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Page 17 text:
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Iiidianci Ui iversity !M(). ' G the twcMitv-fivc leading colleges and uni- versities of the nation, ranked by total attendance, Indiana L ' niversitv stands nineteenth, according to statistics gathered by Professor Rudol])h Tonibu of rolunibia L ' niversitv in Science , December 2?. l ' ' OS. lly this same authority and on the same liasis lit cc iniparison. Indiana ranks eleventh among the state uni- versities of the countr . Considering the size of the city in which she is located, her age, the wealth and poinilation of the . tale in which she is the university, and the number of colleges and univer- sities in the . tate, this ])osition is not remarkable. Wlien all these facts are taken in account, Indiana L ' niversity seems to have main- tained about the ranking in si e wliich she would be expected to maintain. However, by the statistics above quoted, Indiana University- stands eleventh among the twenty-five leading colleges and uni- versities graded according to the total attendance in the Liberal Arts Department, and sixth, by the same standard, among all the State universities. This much higher proportional rank, and especially this higher numerical position, among all the institutions of the land which oflfer liberal arts courses, is noteworthy, and should be a matter of considerable pride to the alumni of the university and the citizens of Indiana. In the last quarter centur the chief concern of the educators of this country has been the establishment and promotion of the technical and professional departments and .schools. The argu- ments raised at the beginning of the last century by some of the scientific .giants of that ])eriod greatly influenced college curricula, especially in . nterica. . ince the beginning of the utilitarian cam- ])ai,gn we have ielded more and more to the demands for useful education, for education that will fit men and women for the par- ticular kind of work which is to be their vocation in life. This is the day of specialists has been the cr , and the universities have listened to the cry. I ' levdud (| icstion. this utilitarian tendencv in the education of the worl.l and this temlency to s])eciali e in the unrld ' s work, have had splendid material results. l ' oo(l has been ])urihecl. homes have been made more sanitar and conifcprtable. cities have been rendered decently inhabitable. Disease has been robbed of much of its terror. The soil has been made to yield a .greater increase, the value of forests has been enhanced, mines have been made to enlarge the size and the worth of their output. The efficiency of transportation, both by lanil and sea, has been vastly improved. Applied ])liysics have wrought miracles with steam and with electricity. Many of these im|)royi.-nients, to which Indiana and Indiana University have made their conlrilaitions, have come from the specialh- equipped
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Page 18 text:
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iinivt. ' r ity lal KiratiiriL-s ami the sh(ii) ut the technical schonls. All have cciine as a result nf the temlencv tn specialize. ])articulaiiy in the useful 1 iccu])ations. .Alan ' s ])h sical uece- sitie . Cdnitdrts. and hi.xuries. have lieen wnnilerfulh ministered to bv this specialized utilitarian et ti.)rt ; his lite has Ijeen made more agreeable in cmnU- less va s. . nd there i nuicli more to be done. Indiana anil In- diana l ' niversit ' nnist do much more to keep pace with the march of material proL, ' ress. The technical and professional schools have still an infinite amount of material good to accomplish. In consequence of the mighty and tangible exploits of specialized utilitarian education, there has been a tendency, not to ox ' erestimate the value of such education, but ti uudereNtimate the value of liberal education. There is not -|)ace in this article, nor need in this book, to set forth at length the many, oft-maintained virtues of lilieral educa- tion. The pleasures and the ]iersonal satisfaction derivable from this education, have been testified to from the time of . ristotle to the time of Cardinal Xewm.m. and li a host between. The moral value of an education devoteil to culture, has had its man advocates. Today even the professional schools recognize the increased ef- ficiency for specialization resulting from an education which strives for the disciplining and the broadening of the uu ' nd. . notlier ar- gument has often been nrge.l b the -upporters of liberal education, and this argument it might be well to look into a little more closeh . Though a high degree of S])ecializatiou and a narrowing of the individual ' s s]ihere of labor, imi|Uestioual l iucre.i-es the ef- fectiveness and worth of that l.alior, in the necessarv cli ision of this world ' s practical work, uewrthele-s there is a ])oint of diminishing returns when the welfare of all Miciet - is considered. There can be no doubt, -aid I ' r. ( ' opieston. that everv art is im])roved by conliniiig the professor of it to that single studw P.ut, although the art is adv;iuced b ' this concentration of mind in the service, the individual, who is confined to it, goes back . . . Society requires sou.e other contribution from each, individual, besides the ])articnlar duties of bis i rofessiou. There are. indeed. re(|uisites for citizenship be oud the making of a livelihood and the performance of a part of the world ' s neces- sary labor. This is jjarticularly true of a democracy. Popular goverumeut, universal suffrage make other great demands for citi- zenshi] . Civilized society, in the care for its defective members, in its various pbilautbro])ies. in its need for mtiralitv in [irivate and in busine-s life, even in its desire for pleasant and stimulating con- versation; in these and in man other ways society requires much of citizens. Home life needs more than a comfortable income and sanitary appointments. Man, himself, has never been content with satisfying his physical wants alone. The State, society, the home and each individual make demands other than those which a utili- tarian education can sui ' .plv ; demands which it is the business of a liberal iducation to supply. For, as a great clisciple of this educa- tion has said : .K uni ersil - training ( b which he meant a liberal education) aims at raising the intellectual tone of societv, at cultivating the ]iublic mind, at ] urif ing the national taste, at sup])lviug true prin- ci|)les to popular enthusiasm and fixeil aims to po[ndar as]iirations, at giving eulargeiv.eut . ' uid sobriet) to the ideas id ' the age. at facilitating the exerci-e of political ]iower. anil refining the inter- course 1 if prixate life. The ediicaliou which tends to do all this, to (piote again from ( ' ardinal Xewman, is, in the object which it pursues, as useful as the art .if wealth or the art of health, though it is less susceptible of method and less tangible, le-s com|)lete in its result.
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