Part 9

When this conception of the function of a college is more thoroughly fixed upon the attention of educators and students, it may help to present in a clearer light some educational problems in regard to culture and practical training in college. On the one hand, there is a demand that the work of our colleges should become higher 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 more progressive and practical. One class emphasizes the importance of true culture and of making 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 methods of actual life.

They are both, in a measure, right. There are forces at work in society to strengthen the demand that colleges teach the branches of industry, as well as prepare men for the so-called learned professions. The demand is based on the worth and dignity of intelligent 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 demand for industrial education has grown out of a reorganization of the industries and trades of the world. The great industries of the country require men of trained minds and directive intelligence to organize and control them. Mechanical skill is in great demand, and workmen must be trained not merely in dexterity and skill in the use of tools, but they must be so instructed in the principles governing science that they shall be able to reach results of the highest practical value in the sciences and arts. This age requires better mechanics, manufacturers, foremen, architects, farmers, and engineers--men whose creative genius will help to awaken the aspirations of the race to master the forces of nature and bring in an era of more convenience, comfort, and leisure for the cultivation of the mind and heart.

Our systems of education are planning to meet the needs of the people. Manual training that is adapted to youth between twelve and seventeen years of age is incorporated in the curricula of many of the existing public schools. Besides, we have in the United States more than one hundred advanced schools in technology founded as independent organizations. One-third of them have shops for laboratory practice.

The fact that such a prominent place has been given to the physical and practical sciences in the courses of study in colleges shows that these institutions are responding to the constantly increasing demands of a practical age. Scientific departments have been advantageously established in connection with our well-endowed universities. It is both desirable and practicable to give instruction in mechanical, electrical, and civil engineering in our high grade 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 make bricks without straw. Wealthy men cannot perform a more generous 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 make the greatest 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 them that their "chief task, that to which all their energies are directed, is to develop great thinkers--men who will extend the boundaries of knowledge." 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 he may elect studies of a more technical nature looking to 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 system of university training whose ideal is at once one of scholarly method and of scientific comprehension of fact. For the scholar, as such, be he biologist, or grammarian, or metaphysician, the exclusive opposition between 'words' and 'things' has no meaning. He 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 importance of scientific theories leading to the best practical results is illustrated in the case of Columbus, whose investigations 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 judgement, skill, and foresight 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 of men, is best reached by training men and women for leadership. The demand for educated and influential Christian leadership 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. The majority of this small number will be among the real leaders of the country. The character of the nation will, in a large measure, depend on the character of the colleges which train and shape these leaders.

A comparatively few men act as leaders, frame platforms, and shape legislation. It is quite difficult to find even this small number who are qualified for leadership. Nearly all our political and social reform movements are asking for a Moses, or a Luther, or a Lincoln, to lead them to victory. Some organizations 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 equipped men in all professions and in social movements, presuming to act as leaders, who might well be replaced by disciplined and cultured men, able to grapple with modern social problems, and to conduct the people to higher thought and nobler action. Men who are to become leaders and gain a strong hold on society must have a good foundation of general knowledge, and be trained to think on complicated questions. The man of thorough training, whether literary, scientific, or practical, has an immense advantage in leadership.

It is the prerogative of the college, in its aim to serve the people, to extend such educational opportunities to youth as will equip them for true leadership in every vocation of life.

The American college student should be sent forth with a purpose even stronger than that of the Greek youth, who took the oath of citizenship in these words:

"I will transmit my fatherland [its institutions, its civilization, its system of education, its people], not only not less, but greater and better, than it was committed to me."

STUDENT LIFE IN COLLEGE.

Admission to college is dependent upon the mental and moral fitness of the student. If the student has completed the work of an advanced high school, or that of an academy, he may in many colleges pass immediately into the Freshman year without examination. The student is generally required to have, as a necessary preparation to gain admission to the Freshman class, three years of Latin and two of Greek, or an amount of modern languages equivalent to the Greek, besides mathematics, history, and English. In some cases the qualifications of the candidate must be such as to enable him to read at sight either Greek, Latin, French, or German. An essay in English must be correct in composition, spelling, grammar, expression, and division into paragraphs.

Some favor admitting the student on trial, and giving him an opportunity to show his fitness and worth by application to study. Certainly the best test of the student's knowledge is the ability to pursue advantageously the prescribed course of study.

After admission to college the student has at least fifteen hours per week of class room work. He may select, within a limited range, his studies. This selection is done under the guidance of the professors, and depends largely on the acquirements or deficiencies of the student. About three-fourths of the Freshman and Sophomore years are devoted to the classics and mathematics. A large share of the work in the Junior and Senior years may be devoted to specialization in science, language, mathematics, history, sociology, or philosophy. In some cases elocution, music, and the fine arts rightly receive a fair share of attention on the part of a large number of students throughout the college course.

