired, under any sys- tem of education, is inconsiderable when compared with that which is inherited. It is ours to tise most econom- ically the abilities we have, adding our infinitesimal as * This includes the faculty of taste of some authors. 1 6 Plan of an Institution through us the evolution of mankind passes. Particularly is this true of the faculty of retentiveness or memory. By devotion to a particular subject great acquisitions in that subject are possible, or, by fixed attention to a certain class of objects, memory of them is better. But memory of a particular subject, or class of objects, does not aid the retentive power as a whole ; and though it may be economized in certain ways, it cannot be perceptibly increased. By leaving all the other powers of the mind and heart dormant, undoubtedly some additional reten- tiveness might be acquired. But this again is to divert power, not to create it. And any undue stress thus laid upon one faculty, with the hope of greatly improving it, is a waste of energy — does not contribute to a liberal education. A history of the abuses practised in educa- tional institutions upon the assumption that the " memory" may be strengthened, and that the end of education is the acquisition of knowledge, forms one of the saddest chap- ters in human experience. Children memorize verses, poetry, symbols, words, sentences, arithmetic, grammar, history, and so on, arbitrarily, artificially and irrationally. Teachers measure their success by the amount of lip- service they can extort during recitation, and the num- ber of sentences and data that are held until the final examination. Committees and parents estimate a child's progress by the quantity of information which can be glibly rehearsed. Ignorance of some special event is an unpardonable disgrace ; but ability to adapt means to ends, powers to duties and responsibilities is not suffi- ciently recognized in school-work. Special effort is therefore necessary to guard against this unnatural and abortive use of the retentive power. A scientific and practical knowledge of the whole field Devoted to Liberal Edtication. 17 of psychology, and more especially, in this connection, knowledge of the laws of associative ideas, is absolutely required by teachers. Every subject should be brought before the pupil in such a manner as to utilize these laws unconsciously. Such a presentation would be rational and natural ; and while all the powers of the mind are being thus symmetrically developed, the proper useful information would be retained. Again, experience shows that he who would remember much must think deeply,, feel deeply and live deeply. School-life should resemble as far as possible the actual experiences of the wisest, bravest and purest men and women. School-life should be a real experience, worthy of the child and the future citizen. In education, as in everything else, our attention is mainly fixed upon tangible, visible, ornamental and imme- diate results. We overlook the unconscious, invisible and permanent changes going on in the mind and heart. The healthy action and growth of the body is mostly uncon- scious and unknown. Only in disease and injury do we ask for any immediate changes following treatment. And even here all true healing and reparation is by natural and unconscious processes. If the development of the body, which is so changeable and perishable, is inscrut- able, how much more unknown and unknowable are the expanding processes of the mind and heart! Shall we,, therefore, presume to force a development of the intel- lect and to reap the fruits of our labor on the eve of our sowing? Faith in the natural expansion of the powers of the mind under the influence of natural and rational effort is the first step in educational progress. Every sensation, idea, emotion and volition makes an ineffaceable impres- sion upon the inner life, whether we remember it or not^ 1 8 Plan of an Institution Often we develop most when we least suspect it. The unseen and eternal in our lives far exceeds and transcends the conscious and transient. We have only external signs of the life within and these only enable us to adopt cer- tain methods in education conformable to the truest physi- ology, the truest psychology and the truest religion that we know. The most we should ever hope to do for a child is, to surround him with the conditions by which he may attain a perfect stature. B. THE ORDER OF THE DEVELOPMENT OF THE FACULTIES. It is quite as important in educational economy to follow the order of the development of the intellectual faculties as to recognize their existence. Not that any of them are wholly inactive at any time of life, but each has its own period of increasing, maximum and decreas- ing activity. I. As ih.Q perceptive faculty inrx^x^Q^ all the data con- cerning the external world that are used by the other faculties, it develops first. The child sees everything, hears everything and learns everything which the senses can reveal. Childhood, therefore, is the time to train the senses and the power of observation ; the time to learn colors, forms, rocks, flowers, leaves, animals and all sensi- ble objects of interest. Therefore the objective and the phenomenal in the natural sciences, in history and art should be presented to the child. Every perception consists of a sensation and a concept or idea. Those perceptions in which the sensational is prominent attract the child's attention first, and those in which the concept is predominant later. Again, a child's concepts are simple ; more and more complex ideas are Devoted to Liberal Education, 19 possible with advancing years. A true order of study will lirst cultivate those perceptions which are sensational and simple, later those that are conceptual and com- plex. In visual perceptions color precedes form, form structure, structure function, function composition and co-ordination. In the study of botany or zoology, for example, the child learns to distinguish successively (i) the color and tactile properties, (2) the form, size and number, (3) the structure and use, (4) the morphology and physiology, and (5) the final cause of each organ of a plant or an animal. 2. The imaginative faculty comes to its highest propor- tional development next. In the bo}^ and girl the poetic, imaginative, romantic and ideal seek expression. The mind is constructive, creative and impulsive. The con- duct is not guided by experience nor the thoughts by rea- son. The moral nature is not yet crystallized into form. At this critical period there is little recognition, even in our best schools, of the real nature of the pupil. The cur- riculum consists in " memorizing" so much geography, gi-ammar and arithmetic ; in learning the mechanical pro- cesses of writing, spelling and drawing ; and in " reading" and singing. Some attempt is made to cultivate the rea- soning faculty by means of the sciences of arithmetic and grammar. But since this faculty ripens later, the result is chiefly more memorizing. Against this the child's nature revolts. All the arts of the pedagogue and the fond parent are brought to bear upon the child. Still school continues a drudger}^ Relief is sought in sports, dancing and other recreations not specially harmful in themselves. But the effect of these and the school-life combined is to bring the cause of education into contempt, and all serious effort in behalf of the child into ridicule. The higher powers of 20 Plan of an Institution the child remain undeveloped and his exuberance of life finds expression in questionable conduct and char- acter, while the native proclivities of the boy or girl turned in the right direction would afford the strongest rnotive power in the achievement of intellectual and moral vigor. The studies which will cultivate the imaginative fac- ulty and are most appropriate at this age are — (i) the best biographies adapted to the child ; (2) historical sketches,, dramas and novels ; (3) the best literature, poetry and art that the child can comprehend ; (4) the beautiful, poetic and ideal in natural objects; and (5) the imagi- native in geometry and mechanics. Besides these, the mechanical processes of learning to read, write, draw and cipher are necessary, but should be incidental to the other work. The imagination, too, shows successive phases of devel- opment. Its combinations are simple at first, and later may attain great proportions. At first it applies itself to the combination of the concrete, phenomenal and mechani- cal; later it embodies the poetic, artistic and ethical; and finally it pictures the philosophical and religious. 3. The reasoning faculty comes into conspicuous activ- ity in the young man and young woman. At this age the data of perception and intuition may be arranged in syste- matic order; science is now possible. History and human conduct are viewed in the light of the political and social sciences. Natural phenomena, before in " beautiful con- fusion," find their explanation in the natural sciences and mathematics. Grammar and philology are intelligible.. The mysteries of the world, human life and God give: way to systems of philosophy, ethics and theology. The triumphs of debate, of argument, of system, of mechan-^ Deijoted to Liberal Education. 21 ism, have now their keenest relish. "Reasoning pride" and intellectual conceit — "Shades of the prison-house — begin to close Upon the growing boy." Essential as a thorough and extended cultivation of the reasoning faculty is, we are apt to exaggerate its place among the other faculties in a hberal education. Its cul- ture requires a pursuit of the abstract, applied and con- crete sciences, but the child learns earliest to reason about concrete things. Here, again, is an argument for the early study of natural objects and artificial products, of common events and human conduct. 4. The inhntive facidty accompanies the others con- tinually ; but its richest harvest comes in maturer years. Its cultivation counteracts in a measure an over-culture of the reasoning capacity. As the spiritual nature in- creases during the whole life, while the intellectual capa- city passes its climax of activity early in life, that faculty which brings us nearest to the world of the soul is slowest in its development and continues active latest in life. In- tuitions concerning nature are the earliest to appear, later the finer instincts of the moral and spiritual life. Conclusions.— ii) At no time in life can any of the intel- lectual faculties be overlooked, but each needs cultivation, in proportion to its relative importance and activity, at every period. It is absurd to expect a child to reason as a young man reasons, or that a young man should have that wisdom and insight which belong to maturer years. In most courses of study, however, those studies which cultivate the powers of observation are at the end, and are pursued by pupils whose reasoning and intuitive faculties are ripe for action ; while those studies which cultivate the 22 Plan of an Institution reason are at the beginning of the course, and are forced upon^mere children. Therefore the usual courses of in- struction should be inverted. (2) From the foregoing considerations it follows that each department of study — history, language, natural sci- ence, and mathematics — should be taught in every grade of the school : in the lowest grades objectively and con- cretely ; in the next grades imaginatively and poetically ; in the higher grades rationally, scientifically, philosophically ;; in all grades as purely and spiritually as possible. Again,, instruction in the lower grades should be aided by con- versations, in the intermediate grades more by read- ing and writing, in the higher grades by conferences, reading, writing, lectures, original research and investi- gation. (3) Although the acquisition of information is neces- sary, the ability to acquire follows from a rational train- ing of the intellectual faculties. At each stage in educa- tion the faculties are best trained upon that subject-matter which is most easily acquired at that age. The subject- matter which is most useful for training is also most use- ful as information. The amount of information whicli should be acquired is only so much as is necessary to the best development of the intellect. But the mind is not a box with compartments to be filled : rather is it a single instrument, to be used like the body, wherein "if one member suffer, all the members suffer with it." III. The Formation of the Permanent, — the Moral AND Spiritual in Life. This third phase of education is the most difficult one. The teacher can impart information directly, by securing Devoted to Liberal Education. 