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diff --git a/.gitattributes b/.gitattributes new file mode 100644 index 0000000..6833f05 --- /dev/null +++ b/.gitattributes @@ -0,0 +1,3 @@ +* text=auto +*.txt text +*.md text diff --git a/24082-h.zip b/24082-h.zip Binary files differnew file mode 100644 index 0000000..42a61fe --- /dev/null +++ b/24082-h.zip diff --git a/24082-h/24082-h.htm b/24082-h/24082-h.htm new file mode 100644 index 0000000..6ea659c --- /dev/null +++ b/24082-h/24082-h.htm @@ -0,0 +1,917 @@ + <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" + "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> +<html xmlns="http://www.w3.org/1999/xhtml"> +<head> +<meta name="generator" content="HTML Tidy for Linux (vers 1 September 2005), see www.w3.org" /> +<meta http-equiv="Content-Type" content="text/html; charset=utf-8" /> +<title>The Project Gutenberg eBook of A Broader Mission for Liberal Education.... by J. H. Worst.</title> + +<style type="text/css"> +/*<![CDATA[ XML blockout */ +<!-- + p { margin-top: .75em; + text-align: justify; + margin-bottom: .75em; + } + h1,h2,h3,h4,h5,h6 { + text-align: center; /* all headings centered */ + clear: both; + } + hr { width: 33%; + margin-top: 2em; + margin-bottom: 2em; + margin-left: auto; + margin-right: auto; + clear: both; + } + hr.c3 {width: 15%;} + hr.c2 {width: 25%;} + hr.c1 {width: 65%;} + + table {margin-left: auto; margin-right: auto;} + + body{margin-left: 10%; + margin-right: 10%; + } + + .transnote{width: 70%; padding-bottom: .5em; padding-top: .5em; + padding-left: .5em; padding-right: .5em; margin-left: 1em; + margin:auto; clear: left; margin-top: 1em; + font-size: 1.1em; color: black; background: #eeeeee; border: solid 1px;} + + .center {text-align: center;} + + .caption {font-weight: bold;} + + .address1 {text-align:center; font-size:1.5em; font-weight:bold;} + .address2 {text-align:center; font-size:1.2em; font-weight:bold;} + + .figcenter {margin: auto; text-align: center;} + + // --> + /* XML end ]]>*/ +</style> +</head> +<body> + + +<pre> + +The Project Gutenberg EBook of A Broader Mission for Liberal Education, by +John Henry Worst + +This eBook is for the use of anyone anywhere at no cost and with +almost no restrictions whatsoever. You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: A Broader Mission for Liberal Education + Baccalaureate Address, Delivered in Agricultural College + Chapel, Sunday June 9, 1901 + +Author: John Henry Worst + +Release Date: December 31, 2007 [EBook #24082] + +Language: English + +Character set encoding: UTF-8 + +*** START OF THIS PROJECT GUTENBERG EBOOK LIBERAL EDUCATION *** + + + + +Produced by K. Nordquist, Greg Bergquist and the Online +Distributed Proofreading Team at http://www.pgdp.net (This +file was produced from images generously made available +by The Internet Archive/American Libraries.) + + + + + + +</pre> + + +<h1>A Broader</h1> +<h1>Mission for</h1> +<h1>Liberal Education ...</h1> + +<div class="figcenter"><img src="images/i-001a.jpg" alt="" title="" /></div> + +<p class="address1"><em>Baccalaureate Address,<br /> +Delivered in<br /> +Agricultural College Chapel,<br /> +Sunday, June 9, 1901.</em></p> + +<p class="address2"><em>By</em>....<br /> +J. H. WORST, LL. D.<br /> +<em>President.</em></p> + +<hr class="c1" /> +<p class="address1">A Broader Mission for Liberal<br /> +Education.<br /> +<br /> +<br /></p> +<hr class="c2" /> + +<p class="address2"><br /> +<br /> +Baccalaureate Address, Delivered in Agricultural<br /> +College Chapel, Sunday, June 9, 1901.<br /> +<br /> +<br /></p> + +<hr class="c2" /> +<h4>BY J. H. WORST, LL. D.</h4> + +<hr class="c2" /> +<h4>AGRICULTURAL COLLEGE P. O.,</h4> +<h4>North Dakota.</h4> +<hr class="c1" /> + +<div class="figcenter"><img src="images/i-005b.jpg" alt="" title="" /></div> + +<hr class="c1" /> +<h2>A BROADER MISSION FOR LIBERAL EDUCATION.</h2> + +<hr class="c3" /> +<h3>BACCALAUREATE ADDRESS, DELIVERED IN AGRICULTURAL COLLEGE</h3> +<h3>CHAPEL, SUNDAY, JUNE 9, 1901.</h3> + +<hr class="c3" /> +<h4>BY J. H. WORST, LL. D., PRESIDENT.</h4> + +<p>In America we recognize no aristocracy except that of genius or of +character. Our countrymen are all citizens. Our government was founded +upon the principle that "all men are created free and equal" and though +intellectual endowments differ widely in individuals, yet special +privileges are accorded to no one as a birthright. Therefore the college +graduate, as well as any other aspirant, must carve his way to fame and +fortune by energy and perseverance, or lose his opportunity in the +tremendous activities going on about him. His only advantage is superior +training which must nevertheless be pitted against practical minds in +strenuous rivalry for every desirable thing he would accomplish. The +mere fact of education is considered no badge of merit. Education +represents power, but until it manifests itself in action, it is merely +static, not dynamic, potential, not actual. It conveys to its recipient +no self-acting machinery which, without lubricant or engineer will reel +off success or impress mankind, as a matter of course.