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This is the result of our system of education, - a result, I am persuaded, not wholly unconnected with our frequent revolutions. On the one hand, our primary instruction is too much neglected. Thousands of voters know not how to read or write. On the other, our secondary instruction is too aristocratic. It should only be the privilege of a small number, and not the common rule for all. Moreover, this instruction draws too exclusively on antique sources. It presents us with the society of antiquity in its most flourishing condition. Sparta, Athens, Rome, are shown us as ideal republics...
There is in France, it is true, a school of commerce, several schools of agriculture, one or two schools of the arts and trades; but these are special professional schools, just as there are military or naval academies. They form no part of the national system of education. This is so true, that they do not hold from the minister of public instruction, but respectively from the ministers of commerce, agriculture, and public works...
...reform. I think that although national education is what should interest it the most, nevertheless it is not the state that ought to give it, any more than it should furnish us our food and clothes. A reform in instruction can never come except through liberty of instruction, - every one free at his own risk to open a school; each commune looking after the education of its own children. There would thus be a healthy emulation between the communes, between individuals a fruitful rivalry. Educational institutions would be created according to the needs of the community, and would prosper...
That an old custom is, therefore, a good one, or that what is not done in college buildings and college hours is outside the jurisdiction of the college government, are two statements that hardly need refutation in the community at large, or in the Eastern colleges of the present day; and almost every one who has any knowledge of the sort of superintendence necessary to an educational institution would agree with the Michigan Faculty when they say that "the university can better afford to be without students than without government, order, and reputation." As to the main question of hazing...
...lack of public attention to amateur playing, and the complaint we meet in our exchanges of the flagging interest in their colleges. The very perfection of base-ball has lost it many of its formerly devoted patrons. Years ago it was pleasant to play base-ball, when every one was sure of his two or three runs, and his three hours of fun; but the introduction of professional nines has reduced the game to a science, and made hard work out of exercise. Now a match is measured inversely as the score, and the good old "74 to 70 games...