23 the interest of the pupil. The intellectual faculties can be led to perform exercises sure to strengthen them. But efforts to form character must be largely indirect and unconscious, " dropping like the gentle dew" from an atmosphere of purity and love created by the teacher among his pupils. His mind must be fresh, vigorous and clear, filled with the wisdom that cometh from above ; his emotional nature, pure and sympathetic ; his soul full of hope, courage, inspiration and piety. Then will disci- pline be easy ; praise and censure will bear their just fruits. As with God, so with such a teacher, moral and spiritual victories are possible. Morality and piety are lights in their own pathway. The teacher who walks therein shall lead to "the Way, the Truth, the Life." The growth of the inner life depends upon (i) good physical conditions ; (2) the cultivation of an intellectual capacity for receiving truth from without or the opening of the mind to divine influences ; (3) the encouragement of a deep, generous, sympathetic and pure emotional nature; (4) the mculcation of high moral aims and principles — such, for example, as the second commandment of Christ ; (5) the cultivation of high religious aims — as, for example^ the first commandment of Christ; (6) obedience to the dictates of conscience and the nature of God as revealed by communion with Him. The emotional nature is kept strong and pure by strong and pure relations in life, by contact with the beauti- ful and good in nature, art, history, literature and philos- ophy. The importance of the cultivation of the emotions IS recognized by considering the place they hold in shap- ing the destinies of the best lives. Music is so helpful in cultivating, through the emo- tions, the moral and spiritual, that one absolute prerequisite 24 ' Plan of an Institution in a teacher in the lower grades is the abiHty to lead chil- dren in singing. Again, though general devotional exercises in a large institution are invaluable, yet every grade teacher should conduct some such exercises. If he do not, the possi- bility of the highest and holiest relations between teacher and pupil is lost. Without such opportunity, a teacher who carries his heart and soul into his work is chilled and thwarted in his efforts in behalf of those he loves. En- courage, then, the true teacher to sing with his pupils, to read from the Bible and to repeat the Lord's Prayer. To inculcate the duties of life and to lift them into the light of God's countenance ; to associate childhood's daily efforts with the wealth of divine sympathy, is at once to create the higher life and make all effort gladsome. To unite the moral sentiments with the religious feelings is necessary to the perfect life, and to combine these strong elements in the formation of the permanent is the teacher's privilege, duty, hope and blessing. Nor need we fear that, with the true teacher, the Lord's Prayer or the para- bles will become meaningless formalities, or dogmatic and intellectual statements ; but rather will they be the utter- ances and aspirations of a child of heaven. As character can be formed by the influence of true and pure ideas, feelings, motives and aspirations, so impure ideas and motives will destroy character. As the former should be inculcated, the latter should be avoided and •eradicated. That the ability to know is more valuable than information acquired, and that a moral and spiritual life is infinitely better than intellectual ability, should be early and constantly demonstrated to the child. What, then, shall be said of those schools which aim chiefly, or exclusively, at mental attainments? And again, what of Devoted to Liberal Education. 25 those schools which secure mental attainment through such motives as prizes, rewards of merit, high marks, honors, etc. ? It is the motive of the action and not the act itself which determines its moral and real value. Only 'high moral aims and purposes can strengthen character. All actions prompted by false motives shall utterly fail to bring the life eternal, and likewise all our poor information and intellect shall waste away. To place before a child false motives turns a child's face away from God ; to place before him high motives turns his face towards God. A wrong motive can never make a right life. God's king- dom cannot be built up with the weapons of destruction. The end can never justify the means. The practical ^ffect of the so-called "marking system," as generally used, is pernicious. The true teacher finds the marks, prizes, honors and the rivalries these produce, his worst enemies. Good and false motives cannot exist in the mind at the same time. The continued presence of false motives destroys the susceptibility to true ones. The true teacher relies on his moral and spiritual personal influence for his success in the formation of character. If pupils perform their duties from motives other than those which the true teacher presents, then the chief aim of the teacher — the formation of the permanent and eternal in the soul of his pupils — fs thwarted. Older pupils are continu- ally irritated by the conflict of motives presented by the love of truth and duty on the one hand, and the false motive — a high mark — on the other. Young children are influenced to study mostly by the "marks," and becon^e, under the pressure thus produced, irritable, nervous and diseased. Teachers spend the energies which should be directed to legitimate school work in keeping the "marks" right ; and the more conscientious the teacher, the worse 26 Plan of an Institution the result. In the end, justice is not done, and thus a barrier of injustice is placed between the teacher and pupil. With the marking system, a teacher needs no moral or religious qualifications. A knave is as good as a saint in the school-room, if his conduct be not unseemly. Again, many a rare young man or woman has gained the prizes of the school, only to lose those of the after-life, and of the soul. The habit of working from false motives con- tracted in school continues through life. Mankind learns to love reputation and to overlook the value of character. Mankind, in general, do not aim at the moral, the spiritual and the eternal, but at the pleasurable, the material and the perishable. How much blame is justly laid at the teacher's door ! There is no reason for mentioning the marking system so much at length, except that it is a type of a large num- ber of immoral practices in our schools. A teacher or institution that will use such a stimulus as " high marks" and " prizes" is permeated through and through with the wrong spirit and wrong methods. The marking system is an external sign of what is within and around and above. Character grows in the sunshine of love, truth, beauty and holiness. Our country does not need greater material prosperity, nor more brilliant intellectual achieve- ments, but noble, honest, heroic and pure men and women to keep her from the shoals of vice, poverty and crime. Our children demand of us the keys to unlock the king- dom of heaven. They demand the Bread of Life. Shall we give them a stone ? The reputation may, or may not, accord with the character. But reputation is a coy crea- ture, and he who would follow her has lost his character. Is not this the solution of the whole difficulty, that we are- Devoted to Liberal Education. 2 J more anxious about our reputation than about our char- acter and train our children accordingly ? Since the soul is the immediate source of all our acts, thoughts and motives, it is necessary to look within for the sources of all the commands and all the laws we obey. The laws of our country have no existence except in the hearts, lives and souls of her people. Her people interpret her written constitution, make and unmake her written statutes, obey and disobey her laws. Her real constitution and laws are the constitution of man as an intellectual, moral, social and religious being. Her writ- ten law is but an outward form of the unwritten law of the soul. As the latter changes so the former takes on new forms. It is the sense of duty which prompts men to righteous action. It is the sense of right and wrong implanted in the soul which determines the moral char- acter of any thought, deed or motive. It is the con- science which interprets all law, human or divine. It is our task to so elevate human nature that the divine law may be interpreted in fuller measure. He whose soul is fashioned most nearly like God's will most fully obey His commands, because kindred natures are subject to the same law. In the government of schools the teacher fos- ters a moral susceptibility which shall determine the moral character of every act, thought or purpose in the child's mind, and leads the pupil to rely on the prompt- ings of his own conscience as the voice of God in the soul. The presentation of the subject-matter of a liberal course of study will do much to create the permanent in life. Truth thus broadly laid before the pupil will expand his intellect, warm his heart and stimulate the inner life. 28 . Plan of an Institution % ''Truly the light is sweet, and a pleasant thing it is- to behold the sun." But the influence of living example in the teacher will do more to mould the character of the child than the truths of science, art, history or philoso- phy. In the power of the teacher to lead his pupils rests the main influence of the school for good. The best teacher will at first find among his pupils souls so pure, ■dispositions so sweet, love so disinterested and pur- poses so honest that his own shortcomings are effectively rebuked. But as his • experience, his sense of duty and his yearning for the higher life increase, he rises into a clearer and purer atmosphere and becomes the embodi- ment of all that is pure and holy in human nature. Then he is indeed a leader, a teacher and a creator. No work is more practical, more necessary, more righteous or more divine than his. The true teacher will continually draw on all the resources of his own nature and seek g-uidance from the best sources without. The great Teacher and Founder of Christianity came ''that they might have life, and that they might have it more abundantly." A close study of the life of Jesus of Naza- reth is incumbent on "^ every teacher. And it is not enough to carefully read the New Testament, but inform- ation should be sought from all reliable sources, that as full an understanding as possible of His sayings, His works and His spirit may be caught. Christ so felt the presence of divinity in Him that the teacher may seek in Flim an inexhaustible inspiration for his work. Christ is the soul- creating element of history. Again, those prophets, apos- tles, saints, heroes, statesmen, divines and teachers who have been most like Christ in spirit may well be his con- stant companions in leisure moments. The treasures of every field of literature, science, art and philosophy Devoted to Liberal Education. 29 should be wide open to those who would be architects in God's kingdom among childreuo The undue development of the intellect weakens and destroys the ability to apprehend moral and religious things and cripples the life of the soul. In the study of the natural sciences, mathematics and logic, we learn to use our senses and our reason. We do not learn that moral and spiritual truths cannot be discerned by those same faculties, and hence conclude that there is no moral or spiritual life. Again, the habit of mathematical exact- ness and scientific clussification, if carried too far, will cause the mind to attempt an exact or mechanical view of the spiritual life. The intellectual man craves mere intel- lectual statements, "forms," systems. But the spiritual faculty transcends all systems, scientific, philosophic or theological, and apprehends and lives by truths which cannot be reduced to form, i.e., by the truth which is in God and is God. Finally, in the study of nature, history and even ethics and theolog}^ there prevails in our day the idea that " Lazu' controls the universe, society, moral- ity and even God's own will; that "■ Lazv" is omnipotent, and that God is thus excluded from His own universe. The universe, however, when viewed by a God-knowing mind, is only a constant manifestation of His person- ality. It is not so much "-law" or we who act, as God, in whom we live and move and have our being. And our recognition of Him comes through the spirit, not the intellect — comes because our spirit is in the image of the Creator. The undue development of the intellect and the application of intellectual and mechanical systems is nowhere so conspicuous, so stultifying in its effects as in our schools. The discipline of the arm}'^, the emulation of the race-course, the importance of material success in. 30 Plan of an Institution business or society, the fame of science and art, the material and mechanical conceptions of nature and life which form public opinion, and the intellectualisms of church-dogma all appear in an intensified and aggravated form in the institutions to which we entrust our children. The conclusion is that a well-trained intellect is more valuable than a storehouse of facts ; that character is more than intellectual ability ; that the love and approval of God will alone give the life eternal, and that false mo- tives, purposes and aims can accomplish neither of these •ends, but are the enemies of them all. The relative importance of the different phases of the education of the whole child should influence the framing of the course of study. Most schools now spend their greatest efforts in imparting information. They attempt to train the intellect but little, and no conscious effort is made in behalf of the active, moral and spiritual natures. Indeed, it is not required that teachers lead moral and spiritual lives. But poor scholarship and weak intellect are sufficient ground for expulsion or rejection. It is now superfluous to add that the efforts of teachers and schools should be exerted in an inverse ratio. The same subjects or studies may serve at the same time the three phases of education, and still the relative importance of the three phases be maintained. For example, history furnishes abundant useful information, good training and is an exhortation to lead a pure and holy life. As a rule get the necessary facts upon which to use the intellectual faculties, and make these last servants of a conscientious and devout heart and soul. As a life purely intellectual must end and the spiritual life is eternal, so an intellectual education will make no visible or lasting impression upon the soul ; but that edu- Devoted to Liberal Ediccation. 