%. ^ r.%. IMAGE EVALUATION TEST TARGET (MT-3) / O V P. f/j ^ ,*.^ 1.0 I.I 1.25 V^ IM {|{||2.2 S l£ 12.0 1.8 U IIII1I.6 Photographic Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 ^^ L per cent 670,(X)0 $1,020,000 Less present assets 145,000 To be raised $865,000 Less Mr. Gooderham's beijuest 200, 0(X) But some will be ready to say, does not the requirement for federation also need revision ? It does, but very slightly. The requirements of Mr, Gooderham's will may make our buildings and equipment more costly, and our debt is larger, thanks in part to the men who are putting us to the heavy expense of liti- gation : For debt and new buildings we may now estimate . . $350,000 Annual expenditure, 10 professors $25,000 Incidentals 5,000 $30,000 Less Educational Society and fees 10,000 $20,00(J Recjuiring endowment at 6 per cent $340,000 — ■■ # $690,000 Less present assets 145,000 $545,000 To which there is now subscribed and bequeathed . . 435,000 Leaving to be secured $110,000 I I I I Concerning Feilvration. 9 I I I I Now tlieae are the present facts : We liavo yot to raifle for iiidepoiultince in Cobourg .... $477, (XK) For indopondunce in Toronto (M}r>,()(K) For federation 110,000 These in each case are net sums. But all this, Mr. Allen insinuates, is based upon a perversion of the system of options which the hijfher intellig-ence of the age is just about to discard. And he callh our attention to the examples of Johns Hopkins and Yale as the patterns of the conservative type by which we should mend the perversity of our ways. Our estimates are based upon the standard univereity curriculum of this Province, now virtually in force in Toronto, Queen's and Victoria. Has Mr. Allen taken the trouble to compare this currl culum carefully with his two conservative types? I trow not. Here, again, he might have learned something nearer home. 1. He has learned that Johns Hopkins provides seven parallel courses, allowing the student his choice among the seven. He does not seem to have learned that in each of these so-called fixed courses there are subordinate options, extending in some cases to one-third the course. Now let us compare this with che present course of Toronto University, Avhich virtually governs our pro- vincial curriculum, and is the bete noir of Mr. Allen and his friends in view of federation. Toronto now offers seven distinct honour courses, in each of which there is far less optional matter than is found in any of the seven courses of Johns Hopkins. Our Cana- dian curriculum for honour students is quite as conservative as that of Johns Hopkins. For pass students it is far more rigid, especially in Toronto. Victoria and Queen's allow a little more latitude, but in no case do they equal the liberty allowed by the seven courses of Johns Hopkins. The Canadian pass course is virtually twofold ; a classical course, with Latin, Greek and He- brew ; and a modern course, with Latin, French and German. The variations from this are not greater than are allowed in some of the seven fixed courses of the Johns Hopkins. Next, let us com- pare our Canadian curriculum with that of Yale. In Yale, during the firet two years, Latin, Greek, Mathematics, English for one year are fixed subjects. French and German are optional, and there is no Hebrew or Science. In Toronto, and Ontario generally, Latin, Greek, Mathematics, Science and one year's English are fixed; Greek and Hebrew, French and German are optional, In Yale, during the third year. Physics, Astronomy, Logic and Psychology are fixed. In the senior year. Psychology, Ethics and 10 Some Further Facts Theism are fixed subjects. For the balance of his work during these two years each student has an option among ninety-five subjects. To sum up : In Yale, out of the sixty hours a week of the four years' pass course, twenty-five are optional. The five hours in the first two yeara are defined options. The twenty hours in the last two year*- as ^adefinite as in the "free-lunch" system of Harvard, and embrace selections from the lectures of thirty-three different professors. In Toronto, of the sixty hours a week of the four years' pass course, options are allowed to the same extent of twenty-five hours a week. These options are all strictly defined. Twenty hours out of the twenty-five consist in a choice between two Ancient and two Modem Languages ; two hours of a choice between three Sciences, and the balance of an option between Metaphysics and Mathematics. Our provincial course then, so far as pass men are concerned, is on the whole more conservative than that of Yale, and Yale is the most conservative of the leading American universities. Let us now compare the Yale course with our own on the point of specialism. Specialization is a matter quite distinct from options. Options, as allowed it some of the American colleges, may completely destroy the character and defeat the end of a university coui'se, and yet may not make a man a specialist. In the ordinary course, about one-half the time of the student is devoted to Languages and Literature, and by this course he is brought into contact with the best models of thought and ex- pression, ancient and modern, and his style of thought and expression is moulded accordingly. The other half is devoted to the close, deductive reiisoning of Mathematics, to the inductive study of Science, and to the broad generalizations and first princi- ples of Philosophy. And the object of this balanced course is the development of the full intellectual manhood. It is the higher, or rather the highest, education. If options are carefully guarded, they need not interfere with this. For instance, considerable freedom of option may be allowed as between various languages and literature, though some think that the Greek literature with its philosophy and its deep human sympathies is a sine qua non. A choice may be allowed between four or five fundamental branches of science which press for recognition ; and in both Mathematics and Philosophy th3 field has now become so broad, that a choice must be made either by the university or by the student. This we conceive to be the rational basis and the proper limit of options ; and within these limits, and on this ba^^'s, may be safely used to suit the tastes or prospective wants of the student. Concerning Federation. 