Part 5 (1/2)
The very character of culture is social and beneficent The great men of the world havethe hearts of ht out the best of hu the truth of the divine lahereby we attain eht not only contributes to the fulfillment of duty, but we receive impulse and mental activity by obedience to duty Farrar says: ”There are some ish to know only to be knohich is base vanity; and soe, which is covetousness There are some others ish to know that they may be edified, and some that they may edify; that is heavenly prudence In other words, the object of education is not for amusement, for fame, or for profit, but it is that one lorify Him in heaven hereafter Our education is desired that, in the language of a Harrow prayer, we may become profitable members of the church and colories of the resurrection” The e should depend upon the pure and forceful character ness to ehest good of their fellow-e that does this most efficiently will produce the best results
When this conception of the function of a college is hly fixed upon the attention of educators and students, it ht soard to culture and practical training in college On the one hand, there is a deher and more theoretical and scholarly, and, on the other hand, the utilitarian opinion and ideal of the function of a college is that the work should be ressive and practical One class e ardent, methodical, and independent search after truth, irrespective of its application; the other believes that practice should go along with theory, and that the college should introduce the student into the practical ht There are forces at work in society to strengthen the dees teach the branches of industry, as well as prepare men for the so-called learned professions The deent labor In fact, a scientific and technical education in some branch of industry has already won its way to the rank of a learned profession
The deanization of the industries and trades of the world The great industries of the country require anize and control thereat demand, and workmen must be trained not merely in dexterity and skill in the use of tools, but theyscience that they shall be able to reach results of the highest practical value in the sciences and arts This age requires better mechanics, ineers--enius will help to awaken the aspirations of the race toin an era of more convenience, comfort, and leisure for the cultivation of thetothat is adapted to youth between twelve and seventeen years of age is incorporated in the curricula ofpublic schools Besides, we have in the United States y founded as independent organizations One-third of them have shops for laboratory practice
The fact that such a proiven to the physical and practical sciences in the courses of study in colleges shows that these institutions are responding to the constantly increasing dee Scientific departeously established in connection with our well-endowed universities It is both desirable and practicable to give instruction in rade colleges This should not be done, however, at the expense of liberal culture
How far the colleges can meet the demand for technical and practical education depends upon their condition and resources They cannot enerous act than to help establish these schools of technology in connection with our colleges, in order to give instruction in the practical and useful arts of life
There is danger, perhaps, in pressing the utilitarian principle in education too far It is not the colleges that reatest show of utility that develop the most effective men In the effort to secure a practical education, it is important not to lessen the power to understand and apply the foundation principles which underlie actual practice
In the German universities the practical and technical are left alone
Professor J M Hart says of theies are directed, is to develop great thinkers--e” We are under different conditions in this country, but the importance of the principle should not be overlooked Every one has not the desire or ability to be a great scholar and thinker, but preparation for all the so-called practical careers of life should at least carry the student through the rigorous discipline of a college course up to the Junior year, when heto his life work This is the best way to get a profound insight into principles from which to deduce practice and promote the interests of human society
Professor Josiah Royce has well said that ”the result of this 'conflict' between the two ideals of academic work has been the union of both in the effort of all concerned to build up a syste whose ideal is at once one of scholarly method and of scientific coist, or grammarian, or metaphysician, the exclusive opposition between 'words' and 'things' has noHe works to understand truth, and the truth is at once word and thing, thought and object, insight and apprehension, law and content, form and matter
There is no science unexpressed; there is no genuine expression of truth that ought not to seek the form of science”
The i to the best practical results is illustrated in the case of Coluations led him to believe in the sphericity of the earth and the probability of land in the far West ”Adams and Leverrier discovered Neptune simultaneously and independently, simply because certain observations had revealed perturbations that could be most naturally accounted for by the existence of an unknown planet” After Professor Helmholtz and others had made known the subtle laws of the transmission of sound, there was only a step to its practical application in the use of the telephone
The essential condition in all industrial and social progress is the acquisition of judgeht by patient study of facts and principles It is energy within the being that gives birth to achievement in the outward sphere of practical life It is certainly the prerogative of the colleges to extend the best educational opportunities to the people It should embrace their intellectual and industrial pursuits
The lofty and sacred purpose to render the highest service, to advance the welfare ofmen and women for leadershi+p The demand for educated and influential Christian leadershi+p is greater than the supply In 1890 there were about 15,000,000 pupils in the public schools receiving elementary instruction, while only one in 455 of the population was under superior instruction in colleges Thethe real leaders of the country The character of the nation will, in a large es which train and shape these leaders
A comparatively few islation It is quite difficult to find even this small number who are qualified for leadershi+p Nearly all our political and social refor for a Moses, or a Luther, or a Lincoln, to lead theanizations of labor are officered by foreign born leaders who are ignorant and out of sympathy with the moral ideas and principles that have shaped our national life There is a large number of imperfectly equippedto act as leaders, who ht well be replaced by disciplined and cultured rapple with her thought and nobler action Men who are to becoood foundation of general knowledge, and be trained to think on co, whether literary, scientific, or practical, has an iative of the college, in its aim to serve the people, to extend such educational opportunities to youth as will equip them for true leadershi+p in every vocation of life
The Ae student should be sent forth with a purpose even stronger than that of the Greek youth, who took the oath of citizenshi+p in these words:
”I will transmit my fatherland [its institutions, its civilization, its systereater and better, than it was committed to me”
V
STUDENT LIFE IN COLLEGE
Ade is dependent upon the mental and moral fitness of the student If the student has coh school, or that of an acadees pass immediately into the Freshenerally required to have, as a necessary preparation to gain admission to the Freshman class, three years of Latin and two of Greek, or an aes equivalent to the Greek, besides lish In some cases the qualifications of the candidate ht either Greek, Latin, French, or Gerlish raraphs
So him an opportunity to show his fitness and worth by application to study