Western Union College - Pilot Yearbook (Le Mars, IA)

Page 21 text:

CHARLES ADOLPHUS NIOCK A. B., A. NI., B. D., Ph. D. lJl'E.S'iIl'f?7l I Professor of Philosophy and Bible L r 1 E Page 15 ai .M

Page 20 text:

EDUCATION AS ENRICHMENT OF PERSONALITY Perhaps a completely satisfactory definition of education has never yet been found. This is because education deals with life itself, and until we know mo1'e fully the meaning and value of life we must get along with approximate definitions- There are two general types of definitions, the one emphasizing the immediately practical or utilitarian, the other emphasizing the development and enrichment of personality, so that education may be regarded chiefly, on the one hand, as prepara- tion for making a living, and on the other hand, as preparation for making a life. An adequate working definition should include bothg education should prepare one not only to make a living but to take one's place efliciently in the necessary work of the world and it should at the same time provide for the broadening and deepening of the personal life. In a real sense the most useful studies are those which give us a broad horizon. They are those that give us a sense of relation to the men around us and 'to the men who have lived before us. A too narrow vocational training in the end defeats its own purpose. It may in a comparatively short time prepare one to do one thing that he may keep on doing all his life, a process which often means the thwarting of one's highest capacities and the dwarfing of personality so that a man is little more than pa1't of the machinery of a machine-age.-Dr. Throwing referring to this phase of educational effort says that often trade-winds are the chief academic atmospheres. The purpose seems to be not to make scholars, but to make carpenters, not to make students but journeymen. The aim of making a life has been supplanted by the aim of making a living. A liberal education is one that liberates, that sets free one's powers. It brings the person into the freedom of the truth through contact with the great minds of all ages, the remote as well as the near, and of all countries and all races. The education that means enrichment of life is largely a matter of contagion of personality made possible through the broad regime of liberal education. The man of liberal education is intellectually alert, a partner in humanity's life in the sharing of which he has created in himself a richer self-hood. He has a mind deep in its fathomings without obscurity, high and noble without visionariness, broad without thinnessf' He is also a man of deep sympathies, keen appreciations and righteous aspirations. In short, he is the man who has come to fullness of life: Reason plus sympathy plus appreciation equal fullness of life. C. A. MOCK. Page 14

Page 22 text:

HANNAH MAY THOMAS A. B., A. NI. Professor of English Language and Literature Pagz' I6 BEN-IAINIIN FRANKLIN ZUEHL A. B., B. D., A. NI., Ph. D. Dean Professor of Psychology and Education