31 cation which draws its life and light and inspiration from the Eternal Source of all things shall be infinite and en- during. When, therefore, it is acknowledged that child- hood and youth is the period when the soul expands most readily under the divine impulse, it may well be asked, Do our educational institutions do their whole duty ? Either the spiritual life is all that is here indicated or it is nothing. If it is all we know it to be, shall the cultivation of that life in its broad, unsectarian, divine aspect be with- held from our youth ? Shall any sickly sectarian bias ren- der it impossible for divine influences to enter the school- room ? The Sermon on the Mount, the parables, the Epistles are the bread of life to every human soul. This is not a drcavi. If it is, then the wise and good in all times have dreamt most, and Christ is the arch-dreamer. No ! faith in the life of Christ, as the most practical, most real, most moral and spiritual example and guide, will teach us the littleness of the intellect and the infinity of the real life of the soul of man. COURSE OF STUDY. The subject-matter which is used in a liberal course of study falls naturally under two primary divisions — (i) tJic Scientific Branches and (2) tJie Literary Branches ; the for- mer including mathematics, natural science and art ; the latter philosophy, history and language. I. The Scientific Branches. — These should form part of a liberal education for the following among many reasons: (i) In the study of many of the mechanical and natural sciences there is an excellent opportunity to give the pupil sonietJiing to do zuith his hands, to teach him to be physically industrious and useful ; to train his hands, his 32 Plan of ail Institution eyes and indeed his whole body, — to encourage a " sound body." (2) The sciences give fully one half of the neces- sary useful information required by the average man or woman. They include " the bread-and-butter sciences" mainly. (3) They train the powers of observation, re- flection and reasoning. The abstract sciences teach the idea of absolute truth, perfection and being. The applied sciences give the idea of necessity in nature and man. (4) All the sciences afford a basis for the cultivation of the imaginative, the ideal, the literary and the poetic. (5) They suggest the true, the beautiful, the good, the unseen and eternal, the spiritual and God Himself. " The heav- ens declare the glory of God, and the firmament showeth His handiwork." The sciences should not form an exclusive or predomi- nant part of a liberal course of study, (i) They deal mainly with the material, the mechanical, the necessary and the intellectual ; the}^ draw attention from the moral, the social and the spiritual. (2) They do not include, of course, the individual, social, political and moral history and nature of man ; nor literature — the storehouse of the best thoughts of the best minds of all ages. The exclusive study of natural science has a tendency to lead to empiri- cism, or a belief that all our knowledge comes from expe- rience ; thence to materialism — a belief that in matter is a sufificient cause for all the phenomena of nature and of mind ; thence to fatalism — a belief that all phenomena, even our own acts and thoughts, having their sufficient cause in matter, are necessary ; thence to immorality, or a want of moral obligation consequent upon a belief in the doctrine of necessity ; thence to infidelity, or a lack of faith in the dictates of conscience consequent upon neglect of moral obligation ; finally to irreligion, as the result of Devoted to Liberal Education, 33 stifling the voice of God in the conscience. These are the inevitable steps which follow that empiricism now so widely spread in this country and in Europe. — The exclu- sive study of mathematics, uncommon as it is, leads the mind to apply the necessary, the mechanical and the logi- cal methods of mathematics to every department of thought. Perhaps no more convincing examples of the effects of a mathematical bias can be cited than Descartes,. Spinoza and Leibnitz, who applied the mathematical methods to nearly every department of thought. How much in our literature, philosophy, poetry, ethics and religion that is mechanical, mathematical and logical can be traced directly to the influence of these men ! With all that we owe them, our dogmatisms, literalisms and mechanisms in education, science and religion receive great encouragement from the writings of these fathers of modern thought. II. The Literary Branches. — These studies should form part of a liberal course of study, (i) A practical knowledge of one's own language, written and spoken, is a most useful instrument in dealing with mankind and in gaining ideas of the past and present thoughts and deeds of man. (2) The study of language, ancient or modern,, trains the reflective, the imaginative and reasoning facul- ties and therefore forms a conspicuous part of courses of study preparatory for college and of college curricula. (3) The comparative study of language gives the sciences of grammar and philology and throws light upon past races of men. (4) The study of language, in its most truly educational sense, is a study of the ideas expressed by language. The literature of all time is the best thought of the best minds. This is intellectual, moral and inspiring. (5) Experience is a A^aluable drill-master.. 34 Plan of a7i Instittition History is the experience of the past and may serve as a most efficient aid in the interpretation of present facts and duties. In history we are brought in sympathy with the struggles and victories of heroic and faithful men and women, with the saints and martyrs, the prophets and di- Tines and through the evangelists with Christ. Through the recorded lives of others is revealed to us the living God. (6) History and literature form the best single basis for the cultivation of the whole nature of a child that a liberal course of study can offer. (7) Under philosophy may be included mental, social and ontological science. We cannot know too much of the nature of our own minds so constantly in use, or of the relations which exist or should exist between men. In ontology we learn the nature of existence and man's place in the infinitude of created things. The literary studies should not form an exclusive or predominant place in a sound curriculum, (i) The ex- clusive study of pure literature exaggerates the imagina- tive, speculative, poetic and mystical states of mind and cultivates the emotional nature to excess, if it be not coun- teracted by the study of the more exact sciences. (2) Lit- erature and philosophy exaggerate speculative habits and indispose the mind to the realities of this life. They tend to reduce matter, mind, man and even God to mere ideas, and thus make idealists, dreamers, mj^stics — men as unreal, unpractical and unspiritual as the materialists or fatalists produced by the exclusive study of natural science. (3) The exclusive study of philosophy often leads the mind to formulate systems of belief which are founded on a few abstruse definitions, but which have little foundation in nature, man or any existence. The transcendental philosophy, unless it be counteracted by the empirical, will Devoted to Libei^al Education. 35 end in the merest vaporings of the imagination. (4) An exclusive study of history creates a conservative and retro- spective rather than an active and progressive mind. (5) Literary studies also cultivate the critical tendencies of mind. This is seen in the critics so called, in lawyers and in essayists. Above all, the exclusive study of language produces students of words and sentences — of the forms of the expression of thought and not of thought itself. This bias is consonant with a literal and mechanical inter- pretation of everything that is real, poetical or spiritual in literature. The mind grasps the letter of the law and loses the spirit. A strict constructionist, whose soul is cramped by his literal and mechanical interpretations of all that is true, pure and holy, is not able to catch the spirit of Christ and the divine law. The Bible is only understood by those who have been born of the spirit as well as of the flesh and the letter. A liberal course of study will comprise, therefore, sci- entific and literary studies in nearly equal proportions. Neither scientific nor literary study will make a perfect man ; the one makes him too materialistic and mechanical in his views ; the other too dreamy and ideal ; both to- gether give only culture, unless they are studied under the guidance of a heart and soul inspired by the Divine Being. The want of divine inspiration, as a guiding force in our educational institutions, makes their instruction in mathematics and natural science, commercial ; in language, analytic, literal and critical ; in the fine arts, technical and sensual ; in history, chronological, statistical, prosaic ; in philosophy, materialistic and mechanical, or dreamy and idealistic ; in moralit}^ selfish and politic, or dogmatic and impracticable ; in religion, indifferent, formal, unreal, 36 Plan of an Institution unspiritual ; in all branches, technical, illiberal, untrue. When the divine presence is felt in our schools in some measure such as Christ felt it in Himself, then will all studies contribute to a liberal education, leading the stu- dent from weakness unto strength, from ignorance unto wisdom, from vice unto virtue, and from the finite to the infinite and eternal attributes of God. Then will all stu- dies be presented from their truly educational standpoint; the teacher be no longer a taskmaster, a stern disciplin- arian, a machine, but a leader and a creator among men, because he has been led and created from on high, — born of the spirit. «' The Liberal Course of Study Further Divided. Literary Branches. liberal COURSE. {Mental, Moral and Social Philosophy. History, Biography. r Ancient Languages. 2. Lansiua^e De- _ .. , , ht j t * -^ X English and Modern Lan- scientific Branches. part7nent. 3. Natural Science . -< 4. Mathematics. guages. Chemistry and the Life- Sciences. Physics and Applied Ma- thematics. Mathematics (proper). Fine Arts (including Wri- ting and Drawing). Are not most courses of study adopted by our schools and colleges copies of previous courses, modified to suit the bias of a committee or board of trustees, the idiosyn- crasies of teachers, the caprice of public opinion, the phan- tasies of pseudo-educational reformers, the conceit of re- ligious dogma, or the provincialisms of the communities in which they are offered ? Addition upon addition, modi- Devoted to Liberal Education, 37 fication upon modification is made until the cumbrous structure, never adapted to its purpose, crumbles under its own weight and weakness. Thus the confidence of the intelligent in school-education wanes, and a noble cause is trailed in the dust. No earnest and persistent effort to map out at once a natural, psychological, conservative and creative course of study, has yet been successful. As the best classification of the faculties of the mind is somewhat artificial, so also is the above division of the course of study. It provides for four departments placed on an equal footing, and each is pursued throughout every grade from the lowest to the highest. The subject of his- tory is given one fourth of the time, because it furnishes the best training for the imagibation, the reason, the intui- tions, the moral and spiritual faculties. The natural sci- ences are given a fourth part, because they furnish most of the useful information, train the perceptive faculties best and for other reasons already stated under the head of Scientific Branches. The linguistic and mathematical studies proper are therefore less prominent than in most school curricula. This is in accordance, it may be ob- served, with the more conservative and permanent alter- ations already begun in our best schools. Each department is subdivided, making eight groups of subjects. The instruction in each group and in all the grades of the school is superintended by a professor in charge, who also teaches the same subjects in the higher grades. This point will be further explained on subse- quent pages. 38 Plan of an Institution I. Instruction in the History Department. I. Talks. Biography by reading and writing. History {^prop- er) by Epochs. Philosophy of History. AGE IN YEARS. 5. About domestic and familiar affairs, 6. About peoples, places and adventures of the pres- ent. 7. About peoples, places and relics of the past. 8. American men and women. 9. Modern Europeans. 10. Ancient men and women. 11. American epochs of history. 12. Modern European epochs: 19th and i8th centuries. 13. Renascence epochs: 17th to 15th centuries. 14. Mediaeval history: 14th to 6th centuries. 15. Ancient history: 500 A.D. to 2000 B.C. 16. General history, — tracing races, customs and insti- tutions in their origin, growth and decay, f Political economy ; English industrial, political, social, moral and religious institutions; mental science. American industrial, political, social, moral and religious institutions; philosophy, ethics and re- ligion. 17- 18. 19. L 20. In considering the methods of instruction in the sev- eral departments, the question of primary importance is how it shall best serve its true educational functions in de- veloping the faculties. The study of history is divided into four cycles, each complete in its way and each pre- paring for the succeeding. Children first learn the phe- nomenal about them by question and answer. Biography interests a child before general history. The best intro- duction to any important epoch in history is through the life of one or more of its prominent men. These charac- ters serve as a nucleus around which to group the impor- tant events and lessons of the era. Again, interest in gen- eral history follows a thorough understanding of the few Devoted to Liberal Education. 39 important epochs. A study of a single epoch which will lead the pupil to make original investigations and con- struct annals for himself is preferable to an outline of the whole history of mankind. In the last cycle — the philos- ophy of history — the data and experiences of the past are constructed into the various industrial, political, social, moral and religious sciences and systems. Then an appli- 6ation of these results to the institutions of our own time and people is made. Philosophy, etKics and rehgion are not presented formally or dogmatically, but historically and liberally. In each cycle of the study of history the mind is led from the familiar toward the unfamiliar, from the near to the distant, from the present to the past, from the personal to the impersonal, from the individual to the general, from the concrete to the abstract, and always to- wards the pure, the true and the eternal. II. The Instruction in the Language Department. Talks. 5. Habits and instincts of animals; moral instincts of man. 6. Beauty, poetry and morals in man and nature. 7. Talks' about literary men and their homes; read- ing by the word-method. S. Vocabulary enlarged by reading drawn from every- day life. 2. Readino- and 9- Practice in the simple sentence ; fables, tales, sketches. 10. Writing English sentences; children's literature; reading and spelling. r II. Reading standard prose; writing descriptions and stories; spelling. 12. Ballads, lyrics, sketches; composition; Latin as a basis of English analysis and syntax. 13. Good prose and poetry; composition; Latin for the sake of English syntax and English derivations. Writing. 3. Reading, Coin- position, An- ^ alysis. 40 Plan of an Institution AGE. 4. Reading, Com- position, Rhe- toric, French. Literature, Composition, Philosophy of Lans'uas^e. 14. American authors; Latin applied to English con- struction and derivation; composition. 15. English authors, rhetorically studied; composition; French. 