Millikin University - Millidek Yearbook (Decatur, IL)

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C 3 filtltlliflil Sl l-L education is an effort on the part of one generation to enable the next 235: generation to adapt, tirst, its responses and, thereby, its nature, tothe dominant life relations. In doing this there are two basal elements l t which must be considered: C15 the knowledge and experiences acquired is 1 t by the race in its history, and C25 the present environing conditions of MR life, natural and artilicial. The so-called liberal education, for which the 9595! Q old-time college stood, looks more at the first of these great, necessary departments of education. lt has sought knowledge of the past, of human acquirements, of language, of letters, of philosophy, of activities. It has purported to give scholarship, culture, poise, understanding. The special and technical schools, which have arisen in such numbers in recent times, look chiefly to the second set of data, and use them more largely as the subject INHIICI' of their training. This new development is, of course, because of the over- whelining material, industrial, and social organization, and divisioniof labor of the age. founded on the great progress of the natural sciences. The purpose of this train- ing is. primarily, eldiciency. Because of this recent development and appeal of the mere conditions of life, there has been something of a conflict between these ideals of education. Une type looked Zu the adjustment of the new generation to the acquirements and ideals of the pastg the other looked to a special adaptation to present needs and practical ends-often largely material. lt has been questioned whether the liberal education can give efficiency, or adapt the individual to real life, it has been equally questioned whether the practical, technical education adapts men to real living-to the abiding verities of human ex- I'l.l'llCi'. James Millikin University stands for the belief that the complete adjustment to life is the real purpose of education, and that this is more than 'being in 'touch with a mass of knowledge of history of the progress of the human race, is more than the culture of personal qualities, and is, likewise, more than skill and efficiency in man- ipulating successfully the conditions under which life is to be lived. It is the belief here that sound education means the best possible adaptation to the whole of life, 18

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past and present, material and ideal, and an afljustnbility to the future: that it includft both the history of life and the processes of living. To the College of Arts and Sciences is given the function of insisting tEz:,t czzltmr is the best foundation for special efficiency. and that expressive -kill in rf-:il life i- il-. true test of culture. lt lies with this department to synthe-ize the t-.'..- formerly az- tagonistic views of education-the liberal and the practical. lt holfl- that :he nmn wh follows the ideal of liberal culture will be benciited by ri view 1 i this pri f.-..t4- by -.teh-c things are actually doneg and that the practical man will he more vitally 1-fiirzf-iii :-. social unit from acquaintance with the purposes of the Scholar, v If the Colleges of Arts and Sciences cannot unify :mfl lioiii-ilf-gin: tht- tins--rj-s - life and the technic of life there is. at present. no other linmrin :igf-ii--5' i-- liicig may look with hope. Q-T. XX' fin --'.'.:.y I9