from entering college nor from pursuing that study. Since the extension of the elective system at Harvard neither Greek nor Latin studies are pursued by so large a proportion of the students as formerly, and yet a greater proficiency in classics is obtained. By this plan the graduates of our best English high schools could postpone until after graduation the choice of a career. They would then be in a fair condition to make a proper estimate of their ability, their special capacities and leanings, and their probable fitness for a commercial or a professional life.
It has been said that the recent changes in the requirements for admission to college have operated only for the benefit of inferior scholars who would not otherwise have been able to enter college. If we admit for a moment the truth of this statement, the change has some merits even on these grounds. So-called dunces are often only so many visible evidences of an imperfect and too narrow educational system. They are the results of attempting to fill square holes with round pegs, to mold and develop the manifold and diverse characteristics of human nature of both sexes by the same method and with the same appliances, in conformity with a prearranged, harmonious, and symmetrical system, just as blocks of wood are run through a machine. Many dunces at school often become distinguished in social, business, and political life, and, even in school, show ability in subjects congenial to them. Conscious of their skill in art, in music, or of their ability to do many things outside the routine of school duties better than the ordinary not specially gifted pedagogue, they feel justified from their point of view in believing that, as between themselves and their instructor, if there really be a dunce, the question is certainly debatable as to who best answers the description.
But the youth who enters college without Greek is by no means inferior in mental equipment to him who enters under the old system. From what I have seen of both methods I should advise plodding mediocrity to stick to the old lines. Hard work and good teaching have always enabled this class of pupils to pass the entrance examinations, and even sometimes to distinguish themselves. But distinction in science and mathematics is only obtained by industry plus something very closely allied to genius. In fact, at Harvard it seems to me that the new method has been handicapped by requiring too much in mathematics. Boys m secondary schools can learn and assimilate their elementary algebra, their geometry, plane, solid, and analytic, and their trigonometry, but they are not mature enough to undertake the study of advanced algebra.
The present scheme of requirements for admission to Harvard College was adopted in 1886. Since that time one hundred and forty-eight persons have entered Harvard without Greek. Thirty--