16. English literature; criticism; composition; French. 17. Early general literature; composition; German. 18. Later general literature; composition; German. 19. Universal and comparative literature; synthetic and creative study. 20. Philosophy of expression; pure literature; inven- tion. A good use of language follows naturally from a good understanding. Correct habits of thought give correct habits of expression. Reading the best and purest litera- ture; conversing with the best and purest companions, teachers and friends, compositions on the best and purest subjects, will lead to correct habits of thinking, speaking and writing. Every study properly conducted is an exercise calculated to give ability in speech. The use of language is an art whose scientific basis is not the science of language-grammar, but the thoughts of the human mind. The study of language therefore should aim at a cultivation of the understanding. What the sci- ence of geometry is to the sculptor, what numbers are to a Beethoven, what rules of logic are to sound reasoning, that grammar and rhetoric are to the use of language. Practice in thinking and in the expression of thought should almost wholly replace the study of grammar and rhetoric as aids to the use of English. Though the study of grammar as an art, practised for the sake of improving our speech, is next to useless, the study of grammar as a science should be required of pupils whose minds are ripened for the reasoning pro- cesses, and for the same general purposes that any science Devoted to Liberal Education. 41 is taught. Languag-e is an instrument of thought /'its structure corresponds to the constitution of the human mind ; its history traces the evolution of human thought; its logic is the logic of the understanding; its modulations are reflections of human joys and sorrows ; its poetry and literature are from the soul. A science which treats of material like this is most interesting, most educating. In this broad sense the science of language has a large place in a liberal education. The scientific study of language is an exercise in inductive and deductive reasoning and indeed of all the disciplinable faculties. It gives a knowl- edge of the structure and growth of words, idioms and of a language as a whole ; it accounts for the physical and intellectual sources of language and indicates the future history of mankind. But there is a study of language more important than the scientific : it is a communion with the true, the eloquent ; the beautiful, the sublime ; the spiritual, the eternal, in pure literature, where science, logic, system and reason cannot come — in the literature of the soul. Latin should be taught as early as the twelfth 3- ear. A knowledge of Latin construction is the best auxiliary to an understanding of English construction. The inflections of Latin give, as the English cannot give, the relations of words in sentences. Many English words and idioms are from the Latin. The study of a language of inflections and accidences creates habits of accuracy in spelling and pronunciation, reading and writing, and, best of all, in thinking. The value of Latin as a disciplinary study, and as a basis for philology, will ever be, to an English student, second only to the study of his vernacular. Moreover, it is the best introduction to the French language, which it should precede in order of time. But an extended 42 Plan of an Institution knowledge of Latin literature in the Latin tongue is not included in a liberal course of instruction ending at the twentieth year. French and German. — The Latin language, with its elab- orate system of inflections and accidences, its fixed forms, its freedom from foreign admixture, its pure, simple,, and homogeneous style, is essentially and pre-eminently a logical, scientific or grammatical language. Its struc- ture, its literature and its relation to the English give it its place in mental discipline, philological research and as an auxiliary to the use of English. The English lan- guage, on the other hand, is almost without inflection and accidence, its literature is most varied, its contents most heterogeneous. It is the most complex, most pliable and most highly developed of all languages. Its grammar is concealed by the idiomatic character of the language. Logic, so conspicuous in the structure of the Latin, is largely concealed in the English sentence. Its function in discipline and in philology is very different from the Latin. French and German occupy a middle ground between the Latin and the English in almost every respect. Neither, therefore, presents anything with which to train the intellect and to ground a knowledge of grammar or philology which is not possessed by the English or the Latin, or the two combined, to a much greater degree. Their claim to a place in a liberal course is based, there- fore, on the value of an ability to read their literature in the original. A thorough acquaintance with French and German is invaluable to a specialist in science, philosophy or letters. College and university students, with more time at their command, will learn these languages for many purposes. But the number of people who increase their knowledge of French and German after school-days Devoted to Liberal Education. 45 are over, affords an index to the demand for French or German in our schools. Our liberal institution, there- fore, will be true to its mission if it furnish an opportu- nity to acquire a good reading knowledge of these two languages. It is almost idle to remark that modern lan- guages have been given an imwarrantable prominence in many institutions of learning, and especially in young ladies' day and boarding schools. The sohd worth of his- tory, English literature, science and philosophy have been exchanged for what pretends to be little more than idle ornament. The methods of teaching our own and a foreign lan- guage are fundamentally distinct. We should have a good practical use of our vernacular before we begin to apply the processes of analysis, separating into sentences, clauses, words, syllables and letters, or the synthetic pro- cesses which follow. These two processes and the science called grammar should be used only as a " corrective" in speaking and writing. But in learning a foreign tongue we should begin with the elements and proceed syntheti- cally from letters to syllables, words, sentences and para- graphs. The pupil is then ready to read the new lan- guage and compare its structure with his own, thus wid- ening his knowledge of philology. And again it is evi- dent that those who have learned French or German by the synthetic or grammar method are better qualified to teach those languages than Frenchmen or Germans. Accuracy of pronunciation should not be prized more highly than a thorough understanding of a language. And both these are of little value compared with that vital personal influence which the best American teacher exerts^ and which is so frequently wanting in the foreigners who find their way into our schools. In our zeal for particu- 44 Plan of ait Institution, . lar acquisitions we must not overlook the main purposes of education. The study of the English la?iguage is a better aid to the use of that language than the study of all others com- bined. The study of foreign languages in American schools often corrupts and enfeebles the use of the Eng- lish. English idioms and words are exchanged for others less forcible. The Greeks developed the strength and beauty of their language without the study of foreign lan- g-uages or the grammar of their own. The Latin devel- oped steadily until cant and fashion led the Romans to study Greek and other oriental tongues. The great Eng- lish writers, orators and thinkers often have not been close students of Latin, Greek, French or German, nor of their own tongue. The great classical scholars of Eng- land have written notoriously poor English. The study of nature, man, ideas, God, gives understanding and from a, good understanding cometh wisdom of speech. English literature is the best testimony which the past transmits to the present. We cannot make too much of it our own. The study of English prose and poetry must form a more prominent place in our schools as the best means of appeal- ing to the active or the moral and spiritual natures of man. Summary. — Latin grammar and translation is taught as a basis of English grammar, and in connection with it. The study of French and German should also have a direct bearing upon the pupils' English, and all these lan- guages should be taught by one and the same English teacher. In the later years of the course each of the for- eign languages should contribute largely to the study of literature and philology. The study of language should assist in the three phases of education, contributing infor- mation, discipline and forming character. The best authors Devoted to Liberal Education. 45 should be studied critically, historically, philosophically, poetically and spiritually, but the chief office of literature is the stimulation of moral and religious motives. All studies are English studies, and each should con- tribute its share to correct thinking, speaking and writing. III. Instructton in the Natural Science Department. Talks. 2. Arts. Con versation and* Readins;, I 3. Sciences Reading, Dt sctiption and Experiment. 4. Philosophy, f i7- Experiment, j3 Investigation < and Inveji- ^9- tion, {_ 20. Man, animals, plants, things most familiar. Animals and plants less familiar. Rocks, minerals, water, clouds, atmosphere. Structure and habits of animals and plants. Descriptive phj'sical geography; chemistry of com- mon things. Physics of common life; the earth, moon, planets, sun and stars. Human anatomy and physiology. Anatomy and physiology of animals. Comparative botany and descriptive mineralogy. Structural geology and physical geography. General chemistry and qualitative analysis. General physics and mechanics. Astronomy and palaeontology. Physics and chemistry of organic life. Comparative anatomy and general biology. Man's place in nature; general psychology. As in the study of history, this course includes several cycles, each embracing about the same subjects, but pre- sented to different faculties at different times. The in- stinctive and perceptive faculties are exercised first ; then the imaginative, poetic and moral ; third, the reasoning and intuitive ; and last the intuitive, inventive and crea- tive. In each cycle the mind is led from -the familiar to the unfamiliar, from the concrete to the abstract, from the phenomenal to the real. In the last cycle, however, this process is reversed, so that the pupil is prepared to meet 46 Plan of a7i Institution the world as nearly as possible as it is. Of course every grade of school should be amply furnished with the mate- rial and apparatus for good practical work. IV. Instruction in Mathematics and Drawing. Handling Talking. and Observation, Copy- ing, Inferior^ Art Art and Science. < Science and In- vention. Science, Inven- tion, Creation. "^ 5. Colors, forms, sizes of sticks, blocks and familiar ob- jects. 6. Combinations of simple objects, as sticks and blocks; use of pencil. 7. Modelling with clay, plaster, etc.; drawing lines; printing. 8. Form and number objectively; copying simple flats; writing. 9. Geometry as the art of measuring; drawing from na- ture; writing. 10. Four rules of arithmetic as an art; perspective; mod- elling; writing. 11. Constructions in wood and cloth; modelling; free- hand drawing; writing. 12. Arithmetic applied to every-day affairs; perspective and geometrical drawing; writing. 13. Science of arithmetic — four rules and fractions; mod- elling and designing; mechanical drawing. 14. Science of arithmetic — percentage, metric system, and compound numbers ; free-hand drawing; water- colors. 15. Science of arithmetic — proportion, involution and evolution; commercial arithmetic; drawing from the antique. 16. Algebra; wood-working and carving, or modelling and designing. 17. Algebra and geometry; general history of art; draw- ing and painting from nature. 18. Geometry; sculpture — study of masters; drawing from the antique. 19. Trigonometry; painting — study of masters; drawing and painting from life. 20. Invention in mechanical, architectural, decorative, landscape, portrait or creative art. Devoted to Liberal Education. 47 The same general principles underlie the instruction in this department. The study is first objectively presented, then it cultivates the imagination, later the reason, and finally the intuitional, moral and spiritual faculties. Arithmetic is first taught concretely or objectively, then as an art, and finally as a science. The science of arithme- tic may be acquired between the ages of twelve and six- teen, and should not be presented earlier. Algebra should be taught chiefly to cultivate the powers of abstraction and reasoning. " Problems" are more useful than " exam- ples" for solution. The latter teach methods and princi- ples chiefly ; the former train the reason and teach the art of invention and discovery more practically. Geometry is taught first with blocks and models, then by drawing, and lastly the science is presented in such a way as to stimulate the intuitive, the reasoning and the inventive qualities of mind. Drawing is made very prominent be- cause it educates the eye and hand, gives an idea of form, number and proportion, forms a basis for a good hand- writing, gives a groundwork for the study of many of the practical and mechanical arts, creates a taste for art in general, and for the beautiful, good and true in every- thing. The Course of Study Individual in its Appli- cation. Upon its phenomenal side it is possible, it is easy, to analyze the nature of a child ; to speak of the physical, mental, moral and spiritual natures ; to anatomize the body ; to divide the different processes of the intellect into faculties; to dissect the moral nature and to apply the same intellectual processes to the \fill and the soul. This process should be pushed generously, carefully and mi- 48 Plan of an Institution nutely. We cannot too well understand the anatomy and physiology of the human body, the psychology of the human mind, the ethics of human nature, nor too well apprehend the life of the soul. It is necessary in shaping an educational institution to take into full account all con- tributions to human science and experience. But there is danger, in applying the processes of anatomy and analysis, of losing sight of the main object in education and in life ; of neglecting to recognize the real life amid all its outward manifestations. When we have done all we can to balance the powers of the body, mind and heart, so that there is perfect symmetry in the development, we have only been dealing with surface affairs. Essential as these are, the liberalizing element in education is not par excelle7ice in them. Through them the life of the soul may be influenced and may express itself. But the real life of man is his soul. That sits within and controls all his actions, thoughts, feelings and motives. From the soul flows all our outward life. When it wills to act, we live and move ; when it wills to think, we may be conscious. Outward influences perish or live as the soul wills or is. The best conditions in life do not compel the soul to live more deeply. The worst conditions cannot destroy it. Under the same influences one child grows into a more perfect life and another does not. Of two students at the same school each assimilates what his nature determines. A girl unconsciously assimilates her nature from the same food, the same air, the same home, the same school, the same course of study, and the same society, as that from which her brother assimilates his nature. The attributes of the soul common to mankind and our own individuality are largely our inheritance. We only deepen and expand what we receive. What is this inner life that lives " un- Devoted to Liberal Education. 