</p> + +<p>The question is no longer asked by practical men "what does a man know" +but "what can he do?" Knowing and doing have thus become so intimately +associated by common consent as to be inseparable; for knowing without +doing is indolence and doing without knowing is waste of energy. The +former is sinful, the latter wasteful. For many years progressive +educators have been striving against the culture-alone theory and +advocating the education of the whole man—hand as well as head, body as +well as mind. As a result the ancient educational structure is pretty +well broken down, and the erstwhile curriculum has become a +reminiscence. Many wealthy parents still educate their children for the +larger pleasure which they believe education of the old type will afford +them in life, but parents generally have come to look upon life as a +period of intense activity rather than a brief round of pleasure, and +hence provide an education for their children that will fit them for the +every day demands that duty or necessity may make upon them. Since it is +a matter of common observation that wealth is easily dissipated, +especially when inherited, farseeing parents prefer an education for +their children that is adapted to some useful end rather than the +education that is largely ornamental or fashionable.</p> + +<p>The vicissitudes of life are many. Fortune is fickle and but few young +people can hope to command perpetual leisure even should their bad +judgment make such a thing desirable. There can never be real +independence of thought and action apart from one's conscious ability to +cope with others on equal terms in any human emergency. The young man +who rejoices in the provident hoardings of his ancestors which exempt +him from strenuous exertion on his own part has but a small mission in +life. Work is the normal condition of man. The stern necessity that +compels him to labor, to think and to plan, lifts him into the +pleasurable atmosphere of usefulness and imparts zeal and ambition to +his energies. There can be no "excellence without great labor", and +"hard work is only another name for genius."</p> + +<p>A young man cannot begin life with a richer heritage than good health, +good habits and a liberal education—an education that imparts culture to +his mind and power to his body. If he should never have occasion to use +his hands in some useful vocation, the training they have received will +never prove burdensome. On the other hand, the fact of being in +possession of reserve powers will prove a source of pleasure. It will +dispel many a dark cloud and remove positive forebodings of possible +want. The world is strewn with the wrecks of men who inherited fortunes +before they had developed the mental poise or business experience +necessary to estimate money at its true value. If they had earned their +money by honest effort they would not have fallen into habits that led +to unbridled extravagance and ultimate disgrace. The inheritance of +unearned wealth quite frequently proves a curse rather than a blessing.</p> + +<p>God never intended, however, that parents should provide a property +inheritance for their children that will deprive them of the natural +advantages which reasonable labor and its restraining influence afford +both body and mind. Parental drudgery and self-denial for the purpose of +relieving children from the necessity of wholesome effort is mistaken +generosity. It makes parent and child alike fall short of the high +purposes for which life is given. For life is intended for more +important purposes than mere money-getting or the pursuit of objects +from which man is utterly divorced at death. Poor indeed must be the +soul if, at death, it must part from all it loved in life. But this +frenzy of excitement in which parents live in order that their children +may be heirs leaves no time for the consideration of higher and better +things. How much more lamentable, too, is such striving in the light of +the fact that those who are to be benefited by these inheritances are in +reality harmed and checked in their development. Said Senator Dolliver: +"If I had a son and $100,000, I would keep the two apart."</p> + +<p>Every man owes a duty to God, to his country, to his family and to +himself. To discharge these obligations honestly, fearlessly and with +credit should be his earnest purpose. No ambition should be entertained +that does not embrace these fundamental duties and no career should be +considered worthy that even underrates their sanctity. The fact that men +occasionally become prominent in business, social and political affairs +by subordinating conscience and character to position or gain should not +swerve a young man from the strict path of rectitude. Victories won by +strategy or injustice, whether in business or politics, seldom remain +permanent and never afford substantial enjoyment. Society has but little +use for the man who wears a mask.