HARVARD, - WHAT IS IT?

A SIMPLE question, certainly. Easy enough to answer if we mean to inquire what Harvard is in a legal point of view; but if we wish to know what Harvard is, considered as an educational institution, we find a difference of opinion. "Harvard is a University," says the Freshman, who has been here just long enough to have learned that the modesty which pauses to knock at the Secretary's door is not regarded with favor by that officer. Longer experience, however, often tends to disturb this conviction, and in the mind of an upper-classman it becomes softened into the statement, "Harvard is the best College in America"; which is agreeable, but open to the charge of vagueness. Negatively, I think, it may be taken for granted that "Harvard is not a high school." It is also plain that Harvard is not a theological school, although in prayers and compulsory church attendance we are afflicted with two relics and reminders of the time when it once was. Most earnestly do we wish that these interesting antiquities might be at once forwarded to Philadelphia, and left there.

There are two methods of education which an institution of learning may adopt. It can either assist zealous students in attaining an education, or it can undertake to educate all who choose to come to it. In the latter case the education can never be thorough, but it may be useful; in many cases more useful than an education in itself more perfect but less adapted to the needs of the person possessing it. But an institution established for this purpose must adapt its regulations to its ends. Men who come to college to be educated expect the college to do the greater part of the work. They wish an education rubbed into them, and naturally look to the college to rub it in. All necessary studies must be required, that every man may receive some knowledge of them. Attendance at recitations must be compulsory. For, as the men would then come to be educated, they would throw all responsibility on the college, and even if they failed from abuse of voluntary recitations, would still blame, not themselves, but the college for allowing it.

If, however, the college is to be a place of study for those who desire to study, more freedom must be allowed. A thorough education is only to be obtained by co-operation; instructor and student must work together. An education that is to permeate the whole mind cannot be rubbed in, but must be drawn in by the students from outside and at the same time drawn out from himself. The mind, like a meerschaum, is best colored from within. Only by a supply of good material from outside, and a gentle heat of zeal inside, is set free the subtle essence that imbues the mind with knowledge, at last to ripen into wisdom. Since in this case instructor and pupil are mutual assistants, both should be allowed the utmost liberty. There should be as many electives as possible; give all free choice; every man wishes a different variety of knowledge. Recitations and lectures should be voluntary, and voluntary in the true sense of the word. No account of attendance at recitations should be kept. Then students, as they help to build up their education, will freely accept a share in the responsibility.

From these considerations it would seem that Harvard herself hardly knows what she is. While the mark for a degree is low enough to allow all who so desire to enter and secure one, the number of required studies is being diminished, and experiments are being tried in voluntary recitations. The direction in which the policy is tending to advance is plain; as yet, however, while such a mixture of regulations exists, Harvard would seem to partake largely of the nature of a what-is-it.

W. L. T.