almost recall Oxford and Cambridge; their lecture-rooms,
laboratories, and post-graduate studies hint of Germany, where
nearly all American teachers of the present generation have been
educated."

Some authorities, however, deplore the Germanising of American
education. A Professor of Greek, himself trained in Germany, and
recognised as one of the foremost of American scholars, confessed to me
his deep dissatisfaction with the results achieved in his own teaching.
His students did good work on the scientific and philological side, but
their relation to Greek literature as literature was not at all what he
could desire. This bears out the remark which I heard another authority
make, to the effect that American scholarship was entirely absorbed in
the counting of accents, and the like mechanical details; while it seems
to run counter to the above suggestion that the university system tends
to raise the level of culture while lowering the standard of erudition.
At the same time there can be no doubt that the immense width of the
field covered by university teaching in America must, in some measure,
make for "superficial omniscience" rather than for concentration and
research. The truth probably is that the system cuts both ways. The
average student seeks and finds general culture in his university
course, while the born specialist is enabled to go straight to the study
he most affects and concentrate upon it.

To exemplify the latitude of choice offered to the American student, let
me give a list of the "course" in English and Literature at Columbia
University, New York, extracted from the Calendar for 1898-99:

RHETORIC AND ENGLISH COMPOSITION