Princeton University - Bric A Brac Yearbook (Princeton, NJ)

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Department of Religion Back Row: Harvey. Diamond, Vahanian. Front Row: Ashby, Ramsey, Thomas, Davies, Scott. with some disagreement among ' authorities do not either align themselves dogmatically with one side or seek refuge in the pseudo-sophistication of relativism or nihilism, as if all points of view were equally justifiable. The function of an education is to teach men to turn a wide variety of information and opinion to advantage. For the professor, the liberal arts college presents a challenge not to be content with specialized authority — say, concerning the Scandinavian drama in the 14th century — but to see his own work in many different per- spectives. He is less tempted than his colleagues in some European universities to put on the blinders of a private language or system and to become a prisoner of his idosyncrasies. The college setup helps to keep his thought fresh and more meaningful by forcing him on every turn to see it in relation to the work of others. In sum, the principles here stated entail the conception of a university as a community of scholars, not a castle with scores of ivory towers. There remains one conclusion so important that it might be called our fourth principle: a liberal arts edu- cation, and quite especially the teaching of the human- ities, depends on discussion no less than on lectures, and the students must bring to bear on their professors both what they have read and what they think they have learned in other courses. Without this confrontation, the dearly bought opportunities of a university are not realized. Without this personal contact and constant challenge, universities might well be supplanted by cheaper devices. Most students, no doubt, come nowhere near making the most of their opportunities. To be informed and entertained by their professors, and to receive an edu- cation as passively as one might watch a movie or T. V. show seems easier to them than trying to criticize their reading and to challenge their teachers with care and discrimination. Thus the process of liberal education becomes wasteful after all. Even so, most students un- doubtedly get a great deal out of it — if not as much as they might have — and what sticks is an attitude rather than any specialized information: an interest in different views, a mistrust of authorities, and the discovery that few things are more difficult, and more fun, than careful criticism. Standing: Young, Vlastos, Hamilton. Egbert, McLaughlin, Ses- sions, Chandler. Seated: Wade, Wilhelm, Baker. Harbison, Oates. Council of The Humanities School of Architecture Professors Peressutti; McLaughlin, Director; Olgay. 29

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opposition cither by a narrow (hoicc of readings or by refusing to take initially uncongenial ideas seriously. Vgain, the implications of this principle will bring out what is at stake. In his course work, the student must not be allowed to specialize narrowly, and he must not attach himself, as is the custom ill (iermany, to a single professor who be- i-i.ine his godfather and patron. Moreover, not only the faculh as a whole but e en the professors in each depart- ment should represent a wide ariet of points of view. What the -indents should In- taught above all else is critical thinking and. if possible. res| sible originality. The third principle i that these things which a uni- crsit can and should pro ide are of the utmost impor- tance bulb for the budding specialist and for our societj as a whole. free societj cannot endure unless there are large numbers of people who respect a wide variety of different points of view, trj to evaluate them critically, and know- that authority must be respected only where it prevails after critical examination — or in other words, that no man ran ever have more than provisional authority. This is an insight and a habit which our colleges should try tn instill not only in the future specialists but also in those thousands whose formal education ends when they graduate. The specialists who learn this will profit both as specialists and citizens. Their specialties they can and must work up largely for themselves, in the library or lab. But the universit) should provide what one cannot better learn by oneself. As J. S. Mill said in his Inaugural Vddress at St. Andrews in 1867: Men are men before the) are lawyers or physicians or manufacturers; and if Department of Classics Back Row: Mackenzie, Armstrong, Porter, Coleman-Norton, Bourne, Coheen. Front Run: West, Dickwoith, Oates, Goilolpliin, Fine. you make them capable and sensible men tbe will make themselves capable and sensible lawyers and physicians. To capable and sensible I should add critical and responsible. From what has been said so far. I should draw three small conclusions and one big one. The function of a liberal arts education is not to turn out well-rounded men who can chat with some assurance about a wide variety of subjects. It is not to breed cither ideal dinner guests or future ' authorities. It is rather to turn out men who won ' t be taken in by people who chat with assurance about a wide ariet of subjects: men who. confronted |i A H KtViJ 111 1 1 ' 1 ' H r M H mk i 1 , Aia H El i CBr i iW I li PARI HEM I ol MUSIC llm I, Row, Powers, Forbes, Babbitt. Front Run: knapp, So-inn-, Mendel, Weinricb, Cone. Department of Orkntai 1 ingi ices imd Literatures Back Ron: Sa ' iil. Korean. lm-I n lm. I. Monks, Hazard, Kritxeck, Pourhadi. Front Row: ZiaoVli, Gehman, Young, GuiBaume, Thomas. 28

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I ' r..h--ui- Cawlry, Baker. Thompson Department of English Professors MacAIlister, Willis, Foulet Department 0 Modern Languages ami Literatures There are those who wish our colleges to provide some form of indoctrination — something positive and patriotic. These men suspect the negativity of criticism. The answer was gi en long ago l Socrates when he com]iareil llie philosopher to a physician. An education in the human- ities is not an indoctrination, but an inoculation against all kinds of bigotry and inhumanity, against all those isms which claim that there is onl one road to health. Positively, it is a training in sympathy and an invitation to originality. Departmeni of Vbts ind Vrchaeoloci llai I. Row: Pong, Koch, Licht. Second Una: Holderbaum, Coffin, Martin, Hazlehurst, Seitz, Homer. Front Row: DeWald, Smith, Stillwell, Rowley, Egbert. 30