dependent non-sectarian type of institution; Wayland directed the transformation of a small denominational college into an institution with broad outlook, efficiently serving the whole community; Hopkins[1] represents the entire conception of collegiate education as the moulding of the character of youth, as witnessed by the proverbial collegiate log with Hopkins at one end and the future President, Garfield, at the other; Barnard first caught the vision of the future university, growing out of the traditional college, and led the way to the threshold of a new day. Whether the curriculum should be reformed by the introduction of modern subjects; whether there should be a choice of these, when introduced, to the exclusion of the traditional classics; whether technical subjects, preparatory to the new professions of engineering, medicine, industry, and business should find a place—these became the subjects of continued discussion. The sectarian and hortatory discussions which prevailed before the Civil War gave way rather definitely after that conflict to such as these.
An important phase of the public education movement of the early half of the century has almost faded from our conception of education. To these generations, to whom the new, broader democratic views appealed because of the social, political, and economic benefits to the contemporary generation, the problem of adult education was of far more significance than it is today. This adult education was given through the medium of mechanics institutes, debating clubs, "Ciceronian associations," and, most numerous of all, lyceums. A national convention of 1831 enumerated almost a thousand such organizations. The Massachusetts Report of 1840 lists eight mechanics institutes and 137 lyceums. The lyceum organization, launched in Boston in 1829, included the town lyceum, and country, state, and national organizations. In reality the scheme never arrived at such complete general organization; however, it did attain universal popularity, very general distribution, and in some sections effective state as well as local organization. As the epistolary form of literary composition was the most popular in the preceding period, the lecture or address was during this period the dominant form of expression, even in the field of education. The leaders of thought in every walk of life
- ↑ See also Book II, Chap. XXII.