49 divided and operates unspent," which unites all our acts and thoughts, and though containing all is ever one — the same myself yesterday, to-day and always, and though the same, is ever growing in divinest things? Whatever the soul may be, a recognition of its existence first, last and always is the prime necessity of our being. We are only conscious of our thoughts ; we only mfer the existence and attributes of matter ; and all these are not to us unless we are. It is then the soul — the child, the man, the woman — that is the end and aim of all our en- deavor in education. Whatever will make its life richer and fuller should be sought and administered. The ele- ments of character, such as earnestness, mdustry, pru- dence, wisdom, self-control, courageous devotion to high aims and purposes, and a love of nature, man and God, must be inculcated at the price they cost. It will not answer, then, to adhere strictly to the letter of any course of study, however liberally framed, under all circumstances and with all pupils. The letter killeth, but the spirit giveth life. There are only certain general principles broadly stated that will be generally true in. their application. On the other hand, it is because the life of the soul is a unit that no course, however narrow in its studies, its methods and its aims, can literally destroy. The child appropriates something of value from the most barren curriculum, trains most of its faculties under the worst methods of instruction, and finds some aim in life above that set by the taskmaster. This is because the child carries over information gained in one field to an- other, uses information imparted for the express purpose of cultivating the reason or memory in cultivating the imagination and intuition. There is a wise system of compensation in our minds and hearts as well as in our 50 Plan of an Institution bodies. When " one member is exalted all the other mem- bers are exalted with it." THE TECHNICAL COURSES. I. The Classical Course. n. The Scientific Course. The curriculum for pupils taking- these courses is the same as that laid down in the liberal course until the age of fourteen. After that time, in the classical course, the relative amount of language and history is increased, and the amount of natural science and mathematics is dimin- ished. This gives the literary bias. In the scientific course the amount of natural science and mathematics is increased, and of language and history diminished. This gives a scientific bias. I. The Classical Course. The requirements for admission to our American col- leges in a large measure indicate the course of preparatory study. But it is wiser to give young men a more liberal culture before entering college than is indicated by these requisitions. Otherwise the study of Latin, Greek and mathematics, which now forms so large a part of a college curriculum, will leave a young man at the end of his student-life with many of his faculties untrained, with only a smattering of history, literature, natural science and philosophy, and with his whole nature warped and biased. It is unfortunate that our colleges do not more generally admit pupils who have received a liberal educa- tion, such as is defined at the beginning of this paper, to Devoted to Liberal Education. 51 courses of instruction parallel to the stereotyped college •course. The distinction between a college and a university is important in this connection. The college receives pupils at a younger age, with less maturity of mind and with less training, who have pursued a classical course of study in some preparatory school ; offers a prescribed course of study covering four years, which is a continua- tion and enlargement of the preparatory course and gives a diploma certifying that the pupil has completed the prescribed course. The university receives pupils of a greater age, with more maturity of mind and with more thorough training, who have completed a classical course, a liberal course or a scientific course of study, provides its pupils with such opportunities for general or special study or research as they shall elect and be qualified to pursue, fixes no limit to the length of the course, and gives a diploma which specifies the quantity and quality of the work done and the subjects studied. The college will continue as the highest classical training-school in our educational system. The university will receive its stu- dents from all the higher training-schools, whether classi- cal, liberal or scientific. In the university the courses of study are elective, general or special, technical or profes- sional. In the training-schools, whether colleges or acad- emies, the courses of study are largely prescribed. In the classical course eight years are devoted to the study of Latin, in place of four or five as in most schools. A few classical and fitting schools in Massa- chusetts require eight years of Latin. The objects to Tdc accomplished by this study are not to translate so many books of Caesar or Virgil, to learn so many par- adigms or rules of s^mtax and so many exceptions 52 Plan of aft Institution in inflection or construction, but rather — (i) A general knowledge of inflections and constructions, to be used as a help in the study of English grammar. (2) Such a knowledge of Latin words and roots as will enable the student to understand their English derivatives and equiv- alents. (3) Such facility in reading Latin as is necessary to gain a Latin vocabulary, and the ability to read ordinary Latin at sight. The practice of reading a large quantity of Latin, and of reading it "■ at sight," will insure better re- sults than the recital of grammar rules, translating me- chanically with the aid of grammar, lexicon or teacher, and then memorizing the translation. A ready reading knowledge of Latin is of great value in science, law, medi- cine and letters. (4) The study and translation of Latin classical authors affords an excellent basis for the study of Roman history, law, art, science and literature. After two years the object of the study of Latin is only inciden- tally a knowledge of the language itself, but principally a knowledge of the Roman people and their institutions,. The study of philology is reserved for the college course. (5) A knowledge of Latin is a key to the French, Italian, Spanish and other languages, and is essential to a student, of the science of language. All these objects may be gained in such a way as to cultivate the intellectual and moral natures to a very high degree. A knowledge of Greek, German and French is neces- sary to a literary, scientific or professional career. The study of history, English literature and natural science,, though rarely required for admission to college, is re- quired by the very nature of the mind and heart of every youth and as much time is given to these subjects as is. possible. Our young men and women hurry into business and Devoted to Liberal Education. 53 society with bodies, minds and characters half-formed or ill-formed, at an age when the true value of an education is just beginning to make its mark. Every effort should be used to extend the period of the growth of the body, mind and heart, and to make our schools felt by old and young as mdispensable nurseries of all that is good, noble, beautiful and eternal in life. It is better to begin a busi- ness career, to enter upon professional studies or to undertake a university training at the age of twenty, than younger. Society can have few legitimate demands upon a young woman at an earlier period. If a ygung man is fairly settled in his profession at the age of twenty-six or twenty-eight, he has upwards of thirty years of active ser- vice to look forward to, in which he will accomplish the more for a thorough preparation. There is not so much a demand for more men in the learned professions, as men whose native abilities are great and have been well trained. Native ability is the result of inherited training and the school-age is the most important era in individual growth. Pupils who enter the various colleges will leave the preparatory school, on the average, at the age of eighteen years. Those who go directly to a university will com- plete the course in the preparatory school by the twen- tieth year. XL The Scientific Course. There is at this juncture in the educational world, when material, industrial, mechanical, scientific and intellectual prosperity is well-nigh universal, a great demand for agri- cultural, scientific, technical and commercial schools. This demand in itself is legitimate. Again, the reaction from the study of literature, history, philosophy, ethics and theolosfv in favor of the studv of the exact and 54 Plan of an Institution concrete sciences is still widening. The great progress recently made in the use of steam power and electricity, in all the mechanic arts, m scientific discovery and in- vestigation, is stimulating greater endeavor in the same direction and is drawing our youth in large numbers into the mechanical pursuits and the physical sciences. The material and commercial prosperity which has fol- lowed this activity in science and invention affords au object of ambition to our youth, which well-nigh hides from view all other objects in life. Our aims are ma- terial, positive and commercial. Our age is, as others have been, an age of materialism, positivism and sensual- ism, if not of irreligion, infidelity and sensuality. The Roman Empire went down because its wealth and afflu- ence, its material and sensual development, overcame the institutions which built up the moral and religious charac- ter of its people. With this condition of affairs flagrantly apparent in every section of our country, and especially in the large cities, we may well ask, " What is our duty in edu- cation ?" Shall we furnish means which will make sharper and more skilful mechanics, inventors, manufacturers, mer- chants, bankers, brokers and men of affairs? However much we need all these, have we not a greater need, the greatest need in any age, of honest, righteous and noble citizens, pure and holy men and women ? America has the best soil, the best climate, the best water communica- tions, the best coal-fields, the best water power, the best timber, the best ores, the best location. Her material prosperity is now without example. Her future material prosperity is at the bidding of her people. Her popula- tion is doubling once in a quarter of a century. What then, and what only, is our need ? Men and women born of God, whose single aim is to build up God's kingdom Devoted to Liberal Education, 55 on earth, and who to this end preserve their health, train their mind, open their soul, rear and educate families, accumulate wealth, organize societies, defend the republic, maintain the sacred inviolabihty of conscience, and "wor- ship God in the beauty of holiness." We do not want more men, but better men. We do not want more wealth so much as wisdom to use that which we have. Amid all the influences which draw young men and young women away from the higher Christian life, shall we not establish our schools in the name of God as a firm and unyielding protest against those influences which, destroy both body and soul, and establish them as an index pointing to the higher life ? The best school is not too good. Anything short of the best is the betrayal of a great trust. The best course of study is not too good. The liberal course is better than the scientific. If, how- ever, we fail to induce all students to enter that course, the scientific course will satisfy many, and will hold them near the path of duty. The scientific course is divided into four series of sub- jects: (i) history, literature and philosophy; (2) chemis- try and natural history ; (3) physics and mechanics ; (4) mathematics and drawing. The course should be broadly scientific and practical. The observational, experimental and inventional capacities should be cultivated very largely. The study of history, of mental, moral and political science and of literature will leave the mind not void of a literary, moral and religious training. But the course is material in its tendencies. Business Course. The studies offered in the other courses are all that a liberal institution can provide. Those pupils who wish to> 56 • Plan of an InstihUion take short or special courses may, under proper restric- •tions, be allowed to do so. But an institution which is founded on the foregoing principles is a most effective protest against one-sided education, or short roads up the hill of knowledge. After the intellectual, moral and spiritual life has been founded in a liberal education each individual will devote himself to some special occupation or profession, will make a specialty of some subject in the line of his work or research and will pursue other subjects in proportion to their near relationship to his chosen specialty. Division of Pupils into Grades, Classes, and Sections. All the students are divided into five grades : Grade i , . . .With pupils from 4-7 years. " 2 " " " 7-10 " 3 • " " " 10-13 " " 4 " " " 13-16 " " 5 " " " 16-20 " The fifth grade is divided into four classes, the other grades into three classes, each corresponding with the school year. Each class may be divided into two sec- tions. In the fifth grade these sections may be kept at the same stage of advancement, but in the other grades one section should be half a school year in advance of the other, so that pupils who fail in one or more studies may drop back a half year and not a whole year in those studies. The following chart shows at a glance most of the fore- going plan of study and the principles which underlie it. 