11 The entire scheme of university, or perhaps, I should rather call it college, outfit which I have estimated in this paper, provides for nothing beyond this reasonable limit. It provides for the six most important languages (three ancient and three modern languages), absolutely needed under our present circumstances. It provides a limited course in Mathematics and Physics, and iii three impor- tant branches of Science ; and it affords instruction in the two great branches of Philosophy, and in History and Civil Polity. There are no (fainties in this bill of fare, but simply the substantial necessaries, with such variety as is absolutely demanded by our present wants. But specialism looks in quite another direction from that which we have been considering. Its object is not cul- ture or intellectual development, but learning. A man desires such a perfect knowledge of some one department as will enable him to turn it to practical account as a teacher, or in some other line of practical life. Now, it is very easy to say that a college should pay no atten- tion to specialties in its undergraduate course, but that these, as professional in their character, should be entirely relegated to a post-graduate course. This would certainly be desirable. And some would consider it desirable that this post-graduate course should always be taken in the Old World. But practically neither the one nor the other is always or even frequently possible. Nor is that latter necessary, nor perhaps even desirable. It is not necessary, because if we wisely economize our forces we can do the work at home. It is not desirable, because such a course, like the importation of all our manufactures from abroad, would prevent our ever reaching the full development of our own national man- hood. Now, in attempting to make this provision for specialism in our Ontario universities, we have so far been forced to attempt to provide for it in the B. A. course. We have limited specialism to honour men. And, as in the options of the pass course, these honour courees are each carefully defined, and the attempt is made to secure the breadth of true univerrity culture with the special learning in some one d ^artment which will fit a man to be a teacher or a practical worker in that department. Even Yale, with its large resources, has not passed altogether beyond this method of specialism. It also offera special honours in seven departments at graduation, and students seeking these honours are specially provided for in the ninety-five optional courees already referred to. The practical result of this system is quite in the line of our Ontario system. But no educator can regard this system as sufficient in itself to provide for the special learning required by the country. In so far as it does so it unduly limits 12 Some Further Facta the general culture. Or if the general culture is maintained, the special training is too limited. Hence the necessity for the post- graduate courses pi'ovided for by Yale. But the moment we mention post-graduate courses, we are told that our country is too young for post-graduate courses, and that a full generation must pass by before we are in a position to do anything on that line. And yet Yale, Mr. Allen's type of conser- vative perfection in method of university work, has had her post- graduate courses for a quarter of a century. They%ire, of couree, not the post-graduate courses of (Germany, nor are they such imi- tations of Germany as are g'ven in Johns Hopkins. But they serve the American teacher and the practical American scientist quite as well as either. There are seven of these courses, each extending over three years : the first year being chiefly the honour work in Yale of the corresponding department in the senior year, but required of all students Avho have not taken that honour work or its equivalent. The course results in the degree of Ph.D., and the student who has done it justice is fairly well equipped to teach his department in any intcmediate school or in the ordi- nary college. Now this is the post-graduate course which the advocates of federation have before their minds for Ontario, not a mere system of examination with paper degrees; but first, a remodelling of the honour course, broadening and strengthening its fixed elements, and reducing its special line of study in proportion ; and then add- ing two years of work under able professors, for the special benefit of teachers and others who require special learning in one particu- lar branch of knowledge. I do not say that this is an ultimatum, and that the day will not come when Ontario may furnish to her own sons, and to the sons of the other younger provinces, all that Germany now offers. But the full advantages for post-graduate special study now offered at Yale might be furnished in Toronto under federation within five years. Such provision would at once add to the efficiency of our High Schools and Collegiate Institutes; it would give higher power to our whole educational system ; and it would furnish the Province with trained scientists for the better development of our rich natural resources. The great difficulty which has prevented such provision in the past has been our divisions and sectional jealousies. But now that the Province is thoroughly alive to the importance of this matter, such provision will be made, and those who stand outside and refuse to accept their natural share in these provisions, must be content to occupy a secondary position in the intellectual life of our country ; some such position as President Gilman designates Concerning Federation- 13 as the appropriate sphere of the denominational colleges ; or, as another eminent educational authority recently pointed out, as the sphere of the countrij colleges. Such a position the Christian Church cannot afford to occupy. Such a position I am persuaded the Methodist Church of this country will not consent to occupy. Christianity must make its influence fully felt at the very foun- tain head of our higher intellectual life. And, unless I um mis- taken, Methodism is determined to do her full share in this great work. It has been one of the standing complaints of the opponents of federation that it will reduce the field of work open to us. The whole tenor of Mr. Allen's argument is to show how little is needed for independence. All that we need is a little cheap apparatus and a few cheap books (and he would not, I am sure, think of adding a few .cheap professors), and we can have an independent university. We can dispense with all our options and limit ourselves to two courses, a literary and a scientific. That is true. We can do that. But if we do it, our graduates will be excluded from the teaching profession, we will lose our students, and our position will be very speedily reduced to that of a "mere theological school," and that in a little rural town. No. Wherever we do our work, and under whatever policy, we must provide for our sons all that can be had elsewhere. We must furnish them with no cheap mediocrity, but the very best that the land can afford. And it is the chief advantage of federa- tion that it will enable us to do this more efficiently, more econo- mically, and with a wider influence for good, both to our country and to ourselves, than any other scheme.