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The "Scholarship Number" of the Illustrated which has just appeared, contains much interesting information regarding local Harvard affairs and several valuable discussions of general academic problems. The articles on "Phi Beta Kappa at Harvard," "Chess Club," "Wireless Club" and "Hockey as a Major Sport" should receive attention from undergraduates, who may also note. Dean Yeoman's betrayal of "the secret of entering the examination period with confidence," and ponder his words: "Searching for truth, and applying truth to practical affairs, is the most interesting thing in life." But many besides undergraduates might read with profit the suggestive remarks of Professor Legouis on "Scholarship and Athletics," Professor Eucken's far-sighted treatment of "German University Problems." Dr. Snedden's eloquent plea for "The New Education" and Dr. Learned's enthusias- tic account of "Harvard's Training for Teachers."
In these days of new emphasis on the work of the College as opposed to the University, we need often to be reminded how curious some of our absorbing interests, and how juvenile some of our methods of discipline seem to scholars abroad. Professor Legouis hints, though most courteously, that in intellectual "Olympics" our "literary and scientific teams" might make a poor showing against competitors of the same age who were trained by the mature system of the Sorbonne. And Professor Eucken, though he refrains from open contrasts, emphasizes at the very outset of his article that "the character and importance of German universities depends particularly on the close connection between investigation and instruction: the teachers not only impart traditional knowledge, but they are themselves occupied in discovering new facts and increasing the intellectual possessions of mankind. Thus the auditor is introduced into the very midst of scientific work and from this he obtains the strongest stimulus. Closely connected with this is the slight value attached to examinations in German universities. Continually is it impressed upon the minds of the students that they should work not for the examinations but for the expansion of their own intellect."
Some who read these words will deem Professor Eucken an old fogy, and German universities far behind the times. Surely American educators have seen a new light. Is it not the fashion to patronize scholars who are chiefly occupied in discovering new facts? Do we not desire above all "efficiency" teachers, even though they can only impart traditional knowledge? Who doubts that the best way to expand the intellects of students is by supervising rigidly their daily work, and by keeping them constantly in dread of quizzes and examinations? It is certainly very odd of Professor Eucken to think that students can expand their own intellects, and that "they derive a real advantage only from work which is carried on with pleasure and with love solely for its own sake?" Exchange professors happily teach us this, besides many other things, that "there is a world elsewhere."
The Board of the Illustrated has done well to take up again the question of "The College Tutor," and their chief editorial "The Larger Courses: A Suggestion," merits careful consideration on the part of professors
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