'Historical Department. LIBERAL COURSE. LITERARY BRANCHES. 'Philosophy^ Menial and Moral. History {propej). Ancient and Modern Languages. Language J Department, i Nat. Science Department. SCIENTIFIC BRANCHES Mathematical Department. ' Chemisiry^ Botany, Zoology, Physiology. Physics, Astronomy, \ Geology, Physical I Geography. 'Mathematics {proper). Fine Arts, Drawing, etc. Talks about Domestic and Familiar Affairs. Talks on the Habits and Life of Animals. >JRST G'RADE, 4-7 Years. Talks on the Beauty, Poetry and Morality in Nature, Talks on Man, Mam- mals, Birds, Leaves, Flowers. Colors, Forms, Relative Sizes. Talks about Adventures, Peoples and Places of to-day, Talks on Reptiles, Fishes, Insects, Shells, Plants. Combination of Simple Forms, Use of Pencil, Talks about Places, Relics and Peoples of the Past, Reading by the Word Method, Writing Script. Talks on Rocks, Minerals, Waters, Atmosphere, Nature. Drawing Lines. SECOND GRADE, 7-10 Years. Readings and Writing. American Modern Ancient European Biography. Biography. Biography. Vocabulary enlarged by reading drawn from every-day life. nd Writing. Practi the Simple Sentence, Spelling, Reading of Biography. Writing English Sen- tences, Spelling, Reading of Poetry. Reading and Writing Structure and Habits of Animals, Structure and Uses of Plants. Drawing from the Fiat, Modelling Writing, Descriptive Physical Geography, Chemistry of Common Life. Geometry as the art of Measuring. Drawing Natural Objects, Modelling, Writing. Geometrical Drawing, Modelling, Writing. THIRD GRADE, 10-13 Year American History, Epochs igth — r7th Centuries. Writing Descriptions and Stories, Reading good Prose. Anatomy, Human Physiology. Inventive Geometry and Arithmetic Concretely. Free-hand Drawing, Modelling, Writing. Reading Ballads and Lyrics, Composition twice. Comparative Anatomy, General Zoology. Arithmetic applied to every-day affairs. Perspective Drawing, Modelling, Designing. Renascence Period, 17th — 15 th Centuries. Latin Construction three times a week. Poetry, Composition twice. Descriptive and Commercial Botany. Minerals, Geology. Arithmetic .s a Science, Four Rules and Fractions. Mechanical Drawing, FOURTH GRADE, 13-16 Years. Medieeval History, Epochs 14th — 6th Centuries. Latin . Translation and Grammar, :wice a week Application of Knowl- edge of Latin to English Grammar three times. Physical Geography, Arithmetic as a Science, Denomina- tive Numbers Involution, Evolution. Free-hand Drawing, Water Colors. Ancient History, 500 A.D., 2000 11. c. French three times a week. Analysis of English Rhetoric General Chemistry, Qualitative Analysis (Inorganic). Arithmetic as a Science, Proportion. Commercial Arithmetic. Drawing from the Antique and from Models. General History, Tracing Races, Cus- toms and Institutions. French three times a week. Analysis of Authors, Literature twice. Light, Heat, Electricity, Mechanics, Molar Physics. Algebra. Carving, Muddling Designing. FIFTH GRADE, 16-20 Yrars. Political Economy. English Industrial and Political Institutions. Early English Literature, Composition twice. English Social, Moral and Religious Institutions, Institutions. German three times a week. Later English Literature, Composition twice. Mental Philosophy. American Institutions. Moral Philosophy, Essential Religious Principles. Organic Chemistry. Historical Geology. Algebra, General History of An, Studies from Nature. Thi- Physics of Life. Geometry, General Literature, -vith French and German, Readings. Vegetable Anatomy and Physiology, Comparative Zoology and Physiology. Philosophy of Style. Poetry, Pure Literature, Invention. Man's Place in Nature, Psychology. Study of Masters (Sculpture), Drawing from the Antique. Trigonom- etry and. Conic Sections. Study of Masters (Painting), Drawing and Painting from Life. Mechanical, Architec- tural, Decorative, Landscape, Portrait and Creative Art. Devoted to Liberal Education. 57 FOURTH GRADE. T3— 16 Years. FIFTH GRADE, 16—20 Years. I Latin Mythology, Social and Domestic Life. Latin Historians. Caesar, Cato, etc. Latin Historians. Cicero, Livy, Sal- lust, Nepos. Latin Poetry and Ethics. „ Virgil, Horace, etc. Latin Oratory and Philosophy. Cicero, Pliny, Seneca. Review of Latin Literature. CLASSICAL COURSE Same as the Libcnil Course ■ to the ■id Ciass ■of the Fourth 2 3 ■ Greek and Roman History. General History. Tracing Races, Cus- toms and Institutions Greek Lessons. Xenophon. Greek Prose Writers. Herodotus, Thucy- dides, Plato. Greek Poetry. Homer. Lyrics, Drama. Greek Poetry. Review of Greek Literature. Grade, German or French. German or French. Astronomy. Geology. Botany. Zoology. English Literature, Prose and Poetry. Moral Philosophy. Mental Philosophy. 4 General Chemistry. General Physics. Algebra and Drawing. Geometry and Drawing. Trigonom- etry and Drawing. Review of Mathema- tics. I 2 Ancient History. English Analysis. General History. Rhetoric. English Literature and Com- position. Political Economy. American Institutions American Institu- tions. Mental Philosophy. Moral Philosophy. Essential Religious Principles. SCIENTIFIC COURSE. General Chemistry. Qualitative Chemical Analysis. Quantita- tive Chemical Analysis. Organic Chemistry. Botany. Zoology. Commer- cial Chemistry, Chemistry of the Arts. Chemical Engineer- ing. Same as the Liberal Course to the ■2d Class of the Fourth Grade. 3 Molar Physics. Mechanics of Solids and Fluids. Molecular Physics. Sound, Light, Heat and Electricity. Strength of Materials. Dynamics and Hydraulics. Applica- tions of Heat and Electricity. Architec- ture and Construc- tion. Astronomy and Geology. Mechanics and Mining Engineer- ing. 4 Mensura- tion and Inventive Geometry. Drawing. Algebra and Perspective Drawing. Geometry, and Geo- metrical Drawing. Trigonom- etry and Mechanical Drawing. Descriptive Geometry and Surveying. Mechanics and Civil Engineer- ing. 58 Plan of an Institution Practical Features of the Plan. I. Number of Exercises and Studies. — Each pupil doing- full work will have four studies throughout the entire course : one in history, one in language, one in natural science and one in mathematics and drawing. The number of exercises will be four each day, or five per week in each study in all the grades below the fifth; in the fifth grade four exercises a week in each subject. No " extras" should be permitted. Penmanship and draw- ing form part of the regular work in fine art; reading and spelling are included under the head of " language." Singing is a regular class-room exercise conducted by each class teacher. Gymnastics and vocal culture are combined and occupy short breaks in the school ses- sions. Several important advantages follow this small number of exercises : (i) Much delay and confusion, in constantly changing classes, is avoided. (2) Pupils are not required to remain so long in the school-room. (3) More time is given in school and at home for individual and independent study. Ordinarily pupils are reciting^ most of the time while in school; learn almost entirely from the recitation ; learn to rely on the class exercise, or the teacher, for help through all difficult and whole- some tasks. Perhaps there is no abuse in our school sys- tems less excusable or more easily remedied than this. Pupils should be encouraged to make their work largely individual, relying on no one for more aid than is neces- sary to the accomplishment of the required work. Teach- ers should encourage pupils to carry on independent lines of thought, reading or investigation continually and should give only such suggestions as seem prudent, — remembering always to follow the pupil in all his work,. Devoted to Liberal Education. 59 that he may not simply wander about or stray outside of his subject. The teacher should be unconsciously a con- stant guide, companion and inspiration. We cannot too much dwell upon the importance of cultivating true self- reliance and complete self-government as prime factors in the formation of character. 2. Ecoioviy of Tvnc a7td Energy.— li each pupil carries along the four subjects throughout the whole course, greater progress will result than from an intermittent or irregular study of many subjects. Again, if each subject is presented psychologically — that is, to the various facul- ties as they expand — and progressively passes from the simple to the complex, from the concrete to the abstract, from the phenomenal to the real — still more time and labor will be utilized. Most of the time that is now spent upon arithmetic, grammar, geography, history, is worse than wasted. The memory does not retain the facts. The reason is not ripe for culture. The mind is not only stupefied, but the work which should be done is almost wholly omitted. In the foregoing plan, however, the four studies are so co-ordinated that each helps the other most effectively and most naturally opens and streno^thens the whole nature. 3. Course of Study Liberal throughout. — Each grade or cycle in the course of study should be complete in itself ; should round out a liberal education so far as the pupil is developed to receive it. The most complete or most lib- eral cultivation of the whole nature is secured only when every portion is Hberal in itself. We do not exercise one arm until it is strong and useful and leave the other to paralyze ; then endeavor to restore the second to health and strength. We develop our arms synchronously. In education the best results cannot be obtained by training 6o Plan of an Institution one set of faculties year after year, leaving another equally important set, ready for cultivation, nearly or quite un- used. The perfect life is perfect in every part and at all times. An incidental advantage attends this arrangement of study. Many pupils are obliged to leave school at thirteen and sixteen years of age. Such will not be left with their education at loose ends, with great omissions and with much work unfinished. Those who early leave the schools can least afford to lose the training given by the natural science, the history and the art instruction. 4. The System of Examination, often if not generally in use, consists in written answers to crucial questions given m each subject at the end of each month and also at •the •end of each term or half-year. The object of these exam- inations is fourfold : (i) They cause pupils to study more than they otherwise would. Pupils are constantly dread- ing these examinations, fearing that the result will reduce their "standing" or prevent promotion. (2) The percent- age results of the examinations are recorded and form a considerable portion of the pupil's standing. The stand- ing is forwarded to parents and is open to the inspection of teachers, trustees and committees. The percentage results form data for promotion and graduation. (3) These examinations afford some real evidence to the teacher of a pupil's progress, and (4) are an exercise in the expression of thought upon paper. But the principal effect upon the pupil is to inspire a dread of the examina- tion, a fear of the result and anxiety lest parent or guar- dian give some rebuke. These elements — fear, dread and anxiety — are powerless in the upbuilding of character. Fear is not a virtue, but a necessity of our being — a neg- ative quality. It is not the dread of evil but the love of good that regenerates the life. It is not what we fear, Devoted to Liberal Education. 6i but what we do and what we aspire to be, that strength- ens and creates us. — In girls' or mixed schools there are physiological obstacles to this method which are insuper- able. If the examinations come one week in four, it will happen that one fourth of the girls and young ladies are rendered totally unfit, by their physical condition, to en- dure such a mental and physical strain. Again, these periods of monthly anxiety and excitement cause the monthly indisposition to come prematurely or to con- tinue ; so that nearly half the female pupils are physically unfitted for their work when they need the most strength. Many observant teachers will testify to a frequent partial or total failure in examination of an excellent pupil, which can be attributed solely to the above cause. What is true of female pupils is true to a greater degree of lady teachers, on whom a much greater stress is laid. The work of correcting, marking and recording the ex- amination papers of a grade must occupy from fifteen to twenty -five hours each month. This work is done either at the close of school-hours or at night. No work is more wearing. With all teachsrs the energies which should be devoted to the direct welfare of the pupils and to self- improvement are wasted away. These examinations are generally tests of the amount of text-book memorizing that has been done, and do not discover the practical knowledge assimilated for future use ; do not discover the development of the faculties nor the honest efforts of pupils whose mental acumen is inferior, but whose work is conscientious and faithful. The examinations encour- age those who have good intellects to rejoice in their superiority and discourage those who are conscientious, faithful and true, though not so quick to learn. They put a premium on smartness and a discount on moral ■62 Plan of an Institution worth. Furthermore, severe monthly examinations and yearly examinations cause a student to become irregular and uneven in his work. Students will neglect work until the approach of an examination and then will " cram" the mind under great pressure, pass the examina- tion and forget what they have learned. Such mental processes are destructive to sound learning and wisdom^ to good habits of thought and to good morals. Moreover, no mathematical system of marking can apply to the in- tellectual, moral and spiritual growth of a child. An attempt to measure the moral qualities of a child — hon- esty, purity, love, charity, and the spiritual nature from which these flow — is sacrilege. To thrust this barrier be- tween the teacher and those whom he is to love and help, is to defeat the main purposes of a school at the outset. The true teacher lives, as already said, in an atmosphere where truth, love, beauty and holiness are the potent and ever-present sources of endeavor. Influences like these make the work of a teacher and his pupils enduring. The standing of a pupil is always most thoroughly known from day to day by his bearing, his recitation, his attention, his laboratory work and his written exercises. A pupil should continue with his class until his teacher and superintendent are convinced that his progress will be greater in a lower class. When a pupil has satisfactorily completed a term's work in any subject he is credited with the same. Each teacher makes notes from tmie to time on the pupil's work, and at the end of each term or half-year, with these notes in hand and with a con- sciousness of the real progress of the pupil, estimates the pupil's standing for the term. These estimates are best made in the expressions excellent, good, fair or medium, poor and very poor. Records of these estimates are kept Devoted to Liberal Education. 