runner in the revolution, and to the course it has laid down the other colleges and universities either have adapted themselves or are preparing so to do. "Faculties and Presidents are trying to tear down the old order which they no longer honor."[1]
For two or three decades various attempts and experiments have been made to establish a "new order." But the dissatisfaction seems rather to grow than to diminish. The man who has kept in touch with pedagogical publications knows right well that there exists in our high schools and colleges an unsettled state of affairs and a wide-spread discontent with present methods. Thus, in the Educational Review, we find the following statements: "It is not without reason that one so often hears the state of the educational world described as chaotic."[2] The first sentence of an article on "Latin in the High School" informs us that "even to the superficial observer it must be apparent that our secondary Latin teaching is in a state of unrest." "Further proof of this widespread feeling of insecurity lies in the susceptibility of our Latin teachers to fashions or 'fads', in a surprising readiness to adopt innovations and carry them to an extreme."[3] Many will not care much for the "dead" languages, if only the "sciences" are taught well.
- ↑ New York Sun, March 3, 1901. – However, at the last Commencement, President Hadley of Yale declared that a careful inquiry made among the masters of the secondary schools had furnished abundant evidence decidedly unfavorable to this change, and he allowed it to be understood that Greek would be required at Yale for a good while to come. The Yale Alumni Weekly, July 31st, 1902, pp. 430-32.
- ↑ Educational Review, 1894, p. 62.
- ↑ Ib., p. 25.
