University Education.
“Meanwhile those exaggerated systems of examination had led to some experience, beneficial, though rather unpleasant. It gradually became to be noticed by competent persons that, in proportion as the students prepared for the required and enforced government examinations, there grew a dislike or decline of free study, an aversion to pure science, which is more dependent upon clear judgment than practised memory. And thus was lost the principal aim of all higher instruction which is not the ‘training’ for certain professions, but the complete and entire development of all the slumbering faculties of man.[15] The Dutch people began to see that they had been following the example of the Chinese, who surpass every nation under the sun in the length of their examinations; indeed, they found that they had run great risk of becoming the Chinese of Europe. It became generally recognised that every principle, however good in itself, may be ‘overdone;’ that examinations, however difficult to dispense with altogether, will always remain a sad necessity; and that it is perfectly chimerical to think of government examinations so arranged as to not only produce an universal and incontestable standard or measure of knowledge, but also to be a means of judging the theoretical and practical abilities of the candidates. It was further discovered that it was a gross error to suppose that government examinations were to be the stimulants for university study; in fact, that what was wanted was not means of discouragement, but of encouragement. The human mind is like a liquid given to fermentation. Without leaven there cannot be any fermentation; and the latter is promoted by heat, depressed by cold. What you want in order to stimulate higher education in the higher sense of the word is a staff of competent tutors supplied with ample means for advancing and furthering knowledge in every possible direction; encouragement for all efforts to cultivate sound science, and nothing but the most beneficial results will accrue to society at large. Universities, at the dawn of their existence, were, as a rule, endowed with certain rights and privileges, like moral corporations; but these were swept away through the tide of progress having ceased to be adapted to the conditions of modern society. One right, let us say one duty, only remained vested in the universities, that of conferring degrees on its scholars after the passing of certain examinations; but the latter were subject, like all other examinations, to this, that they could never give a sufficiently satisfactory guarantee. Yet, while the defects of these were largely advertised, their advantages were often overlooked, until they were ultimately abolished, or replaced by the examining authority of government commissions. When at last it was found, after endless experiments, that people had been jumping from the frying-pan into the fire, one gradually began to recognise the truth of the French proverb, that ‘Better is the enemy of good,’ and one came back to the old system slightly altered and improved. At the same time additional means were devised to render access to the universities, as seats of learning, more easy to deserving men; the fees were considerably lowered, and distinguished students received henceforth pecuniary assistance and support from those who were morally convinced that in the knowledge which they would acquire they would repay to society at large both capital and interest. And hence the number of scholars has so increased lately at your universities, that there no longer exists the semblance of necessity for admitting others to the exercise of the learned professions, than those who have enjoyed academical education. If to this some persons were to reply that such a restriction of the professional cyclus is rather hard upon those who have acquired their knowledge elsewhere, independent of the recognised universities, I would meet them with the counter-remark that the interests of the individual must give way to those of society at large, and that there is an intimate connection between the latter and the continuing prosperity of the universities.”
I looked about me to see whether I could discover any more places of my native land. So far as I could see, the northern and north-eastern districts had almost doubled their population, for the towns looked twice their original size; but what struck me most was that the city of Arnhem looked apparently deserted. I was the more surprised at this, because I remembered quite well that about the middle of the nineteenth century the place had been rapidly increasing, both in extent and prosperity, owing to the many “old residents” who, having returned with colossal fortunes from India, purposed to pass the remainder of their days in this beautiful neighbourhood.
I must have allowed a suppressed cry of astonishment to escape me on noticing the crippled state of the city; for the “trunculant figure” once more addressed me in the native tongue: “Yes, sir,” said he, “you are rightly surprised. From a large city Arnhem has become a third-rate town. Such things will happen when children attempt to govern their parents.”
I did not exactly see the drift of this common-sense remark until my countryman continued as follows: “I am going to tell you a story.”