The advantages of a college education do not consist alone in the training of the faculties and the acquisition of knowledge, but one of its chief advantages grows out of the incidental noble and generous associations and influences.

The college is a homogeneous community of a distinct and peculiar type. It is a little world by itself. The professors and students are separated from the common activities of life, and a common feeling unites all in a common bond. There are poured into this community the hopes, aspirations, habits, and tastes of the different students, which are soon molded into a common life, and become, in turn, an important factor in forming the character and directing the life of the student.

The college classes become the organic centers of college life. For four years the students meet, at least in the smaller colleges, in the same lecture rooms for common studies, and become acquainted with each other's talents, tempers, and characteristics. It is within this charmed circle that the students find their associates and form warm and lasting friendships. It is not to be wondered at that class spirit runs high and class sentiment becomes a strong abiding power with the student. It is worth much to any young man or woman to be initiated into this hallowed sanctuary and catch its spirit and receive its uplifting influence. These central forces of the college classes naturally combine into a community with a common life. Thus each college comes to have a genius loci of its own. The subtle and fascinating influence of the common life and spirit is the esprit de corps of a college, and exerts no small influence over the life of the students. It gives exhilaration and stimulus to the students, and its formative power is felt throughout their lives, molding character and giving form to their opinions and direction to their aims, so that the college becomes a real Alma Mater. It is this spirit that makes and enforces a peculiar sentiment in the college community, which becomes almost as strong as positive law. These influences emanate in various ways. No one can trace them to their ultimate source, but all feel the effect of these dominant forces, and realize that their lives are, in some measure, gradually but surely becoming molded and shaped by them. These influences are among the most cherished recollections in after years, and unite the student to his college with affectionate regard. There is certainly no better place for our youth to form and solidify a manly character, and develop independent convictions and humanitarian sympathies which will be of lasting satisfaction.

Noah Porter, in speaking of the benefits of association in a college community, truthfully says: "It is enough for us to be able to assert that thousands of the noblest men, who stand foremost in the ranks of social and professional life, would be forward to acknowledge that they are indebted to the cultivating influences of college friendships and college associations for the germs of their best principles, their noblest aspirations, and their most refined tastes. * * * True manhood, in intellect and character, is in no community so sagaciously discerned and so honestly honored as in this community. Pretension and shams are in none more speedily and cordially detected and exposed. Whether displayed in manners or intellectual efforts, conceit is rebuked and effectually repressed. Modest merit and refined tastes are appreciated, first by the select few, and then by the less discerning many. Each individual spectator of the goings-on of this active life is learning intellectual and moral lessons which he cannot forget if he would, and which he would not if he could, and he comes away with a rich freight of the most salutary experiences of culture in his tastes, his estimates of character, his judgments of life, as well as of positive achievements in literary skill and power."

Some of the effective means of social life among the students are the open and the secret societies. They are purely voluntary, and are originated and managed by the members.

The Greek Letter Societies are secret, and prevail in nearly all colleges. They are generally limited to ten or twenty members, and the chapters in the different colleges bear a friendly and mutual relation to each other. Among the Eastern colleges, nearly all these societies have elegant chapter houses, in which the members have rooms, and where they enjoy homelike comforts; while in the Western colleges the societies have attractive rooms, with tasteful appointments, which become a place of rendezvous for their members. Their only bond is congeniality. Some very different types of character are manifest in these societies. Students group themselves according to their common tastes, habits, and character. Some societies aim at scholarship or literary excellence, while others make wealth or social qualities an essential requirement. Even "fast fellows," if there be such, are eager to group themselves together into a secret society. A few of these societies are of a literary character, but the object of the majority is to promote sociability. It is claimed that their influence in some colleges is positively injurious, while in others they are beneficial and helpful in cultivating social qualities and in establishing warm intimate friendships among the members.

It is a question whether the attendant evils do not offset their advantages. They are expensive, and often accompanied with distractions unfavorable to student life. Sometimes the late hours and suppers and other convivial indulgences absorb time and lower scholarship. They afford opportunity secretly to do evil. The members may plan escapades and hatch intrigues, and cover them up so as to make it almost impossible for the college authorities to discover the guilty ones. Yet many excellent things are said of them and of the mutual benefits to their members.

The open societies, devoted exclusively to literary work, need no justification. They are voluntary associations for general literary and forensic culture. Oratorical and literary accomplishments are a prerequisite to the highest success and usefulness. The student who improves the opportunities of these societies need not neglect his regular college work, but in them can train himself to think consecutively, and gain facility of expression and an acquaintance with parliamentary law. If he makes faithful preparation, he will escape bombast and loose thinking and expression, and will become familiar with public movements, political questions, and social tendencies. For these and other reasons the literary societies should be encouraged, and students should consider it a privilege to become members of the same.