LANGUAGE STUDIES IN SECONDARY SCHOOLS. 199 
SHOULD LANGUAGE STUDIES BE LIMITED IN SECOND- 
ARY SCHOOLS AS THEY ARE IN THE INTERESTS 
OF THE SCIENCES? 
BY DR. D. W. ABERCROMBIE, OF WORCESTER ACADEMY, WORCESTER, 
MASS. 
GREAT as has been the change in the courses of study of college prepara- 
sory schools in the last quarter of a century, all students of education 
would agree that the changes noted during this period are merely pro- 
ohetic of a greater development that is at hand—an impulse beginning in 
the university, and working down through the lower strata of educational 
institutions. Such great awakenings are always from above, and when, 
more than twenty-five years ago, Harvard University promulgated its 
scheme of elective studies, a current of influence was started that was 
Jestined to revolutionize the conditions of education, not only in that 
ancient seat of learning, but in all other colleges and universities, and also 
in the secondary schools that feed the higher institutions. This most 
‘important incident in the history of higher education in this country dis- 
covered to the college one of its chief functions, and assured it of one of 
its highest prerogatives. To outline and develop courses of study, to 
axercise leadership and do pioneer service in educational movements, is one 
of the principal avenues whereby the college is to make returns to the 
community at large for its great endowments and opportunities. To 
experiment, to prove, and then disseminate sound educational doctrine is 
a far higher work for a great educational institution than merely to send 
forth each year a number of men who have completed its curriculum. So 
Joes it prove its wise stewardship of the large bounties it holds in trust. 
In this way is its duty to the nation honorably met and its essential rela- 
tion with lower institutions acknowledged. The high censorship in educa- 
tional matters, so necessary among a people where there is so little coherent 
cower that commits institutions of similar and different grades to the same 
wise policy, belongs to the university. 
While the different members of our educational body have been far from 
«deal in their mutual relations, still there has been a sufficiently distinct 
articulation of the various parts to insure a marked response from all 
when the call came from Harvard summoning to a scheme of study that 
was wisely progressive and safely liberal, and that sought to harmonize 
educational methods to the actual needs and practical life of this great 
country, to the end that the college graduate might not become un-Ameri- 
can as a result of his college training, but that he might become a better 
citizen, a wiser guide in the solution of the great problems that are to be 
presented to us. The great propaganda, then, that was boldly put forth