63 for the use of teachers, committees and parents. But no record should be forwarded to a parent, except in special cases, when the conscious and united sympathy of a teacher and the parents is necessary. Even then it is better for the teacher to visit the parents. Parents should seek their information concerning their children by visit- ing the school. Reviews of work passed over, in the sense that a pupil goes over the same work a second time, are gene- rally detrimental. But the work in each study should so progress that each step is both an advance and a review. Each step forward will utilize the work of previous days. Each term's work forms a foundation upon which to build higher. The full value of a study comes only by co-ordi- nating the different steps continually, so that at the end something real is accomplished. Nor is it important to remember details. Rather we should be sure that the individual data are rightly used at the time. Not what a pupil remembers, but what he does and what he becomes, is our care. Written exercises which in themselves brmg out the pupil's grasp of a whole subject will naturally be included in any good teacher's work. 5. Method of Promotion. — When an average pupil has completed the work, say, of the first grade, he is admitted to the second grade, where he remains three years and takes four studies each year. If he complete this work satisfactorily, he is then advanced to the third grade. But if, on account of sickness or absence, he lose a part of the work, he continues in the grade until all deficien- cies are cancelled. If a student, because of feeble health or mental dulness, cannot pursue more than three or two studies, he is allowed to do so, and will continue in the grade, with three studies, four years ; with fewer 64 Plan of an Institution studies, a longer time. If a student have good capacity in one study and not m anothier, he is advanced in that study to the end of the grade and when he shall have caught up in the other studies, he will be promoted to the next higher grade. A pupil of rare ability might accomplish the work of a grade in less than three years. Promotions within the grade will take place regularly once in a half school-year and such promotions will be made independently m each of the four studies. But the promotions from one grade to another cannot be made until all the work of that grade in all the subjects is satis- factorily accomplished. Some elasticity of this sort is necessary to avoid the cast-iron method of most public schools. Generally promotions are made once a year for all pupils in all subjects. Some pupils can do the year's work well, others poorly, and others are just on the margin of being dropped. If these last are dropped be- cause of deficiency m one study or m all studies, they are discouraged, disgraced and often leave school or spend a year in listlessness. If such doubtful pupils are pro- moted, they are not qualified to do the work of their class ;. they hinder the progress of others. Generally delicacy on the part of a teacher or a committee keeps doubtful students along year after year, each successive year leav- ing them farther behind. When classes thus promoted reach the highest grade, the difference between the best and the poorest pupil can scarcely be marked on a scale of 100. With the elastic method explained above, a pupil does what he can do well and is promoted m each study when ready for promotion. 6. The Education of Girls. — The necessity of recog- nizing sex in education rests upon a physiological differ- ence of function, and a consequent difference in the quan- Devoted to Liberal £ducation. 65 tity and quality of intellectual training. The girl, as already stated, assimilates her nature from the same home, the same food, the same society which furnish the material of her brother's growth. • Why not, then, the same school and the same course of study? The liberal school makes its care of the health and the physical development, its intellectual, moral and spiritual education, individual. It recognizes the exist- ence in girls of functions which are peculiar to them and effectually removes the fear, well-grounded in existing systems of education, lest the development of the whole organism, in a normal and healthy manner, be checked by overwork or unceasing application. Grant that girls are more susceptible to the influence of artificial incentives, such as "prizes" and "marks," than boys, and are more injured by them ; the liberal school discards all such stim- ulus. As has already been shown, moreover, periodic examinations are not employed and formal promotions and graduations are omitted. No system of ranking is used by which comparison may be made, but each girl is encouraged to be responsi- ble to herself alone for her intellectual, moral and physical development. The true teacher will discover and make allowance for physiological disturbance, and the elasticity of the plan of study will permit a girl of feeble health to accomplish the same work as her brother in a longer time, by taking two or three instead of four daily studies. In short, the co-education of the sexes, admitted to be normal in the family, is, by a liberal school, rendered possible in intellectual training also, by the individuality of all work assigned. 66 Plan of an Institution The Organization. Board of Trustees. — A few men, in active and intelligent sympathy with the aims and methods of liberal education, who will give their attention and energies to the needs of the institution, form the most effective board of trustees. This board should hold the property of the school in trust ; manage all its financial affairs ; fix the salaries oi its teach- ers and the tuition of its pupils ; thoroughly acquaint itself with the educational work of the school and recommend to the faculty any changes or additions deemed necessary or advisable ; act as an advisory body with the faculty ; elect or dismiss members of the faculty ; confirm or reject any recommendation made by the faculty to elect or dis- miss a teacher or inferior officer. The Faculty. — This body will comprise eight professors or heads of departments. The eight departments are (i) philosophy, (2) history, (3) ancient languages, (4) modern languages, (5) chemistry and biology, (6) physics, geol- ogy and applied mathematics, (7) mathematics proper, and (8) fine arts. The faculty shall constitute a board, to which will be intrusted all questions concerning the in- struction and government of the institution. The faculty shall nominate to the trustees all teachers required ; rec- ommend to the trustees the removal of unsatisfactory teachers ; make such changes in the courses of study as it sees fit ; adopt all necessary text-books and other appli- ances used and purchased by pupils ; determine methods of instruction ; assign the work of teachers ; make regula- tions for the government of pupils ; admit, classify, pro- mote and graduate pupils ; and shall ask counsel of the trustees on important matters. The members of the facul- ty shall teach their respective subjects to the highest grade Devoted to Liberal Education. 67 of the school. The principal shall be the executive officer of the faculty and shall have one vote in its proceedings. He is the intellectual, moral, executive and liberal head of the school. He shall represent the school on all public oc- casions ; thoroughly inspect every part of the institution ; report such defects and recommendations as he wishes to the faculty ; teach the classes in metaphysics, ethics and religious history ; preside at the faculty meetings ; act as the medium of communication between the faculty and the trustees ; and consult with parents concerning their children. The professor of history shall superintend the instruction in history in all the grades. The professor of ancient languages shall be the head of the classical course, and shall superintend the instruction in the Latin and Greek belonging to that course. The professor of mod- ern languages shall superintend the instruction in Eng- lish, French and German in all the grades and the Latin instruction below the second class of the fourth grade. The professor of chemistry and biology shall superintend the instruction in all the natural sciences below the second ■class of the fourth grade and the instruction in his sub- jects in the higher classes. The professor of physics shall be the head of the scientific course and shall superintend the instruction in his subjects in all classes above the first class of the fourth grade. The professors of mathematics .and fine arts shall respectively superintend the instruction in their departments. Superintendence, — The principal is, therefore, general superintendent of all the courses. The other seven pro- fessors are superintendents of their various departments. Each member of the faculty shall teach four out of five periods in each day's session. During the fifth or vacant period, which shall occur at a different time each day in 68 Plaii of an Institution the week, he shall visit classes belonging to his depart- ment, and shall aid his assistants in their methods and general work. He shall meet the teachers of his depart- ment once or twice a week, to give them directions in methods of instruction, in the subject-matter of the lessons and in discipline. He shall recommend to the faculty such changes in the course of study as are deemed necessary in his department ; shall nominate to the faculty teachers to fill vacancies among his assistants and recommend the removal of unsuitable teachers. All cases of discipline which may not be satisfactorily adjusted by an assistant teacher shall be reported to the superintendent of the department in which they occur and may be referred by him to the faculty. Parents who seek information con- cerning work in a particular department may be referred to the superintendent by the principal. Each superin- tendent is responsible to the faculty for all his work and shall conform to the expressed wishes of the faculty in every particular. This plan of superintendence insures the most intelligent supervision, a psychological course of study, a progressive and thorough presentation of each subject and consequently a great economy of time and energy. With the usual method the head of a school or the superintendent is between two unknown fields and cannot co-ordinate his work with the previous or subse- quent instruction. Assistant Teachers. — Each grade below the fifth is provided with four assistants, three of whom shall have charge of class-rooms in which are study-desks to accom- modate the three classes of the grade. The fourth teacher shall have charge of a room provided with seats to ac- commodate the pupils of the whole grade during their general exercises. One of these teachers shall instruct in Devoted to Liberal Edztcation. 