Page:Popular Science Monthly Volume 77.djvu/507

Rh by preparatory courses he had acquired an adequate knowledge of mathematics, physics and chemistry. I offered to make the trial with him, and began with a problem that happened to interest me and that required a new method of simple experimental research. I soon found that a well-trained mind, able to grasp the meaning of the problem and eager to investigate it, could begin without delay upon the experiments, and in the desire to interpret them could find a pleasure and a purpose in seeking the necessary chemical and physical knowledge; whereas to have begun by acquiring this in a preparatory course, with no definite object in view, would have been to set back a mature mind to school methods of training and very possibly to have stifled instead of kindling any real scientific interest.

This is, again, an illustration of my contention that the most special study, if carried on in the true university spirit, is very far removed from ordinary specialization, and involves very wide extension of interest and learning; whereas, if carried on in a preparatory spirit, it is necessarily limited.

In a very short time this student had published three original papers which seem to me of considerable importance, though perhaps on a somewhat obscure subject, and I see that they are now quoted as marking a substantial advance in knowledge.

Of course this is the exceptional case of the exceptionally able student; but I think it illustrates two things—first, the prevalence of the conventional attitude that preparation on school lines is necessary even for the post-graduate student; second, the fact that what is really necessary to the university student is the purpose, and that with this before his eyes he may safely be introduced to new fields of work.

One result of the conventional attitude is that those who have distinguished themselves at school in some subject are often assumed to have a special aptitude in it, and to be destined by nature to pursue the same subject at the university, whereas their school success may only prove that they are abler than their fellows, and that this ability will show itself in whatever subject they may take up. Such students would sometimes on coming to the university be all the better for a complete change of subject, without which the continuance of the school studies too often means a perpetuation of the school methods.

Another result is that when teachers are always playing a somewhat mechanical part in a systematized course, receiving duly prepared pupils and preparing them again for the next stage, such an atmosphere of preparation is produced that many persons continue to spend the greater part of their lives in preparation without any reasonable prospect of performance.

I am well aware that, on the other hand, there always have been and are now many earnest and accomplished university teachers who are pursuing the methods that I advocate, whose teaching is always inspired