Gettysburg College - Spectrum Yearbook (Gettysburg, PA)

Page 18 text:

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-GQ? L, Q f l ' 7 :asia-:ef gin. ., .o. .o. 0 .ohio az: 1 LVD U xx IX U H 'rx U rx I william Tfxnlbony Granville 1,lI.lJ., LL.D. jlresibent of 'jlennsylvania College 22

Page 19 text:

She has passed her four-score years, during all of which she has T1-IE. SPECTRUM CWM XXXXIXXYLILXLEYXIXIJLIXIXILIFXXYIIX-IX-I - 'S . Q6 .. Q-F5 iii' ' H. X PY- .g 2 , X YA? F fs v '-ixaMi?'q3 Ai? rr fflfislory of 'pennsylvania College By REV. CHARLES FINLEY SANDERS, A.M., D.D. E . generally estimate human beings and human institutions in terms of achievement and ideals. Wfe wish to raise these two points with reference to our College: her achievement and her program. maintained her rank among the first class colleges of the country. The function of the college is of vast importance in the history of education. But to define that function is a problem not so readily solved at the present time. Under the disciplinary and cultural con- ception of education, largely dominant during the early history of our College, the answer was rather simple and clear. The college was then regarded as a school of ad- vanced mental discipline. It developed certain generalized powers, prepared for spe- cialized research work, or for the appreciation of the higher or finer things of life. Preparation for any special line of life work was not in its program. But this has all been changed. A more scientific psychology has given us a new conception of men- tal discipline. A more thorough-going democracy has enlarged the sphere of -ad- vanced education. Everywhere the demand is insistent that education must be kept in vital touch with real life. The school that exists only, or even chiefiy, as the ves- tibule or approach to the school above is a back number. Life is the most interesting thing under the sun, and education must bring this interest to its fullest fruition. The educational program must, therefore, square with this test at every step,-it must contribute directly to the enhancement of life's values and the value of life itself. The direct result of this practical trend is the enlistment of a more vital interest in educa- tion, and a broader appeal to an awakened public sentiment which is increased efficiency. The net result of this change in the function of the college may what as follows: The college must furnish training for living on both of efficiency and of culture. Not less discipline than the older manded, but closer touch with the active things of life, is what the requires. How this has been met by Pennsylvania College will appe keen to perceive be stated some- a higher plane conception de- new conception ar from a com- parison of the present catalogue with the catalogue of a decade ago. Then there were two prescribed lines of work, now there are ten. Then the aim was preparation for the schools of law, medicine, or theologyg now it includes these together with direct preparation for various learned vocations. Briefly put, the College is no long- er a preparatory school for the university or an institution of mere culture without direct bearing on the problems of life. ' The practical man now Ends it adapted to meet his needs in furnishing him an education for efficient service. Such profound changes cannot be without far-reaching consequences. The hrst consequence of note is the increase of patronage. The college is rapidly becoming every man's institution. Managed by private enterprise, they nevertheless no longer cater to the classes, but are constantly adapting themselves to the needs of the masses. And it is this thoroughly democratic tendency in the reconstruction of the education- al program that is giving strength to the appeal which the needs of higher education is 24 '