69 the history subjects ; a second in the languages ; a third in the natural sciences ; and the fourth in mathematics and art. One of the four teachers, who is chosen clerical head of the grade, has charge of all records, reports and the routine work within the grade. But the instruction is in the hands of the superintendents and their assistants ; and any serious case of discipline is reported to the superin- tendent under whose assistant it occurs. The advantages of this division of labor among the assistant teachers are as follows: (i) Each head of a de- partment will be able to supervise the entire work in his subjects, to aid most effectively his assistant teachers and to gain their complete co-operation with him in a common work. Nothing could be better calculated to insure intel- ligent enthusiasmx and sympathetic devotion to a common purpose. (2) Each teacher can then devote himself to those subjects in which he is best qualified by taste, ability and experience to instruct. No teacher can teach enthusiastically or successfully on all subjects. Most can instruct well in only a few. This division of the curricu- lum into four departments, each taught by a separate set of teachers, makes a division of labor which will insure better scholarship in the branches taught, more prepara- tion for the work of instruction and greater ability to accomplish the aims of a true teacher. (3) Each pupil will remain under the same teacher in each of the four studies for three years. This enables the teacher to become quite thoroughly acquainted with each pupil and interested in his whole development. The teacher in this way can watch the effect of every influence upon each boy or girl and in a large measure make his instruction and guidance individual and most effective. The character of a teacher will then make an indelible impression upon the child's 70 Plan of an Institution mind. With the usual method of changing teachers at every promotion of the pupils, whether once in six months or once a year, much of the work of the teacher is blindly done and no lasting sympathy between teacher and pupiL is created. But it is not well that a teacher have pupils, much longer than three years. Each teacher learns to adapt her instruction to pupils of a certain degree of maturity. It would be difficult for one person to teach well one class of fourteen- and another of six-year-old stu- dents. (4) This plan obviates the necessity of having itin- erant teachers of singing, of drawing, of writing, of calis- thenics and of elocution. Teachers of language are chosen, who are qualified to cultivate the understanding and its vocal expression. Teachers in mathematics and drawing are selected who will give suitable instruction in drawing and penmanship. The singing is a class or grade exercise conducted by the class teacher or by that one of the four teachers of the grade who is best qualified. The calis- thenics belong in the gymnasium. In the management of the department-system the school buildings should be arranged in suites of four rooms on. the same floor and adjoining one another. Each suite of rooms should be provided with all the apparatus, collec- tions, books and other appliances necessary for the in- struction in the grade which is to occupy the suite. (See diagram, page 71.) To avoid moving young pupils from room to room the teachers of a grade may pass from one room to another. Each grade contains three classes and each class is divided into two sections. Each teacher,, therefore, meets six sections each day and each pupil spends four periods of the school session in class exercise and has two periods for individual work. The remainder of his studying must be done at home. Devoted to Liberal Education, n Language Room, 30 X 30. Desks for Class i. Grade Library, Apparatus in / Math, and Draw. I Charts, etc. Desk. Room for Mathematics and Drawing, 30 X 30. Desks for Class 2. Desk. Natural Science Room, 30 X 30. Desks for Class 3. Apparatus and Cabinet, 10 X 30. Boys' Door. History Room, 30 X 36. Assembly Room for the Grade. Passage. Boys' Girls' Dressing Dressing Room, Room, 10 X 24. \ 10 X 24. / Girls' Hall, 10 X 40. Girls' Door. General Hall for all Grades (with Stairways), well lighted. Diagram showing a possible arrangement of the rooms ol any grade below the fifth. The rooms are supposed to occupy one corner of one of the floors of a building. Four such suites of rooms would be possible on each floor. 72 Plan of an Institution In colleges and universities the instruction is divided among many departments and among many professors and instructors in each department. In the fifth grade of our prospective school the number of departments is reduced to eight and in the lower grades to four. It may be objected that the department-plan will make spe- cialists of teachers ; that speciaHsts will see the subjects which they teach in a magnified and false light ; and will lose sight of the general culture of their pupils. Any objec- tions on this ground are equally vahd in our higher insti- tutions. The department-system in primary and secon- dary schools is carried too far when one teacher is pro- vided for arithmetic, another for drawing, another for penmanship, another for singing, another for elocution, another for grammar, another for history and so on ; and when a teacher instructs a large number of grades or classes. Itineracy in teaching is a worse extreme than the old system, where one teacher teaches everything in the curriculum. But the best results are obtained where a teacher instructs in several closely allied topics, has about three classes and keeps his pupils three years. Teachers will provide themselves with a liberal education, if exam- ining boards require them to have it. Nor will a teacher who is truly educated, when he begins his work, be less likely to continue so when teaching a few subjects in which he is interested and qualified than when going over the whole curriculum year after year. A teacher who is cap- able of once grasping the nature of a liberal training will rarely turn back ; will rarely lose his taste for literature or art, for poetry or philosophy or for history ; will rarely lose his interest in the welfare of mankind or his sympa- thy with its conflicts and aspirations. Though a liberal education takes deep root in all the elements of character Devoted to Liberal Education. j^ and ability, each individual, when life matures, has his work to do, his fruit to bear. Moreover, it is only he who adopts some special field of investigation or labor who can appreciate the labors and the lives of others. CONVENIENT NUMBER OF STUDENTS. Each section may contain i6, 20 or 24 pupils- Each class may contain 32, 40 or 48 Each grade may contain 96, 120 or 144 The four lower grades may contain 3S4, 480 or 576 The fifth grade may contain 128, 160 or 192 Special students in fifth grade 64, 80 or 96 Whole number of pupils 576, 720 or S64 NUMBER OF TEACHERS REQUIRED. In each of the lower grades 4 assistants. In the four lower grades 16 In the fifth grade 8 In the whole institution 8 professors. Whole number. 32 teachers. ESTIMATE OF ANNUAL EXPENSES. Salary of principal $4,000 $4,000 Salaries of seven professors at 3,000 21,000 " " eight assistants • at 1,800 14,400 " " four " at 1,400 5,600 •' " twelve " at 1,000 12,000 Total salaries of teachers $57,000 Salary of secretary $1,000 Salary of clerk , 800 Janitor arid servants 2,000 Coal 1,000 Water.... .. 500 Lighting 500 Printing 2,000 Stationery items, postage, etc 1,200 9,000 Total expenses $66,000 74 Plan of an Institution ESTIMATE OF ANNUAL RECEIPTS. 240 special and fifth-grade students at $160 $38,400 120 fourth-grade students at 120 14,400 120 third-grade " at 100 12,000 120 second-grade " at 80 9,600 120 first-grade " at 60 7, 200 Total receipts $8i,6oo- APPENDIX. Relation of the School to the Home and to Society. At the beginning of the foregoing sketch the main, purpose of the institution was said to be " to secure to any boy or girl, between the ages of four and twenty years, an education which, being supplemented by the education of the home and the world at large, shall be liberal." Al- though the aims and the work of a liberal school have been amply set Jorth, it is necessary, in order better to appreciate the place of the school in the broader, more comprehensive and truer education of the whole nature, to understand what education we may expect from the home and from societ3^ — No doubt much of the complaint of the helplessness of recent graduates of schools and col- leges is made by those who overlook the true objects of life and the purposes of a true education. But there is a strong and widespread feeling among those who know most of the real value of life and of an education, that our schools are not practical in the best sense of the word ; that they do not inculcate habits of industry, frugality and modera- tion ; that they do not accustom youth to physical activ- ity and usefulness, do not prepare them to understand human nature and to use their abilities intelligently, eco- nomically or honestly ; that they do not cultivate an abiding thirst for wisdom and spiritualit}^ a taste for lit- 7^ Plan of an Institution erature, art and science, or a love of nature, poetry and philosophy ; that young men and young women learn to scorn the homely virtues, the domestic ties and the higher moral and spiritual training of the family ; that they lose the qualities of charity, hospitality, compassion and reverence ; and that they lack that earnestness and serious purpose in life which makes home, friends and all associations enjoyable and which is zealous in the de- fence of the pure and the good, gives courage and ability in facing every duty of life and reaches out toward the beauty and love of God's kingdom. A liberal institution can do much to alleviate the evils thus presented, much to prevent a break between the life of the school and the after-life and mvich to prepare our youth for com- plete living. But the most liberal institution of learn- ing is not in itself a unit in the development of a child's whole nature. There are only certain things which it can do best. The liberal education of a youth requires not only a good school, but also a good home and good so- ciety. And that child's development will be most com- plete where these three elements of his training are co- ordinated in the best possible manner. Relations between the Home and the School. It is the function of the home to provide proper food, exercise, recreation, sleep, clothing, and, in general, to inculcate hygienic habits. The school can only give instruction in the sciences upon which hygienic principles are based ; correct habits of study in the school-room that are detrimental to health ; lend encouragement to the hygienic efforts at home ; secure healthy school-rooms, cheerful dispositions, good moral influences and light Devoted to Liberal Education. "jj physical training in the gymnastic and in the laboratory exercises. The habits of neatness, orderliness and sys- tematic application are cultivated to as good advantage in the home as in the school. Stated and proper hours for study should be assigned, that the work required by the school may be completed and that the habit of stud}'- ing and reading at home may be acquired. Each child should have certain appropriate labor to perform daily in the home, that he may early learn habits of useful industry and frugality and early feel the yoke of duty and responsibility. Familiarity with the work of the household and with domestic economy ; care for the appearance of the home ; taste in the decoration and furnishing of its rooms and in the selection of works of art for its walls and tables, should form an important feature in the home training. Then the virtues of hospi- tality, of forgiveness, of forbearance, of sympathy and charity are nourished in the home as they cannot be at school. The homely virtues — the love of parent, brother, and friend, the tender associations of home and kindred — are the home's own offspring. Here unconsciousl}" are born purity, lowliness and courage. By the fireside is most deeply and appropriately instilled that " hunger and thirst after righteousness," — is born that spiritual appre- hension and love of God " which createth, preserveth and restoreth the soul." The best preparation which a boy or girl can have for the work of life is in the education of the home and the best preparation for a future home is under the parents' roof. In the home most of the life is spent ; in it centre all our interests and from it spring all our hopes. Upon the home training of the child, youth and maiden depend the happiness, the blessing and the hope of maturer j-ears. ^8 Plan of an Institution The liberal school, therefore, is not an isolated institu-^ tion, a boarding-school ; but is so situated and so arranged that its students are at home with the exception of five or six hours in the day. The liberal school unites with the home in a common purpose, and is in the best sense a home-school. By such a school is most effectively removed the principal ground for the complaint that our schools are not practical. There is nothing more anomalous in social life than a boys' academy situated in some seques- tered spot, except a female seminary. It is possible that a boy away at school may make greater progress in his studies ; for, being released from some home duties and •distractions, he has more time at his disposal. Again, lie may sooner learn to shift for himself, and sooner under- stand how to deal with human nature, as revealed to him in this peculiar community. He will form many valuable associations and make many life-long friendships. But does the average boy make greater progress in his studies away from home than when attending a home-school? And if he does, may he not exchange some additional intellectual culture for qualities much more valuable? Will his release from home duties any better prepare him for the duties of the home he maj^ have in after-years? Are there not distractions away from home as well as at home ; and which class of distractions will he be obliged to meet and overcome in after-life, those of the boarding- school or those of the home and of society ? Will a boy not form many valuable associations and life-long friends in a home-school? When away at school will he not ex- change the associations of home, family and kindred, of neighbors and friends, which he cannot afford to lose, for associations of less value? Can a boy afford to ex- change the influences of parents, sisters and brothers for Devoted to Liberal Education. 79 those of " chums" ? And will the boy find human nature and the world in the isolated school-community more like the world he will have to deal with in after-life? How little sympathy exists between the boys of an acad- emy and the people of the village or town in which it is situated ! How difficult for the lad returning from school to enter into social or business relations with his neig-h- bors! Finally, will a lad who manages his affairs awa}^ at school be a better business manager in the end than one who, at home, daily watches his father's man- agement and is daily instructed by him ? Parents cannot afford to lose the influence of their children during the period of their greatest development. They cannot af- ford to have their children drift away from home nor forego the valuable experience of watching and caring for a son or daughter during his preparation for college or business. And again no parent should trust the moral and religious supervision of his child to the fortunes of a boarding-school for three fourths of the year. That so many do, is because there are few good home-schools, because of precedents set in the monkish schools of the middle ages and which exist to-day in milder forms in England and on the Continent. The great English schools and American academies have received their shaping from institutions and customs which we would fain shake off. Then, too, many parents in the best of circumstances seek social distinction, business prosperity, political or ecclesiastical advancement, and neglect the noblest of all duties — the conscientious, intelligent and liberal educa- tion of their children. No more forcible example of the want of liberal education can be presented than the con- spicuous neglect of proper training among the children of the rich. 8o Plan of an Instittition The disadvantages