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Page 5 text:
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Introduction We came to Kenyon to he educated, but in those freshman days of early freedom few knew what that meant. Since then most of us have learned at least one truth about education, a sad though stimulating one. It is that education is never finished, not while we walk this round green earth of ours at any rate. Not till edu- cation has led us to our final lesson can we hope for completion. But there is much to learn be- fore that last lesson, and Kenyon showed us something of how to start and gave us our pack of learning equipment for the job ahead. That pack of equipment we call “a liberal education.” A liberal education aims at developing a man who can, and will, make his own judgments which arc to he made in a vacuum of opinionated individualism, for the liberal education familiar- izes a man with the accumulated wisdom of the race. That the liberally-educated man makes his judgments for himself means rather that he is not deceived by the appearances amid which truth is hidden and that he does not permit him- self to he swayed by mere convention or ma- jority opinion when, as sometimes happens, these reflect the appearances rather than the truth. This dedication to searching out the truth in turn implies that the liberally-educated man is pre- pared to function as critic in the society, whether large or small, through which his influence is felt. To this society he points out “the best that has been thought and said in the world”, and if by doing so, by showing where it has slipped into folly and hypocrisy, he becomes “a gadfly to the state”, then so much the better. The liberally-educated man is then a leader in that he shows the best way to society. Whether he does this primarily through his spirit, his thought, or his action docs not matter. What matters is that he is present to say, “There is good reason to put no stock in this”; or, “My dear friend, clear your mind of can’t”, when those around him are engaged in a meaningless and dangerous paroxysm of enthusiasm or fear. He is able to say these things with authority because his education has freed him to a large extent from the subjective traps of his own ego and supplied that liberated ego with knowledge of the major facts and values which the amassed experience of humanity can provide. With this equipment to help us we leave Ken- yon to undertake our further education, the job of living. To help in carrying the equipment and to make the job more amiable Kenyon has given us one final gift. It gave it subtly and in small portions so that none can say how, when or where it happened, whether in the classroom from the manifest nobility of certain professors, or from the social gatherings or different occa- sions around the Hill, or from the sports fields and their contests. Yet the fact of this final gift remains despite the difficulty of location or defi- nition. Essentially it is an attitude toward life and other human creatures. The heart of it is magnanimity, the large inclusiveness of far- looking men. In the view of such magnanimity all of life reaches toward dignity and purpose. By its precept every human creature deserves to he understood and none judged except where the welfare of either himself or of society makes it imperative. Through it the world and men take on a richness and value unknown to the constriction of the ego-entered mind, life be- comes at least equally a thing of enjoyment as of sorrow, and the course of human interaction is made pleasurable and significant. These things then Kenyon has given us, the liberal education and the enlarged spirit. They were given equally to all who wished them. There were, of course, benefits which each per- son gained in his private capacity—skills, rich and lasting friendships, memories deeper than he may care to admit. All this we have from the college years. It is what we came to Kenyon to get, an education. Robert Stewart Kenyon ’56 Three
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Page 4 text:
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Bruce Richardson..... Hans Gcscll.......... Howard Russell....... Phillip Bunyard...... James Truesdell........ ......Editor 1954 ...Co-Editor 1955 ...Co-Editor 1955 ......Co-ordinator ......Co-ordinator
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