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Page 25 text:
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emphasis is placed upon the profession rather than the man. That the old method — the cast-iron curriculum, consisting chiefly of dry Latin, hard Greek, and harder mathematics — turned out men needs no proof. That the new system turns out specialists is also true; but is it not possible in the eagerness to specialize the man has been lost sight of? The vital test of the new system is not skill, but character; to obtain both is the ideal; so for this reason it is well to be conservative in educational reform. We may now inquire into the real meaning of education. Is it what we know, or what we are. and are becoming, that constitutes our education? in a narrow sense, education means acquired knowledge, i. e., intellectual develop- ment. In a broader sense, it includes the development of the whole person, embracing the physical, mental, moral, and spiritual natures or faculties of man. Milton ' s conception of education is not yet antiquated. The end of education, said he, is to prepare for complete living. This embraces every phase of self- development, and even ' function of life. A suggestion in addition to this classic definition is this, education is the process of self-realization. Esau, a four year old chimpanzee, was captured when very young. He was reared in the home of his captor, having for his companion the little son of his master. The chimpanzee and the boy slept together, ate together, played together, and wore the same kind of clothes. In the course of time, Esau could do many things in imitation of human actions. Alas ! they were imitations only. At the close of a performance a lady shook hands with Esau, and very enthusiastically said to the owner, How nicely you have him trained ! The owner replied with a look of scorn and a tone of wounded pride, He is not trained, madam. He is educated. The lady was correct ; Esau was trained — there was no self-development, no self-realization in his role. His training was from without, not from within. The supreme test of education is character. In revealing Himself to Moses God did not boast of His power or wisdom, but simply said, I am. T. R. Watson.
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Page 24 text:
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world. Not only are the elementary schools open to all children, but the higher schools as well. Tuition and books are free to the student and in many cases room and board as well. That education is at the basis of national greatness is patent by a comparison of Russia with her intellectual neighbors. Competition has become sharp and business methods so complex that a high degree of training is essential to success in the business world ; thus the college is being patronized not only by the professional man, but by the business man as well. This fact verifies the saying of Franklin, An investment in knowledge always pays the best interest. The practical turn given to education in recent years has already been suggested. The old college course is being supplanted by studies of practical utility. Science is supreme. Under sway of science, the old methods of doing things have been superseded by modern methods. Our civilization has been revolutionized. We live in a world very different from that in which our grandfathers lived and toiled. The shackles have been taken from human slaves, but the forces of nature have been enslaved for service. Steam and electricity render a service far beyond the power of the whole negro race. The utilization of these mighty forces of nature reveals the greatness of the human intellect, and proves the truth of the old adage, knowledge is power. If any indictment is to be brought against our civilization today, it is not because utilities may be lacking either in quality or quantity ; it is not so much for want of genuineness in products as for want of genuineness in character. The thing of most vital importance is not so much the quality of the goods produced, as it is the quality of men produced. Our supreme interest is not the manufactured goods, but. as Ruskin puts it. the manufacture of souls. The same query may be raised concerning the products of our educational institutions. Does our system of education turn out doctors or lawyers, rather than men? Does the skill of our educational product surpass its manhood 5 If any criticism is to be passed upon our present system of education, it is that
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