Goshen College - Maple Leaf Yearbook (Goshen, IN)

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GOSHEN COLLEGE RECORD. 21 difficulties can be solved by the careful weighing of the evidence, and inter- preting it in its proper light. 'llhe per- sonal attitude toward any new theory or situation must be that of a sincere open-minded and sympathetic mind, who is always on the alert, not for ob- stacles to check him in progress, but for that which will add to his enlight- ment and advancement. Such an attitude is necessary. Many ruinous errors have been brought on lives by shutting their minds against the truths. Rather than using the light of better knowledge they journeyed through the world, surrounded by a mist, whichuoften dimed the broghtest, and obscured the best of all the good and glorious objects that met them on their way. Rather than being master of their opinions they let opinions be master of them. Instead olf casting away old prejudice they cherished that which finally conjured up Wrong imagery, smothered out the truth, over- powered the reason, made strong men weak, and weak men weaker. 'l'he life of a prejudiced man is robbed of its sweetest pleasures, he is inclined to be censurious of his neighbor. Believing that his own opinions are written as law he grows angry at every one who does not see it in the same light, label- ing them as men of law and dark under- standing. With such a spirit how can he be in a position to pass judgment? This is one extreme. The other ex- treme is also found among a certain class of people, who in trying to ,solve their problems, instead of havihg a static principle, have no principle at all, but are carried away with every whim. As they meet a. perplexing situation and look about for a solution, they will accept this or that theory because of the novelty, Matters are decided according to their emotional appeals. lf it strikes their fancy, it it captures their liking, if it can be ae- cepted without much mental exertion, they too willingly lay aside the old and accept the new. 'l'he halt-thinker who thus decides the serious questions of lite is bound to stumble on account of his own conclusions. The only way then remaining for us to solve our lite questions is to face them with an open mind and right reason. We must be both the judge and the jury, both the plaintiti? and the det'endant. Wiith each attorney we must look at both sides of the case, with the jury we must weight the evidence, with the judge we must pass a decision thatwillbejusttoall concerned. 'I'heman who passes unjust decisions on lite's issues robs none other more than him- selt. lt instead ot' allying himself with the greater movements ot the world, he keeps himself aloof, he 1l0l7 only robs society of his best service but denies himselt' ot' the best that the world can give him. When we deal justly with issues and men, we deal justly with ourselt. VVheu we with an open mind willingly receive knowledge, we add greatly to our ettieiency. Each person has a right' to demand a square deal in regard to his opinions. 'iliaeh per- son is entitled to a point ot' view, but not to announee it as the center ol' the universe. The honest man who is sincere with the issues ot' life, will view the proposition from its own standpoint, not only from one side but Qi.I'0lll the ditiierent angles. 'l'he first. judgment that one may pass on a ques- tion may seem right, but later when he received more knowledge and sees that his conclusion was wrong he

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20 GOSHEN COLLEGE RECORD. may be presented. We are taught the methods of investigation, how certain facts are to be gotten. Then too, the development of a sense of relative and signilicent value of the various features of a preplexing situation, to know what to let go as of little value, what to eliminate as irrevelent, and what to retain conducive to the right con- clusion. Just as our judge has the power to sift out he right evidence in the case before hiin, so we must be able to recognize facts, determine what evi- dences are of value and have a bear- ing on our question. We must also possess the power to draw the right inferences, to corelate our data and interpret them in view of arriving at a rational decision. Since a well developed education can- not be gotten in so brief a time as four years, this must only serve as a per- liminary stage to be used as the basis for future development. Nor can an education be gotten by the pursuit of one line only, but by a diversity of lines. As our problems touch all phases of life, the various phases must be studied. The natural sciences have much to offer. Each science in its re- spective fields present a systematic ar- rangement of facts. An intelligible knowledge of our universe can only be gained by unraveling the truths of na- ture. The social. sciences must be studied, for man is a social being, and has a complex relation with the differ- ent social organs. To him 'a knowl- edge of their growth and process is es- sential, in order that he may contri- bute to the solution of their problems. And then, too, for the proper mastering of moral and spiritual problems the speculative fields must not be neglect- ed. Philosophy will lead him to an- alyse his own mind. The standard of his moral ideal is determined by his cultivated sense of truth, right, justice and honor. These various fields are fundamental in tl1e constitution of a well developed character. More than fragments of these vari- ous fields of knowledge is needed. The average man has some information, of physics, biology and astronomy, he has fragments from different sources, but he fails to have a comprehensive view of the whole. HThe poorest knowl- edge is knowledge unsystemitized . To such a man, trying to solve some per- sonal problem, science and religion may contiict, and in view of this he can not pass a just decision. While the man who is conscious of the inter- relation of the two would be in better position to solve his question. A com- plete education is a system of truths, in which the place and meaning of every fact is completely defined, and every part has a definite relation to every other part. The apparent con- flict between our experiences in science, and our experiences in social develop- ments and religion, is not because of a conflict between facts, but because of our wrong interpretation of facts. To comprellend life in its fullest meaning, is to be able to interpret the various facts of experience so that it will ren- der to us a coherent view of the truths of the world as a whole. With such a unified view of life, un- derstanding its limitations and possi- bilities, the solution of life 's problems will IIOVV be made possible. If one will renounce his pride and stubbornness and instead become open to conviction, if the individual can lay aside his pre- judice and preconeeption, and become obedient to the new truth, then his

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