Page:Popular Science Monthly Volume 77.djvu/501

Rh are to be adapted to our purpose. It will be sufficient for me to say that I have been led to the conclusion that matriculation examinations should be designed to suit the capacity of average pupils not less than seventeen years of age, if they are to test the intelligence of those who are ready to enter upon a university course.

Starting, then, with the principle that the period of mental discipline is closed at the end of the school career, and that those who pass to the university come with fair mental training and sufficient intelligence, let me inquire what should be the relation of university teaching to that which the student has received at school.

Under present conditions the schools which aim at sending students to the universities endeavor to give a general education which will fit their pupils to enter either upon a university course or upon whatever profession or occupation they may select on leaving school. They do not confine the teaching of any pupil to preparation for a special profession or occupation, and they do not generally encourage special preparation for the university.

Now contrast what happens to the pupils leaving such a school to enter a profession or business with what happens to those who proceed to the university. The former pass into an entirely different atmosphere; they are no longer occupied with exercises and preparatory courses which serve a disciplinary purpose; they are brought face to face with the realities of their business or profession, and, though they have to gain their experience by beginning at the lower or more elementary stages, they do actually and at once take part in it.

The university student, on the other hand, too often continues what he did at school; he may attend lectures instead of the school class, but neither the-method nor the material need differ much from what he has already done. Should not the break with school be as complete for him as for his school-fellow who goes into business? Should he not be brought face to face with the actualities of learning? After his years of preparation and mental drill at school should he not, under the direction of his university teachers, appreciate the purpose of his work and share the responsibility of it?

Let me take, as an illustration, the subject of history. A public school boy who comes to the university and takes up the study of history should learn at once how to use the original sources. It will, of course, be easier for him if he has learned the rudiments of history and become interested in the subject at school; but, if he is really keen upon his university work, it should not be absolutely necessary for him to have learned any history whatever. In any case, if he has received a good general education and has reached the standard of intelligence required for university work, he ought to be able to enter at once upon the intelligent study of history at first hand; his teachers will make it their duty to show him how to do this; their lectures and seminars will