第9章 CHAPTER III(1)

In point of historical pedigree the American universities are of another derivation than their European counterpart; although the difference in this respect is not so sharp a matter of contrast as might be assumed at first sight. The European (Continental) universities appear to have been founded, originally, to meet the needs of professional training, more particularly theological (and philosophical) training in the earlier times. The American universities are, historically, an outgrowth of the American college; and the latter was installed, in its beginnings, largely as a means of professional training;chiefly training for Divinity, secondarily for the calling of the schoolmaster. But in neither case, neither in that of the European university nor in that of the American College, was this early vocational aim of the schools allowed to decide their character in the long run, nor to circumscribe the lines of their later growth. In both cases, somewhat alike, the two groups of schools came to their mature development, in the nineteenth century, as establishments occupied with disinterested learning, given over to the pursuit of intellectual enterprise, rather than as seminaries for training of a vocational kind. They still had a vocational value, no doubt, and the vocational needs of their students need not have been absent from the considerations that guided their directorates. It would particularly be found that the (clerical) directorates of the American colleges had more than half an eye to the needs of Divinity even at so late a date as when, in the third quarter of the century, the complexion of the American college situation began seriously to change. It is from this period -- from the era of the Civil War and the Reconstruction -- that the changes set in which have reshaped the academic situation in America.

At this era, some half a century ago, the American college was, or was at least pressed to be, given over to disinterested instruction, not specialized with a vocational, or even a denominational, bias. It was coming to take its place as the superior or crowning member, a sort of capstone, of the system of public instruction. The life history of any one of the state universities whose early period of growth runs across this era will readily show the effectual guidance of such an ideal of a college, as a superior and definitive member in a school system designed to afford an extended course of instruction looking to an unbiassed increase and diffusion of knowledge. Other interests, of a professional or vocational kind, were also entrusted to the keeping of these new-found schools; but with a conclusive generality the rule holds that in these academic creations a college establishment of a disinterested, non-vocational character is counted in as the indispensable nucleus, -- that much was at that time a matter of course.

The further development shows two marked features: The American university has come into bearing; and the college has become an intermediate rather than a terminal link in the conventional scheme of education. Under the names "undergraduate"and "graduate," the college and the university are still commonly coupled together as subdivisions of a complex whole; but this holding together of the two disparate schools is at the best a freak of aimless survival. At the worst, and more commonly, it is the result of a gross ambition for magnitude on the part of the joint directorate. Whether the college lives by itself as an independent establishment on a foundation of its own, or is in point of legal formality a subdivision of the university establishment, it takes its place in the educational scheme as senior member of the secondary school system, and it bears no peculiarly close relation to the university as a seat of learning. At the closest it stands to the university in the relation of a fitting school; more commonly its relations are closer with the ordinary professional and vocational schools; and for the most part it stands in no relation, beyond that of juxtaposition, with the one or the other.

The attempt to hold the college and the no means together in bonds of ostensible Solidarity is by university an advisedly concerted adjustment to the needs of scholarship as they run today. By historical accident the older American universities have grown into bearing on the ground of an underlying college, and the external connection so inherited has not usually been severed; and by ill-advised, or perhaps unadvised, imitation the younger universities have blundered into encumbering themselves with an undergraduate department to simulate this presumptively honourable pedigree, to the detriment both of the university and of the college so bound up with it. By this arrangement the college -- undergraduate department -- falls into the position of an appendage, a side issue, to be taken care of by afterthought on the part of a body of men whose chief legitimate interest runs -- should run -- on other things than the efficient management of such an undergraduate training-school, -- provided always that they are a bona fide university faculty, and not a body of secondary-school teachers masquerading under the assumed name of a university.

The motive to this inclusion of an undergraduate department in the newer universities appears commonly to have been a headlong eagerness on the part of the corporate authorities to show a complete establishment of the conventionally accepted pattern, and to enroll as many students as possible.