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Page 11 text:
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LAUREL GRAMMAR DEPARTMENT RENA ANDERSON, Oregon State Normal English. Mathematics
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Page 12 text:
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LAUREL THE VALUE OF EDUC ATION k r k In times gone by it has been necessary to argue the value of education in order to persuade people to avail themselves of the educational advantages which were being offered. In these days when a much larger percentage of the young people are securing all the schooling possible, it may still be worth while to point out some of the values of higher education. With this idea, in mind we present the following paragraphs from an address on the “Uses of Education in Business,” by Charles Elliot, President Emeritus of Harvard: “We must not think of the liberal education of today as dealing with a dead past—with dead languages, buried people and exploded philosophies; on the contrary, everything which the schools now teach is quick with life and capable of application to modern uses. They teach indeed the languages and literature of Greece and Rome; but it is because those literatures are instinct with eternal life. They teach mathematics but it is the mathematics mostly created within the lifetime of the older men of this generation. In teaching English, French and German, they are teaching the modern vehicles of all learning—just what Latin was in mediaeval times. As to history, political science and natural science, the subjects themselves, and all the methods by which they are taught, may properly be said to be new within a century. Liberal education is not to be justly regarded as something dry, withered and effete; it is as full of sap as the cedars of Lebanon. “The business man in large affairs needs keen observation, a quick mental grasp of new subjects, and a wide range of knowledge. Whence come these powers and attainments—either to the educated or the uneducated—save through practice and study? But education is only systematic practice and study under guidance. The object of all good education is to develop just these powers—accuracy in observation, quickness and certainty in seizing upon the main points of a new subject, and discrimination in separating the trivial from the important in great masses of facts. “Successful business men themselves give no doubtful answer to the questions we are considering. With the rarest exceptions, they wish their sons to be educated to the highest point the sons can reach. No matter whether the father be himself an educated man or not, when his success in business has given him the means of educating his children, he is sure to desire that they receive a liberal education, whether they are going into business or not.”
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