</p> + +<p>In this busy world there is honest work for every man to perform. +Civilization has multiplied human wants and also developed the ingenuity +necessary to gratify them. But it requires labor. Not such, however, as +was performed by the slave, but skilled labor—labor where the hand is +guided by an intellect, quickened by the agency of class-room and +laboratory for the task assigned; labor, such as will reflect credit +upon and elevate a gentleman. For there is no honest work a gentleman +may not do. Work elevates a man. It perpetuates the manhood he +inherited, which was built up by labor and thought in the flesh and +blood of his ancestors. The necessity for labor, therefore is heaven's +blessing and to repudiate it is to invite physical and mental decay.</p> + +<p>Liberal education should take a far wider range than has ever been +assigned to it and exert an influence affecting matter as well as mind. +It has a double mission, that of facilitating earning power to provide +for physical comforts and also to prepare them to live.</p> + +<p>In a republic where every able bodied citizen is an equal factor and +where one is possessed of mutual privileges and obligations, society +demands that each shall do his part. To be consistent society also +should afford equal educational facilities for all; facilities having as +direct bearing upon vocation as upon profession, and for those desiring +it, an educational training as liberal for manual pursuits as is +required for law, medicine or theology.</p> + +<p>The standard of manhood must advance to meet the new conditions and the +tremendous responsibilities of the century we have entered upon. Within +the present boundaries of the United States there exists the requisite +area, soil fertility and other resources sufficient to support a +government of five hundred million people. Our patriotism, therefore, +must be directed toward realizing the largest possible destiny for our +country. We should strive so to conserve the natural resources of the +nation that with six or seven times our present population there will be +no abridgment of opportunity to make a living and to fulfill the purpose +for which life was created. The experiment of self-government will have +to withstand severer strains in the future than in the past unless our +education is as democratic as our politics. The educational energies of +the nation must be so diffused as to uplift all classes, reducing to the +smallest possible minimum the army of unskilled workmen. Through skill +and training, labor must become pleasure. Steam and electricity must +take the place of human energy, lessen waste of raw material and elevate +the hand that guides the machine.</p> + +<p>The present generation is sinfully extravagant. Forests, mines and soil +fertility are wasted with wanton prodigality. We speak of our coal +deposits and oil and gas wells as inexhaustible. We simply mean that it +will be impossible for this and probably for the next generation to +exhaust them. But coal mines are not inexhaustible. Oil and gas wells +are problematical as to the length of time they will yield their +products. To such an extent have the forests been destroyed that +substitutes for timber are already sought for building purposes and +manufactures. Timber that would be worth millions of dollars to our +grand children is burned in a day to provide a sheep pasture on some +western mountain. We seem determined to waste and destroy what we cannot +consume or turn into ready money.</p> + +<p>European countries abound in sad memories of wasted soil fertility and +forest destruction. Slowly but surely they are rebuilding and +rehabilitating worn out tracts at tremendous expense. The ruin which +ignorance accomplished with alacrity, education is slowly and painfully +undoing. Americans should heed the lessons of history and profit by the +mistakes of other countries. The production of food, clothing and other +necessaries of life which is of vital importance to a nation, cannot, +with safety, be left to blind forces or to revered but ignorant +traditions. For it is a singular fact that science had quite as much to +do with ridding agriculture and the manufacture of commodities of +debilitating superstitions that not only retarded progress but were +positively injurious to both man and material, as it had to do with the +introduction of rational ideas. The rapid increase of the world's +population and the very general occupancy of arable lands throughout the +world, presupposes that the maximum of food production will soon be +reached. A liberal and general diffusion of scientific information among +agriculturists alone can augment the productive power of the soil and at +the same time conserve its fertility for the support of future +generations. This subject demands a real awakening of public sentiment +as to its importance. Provision must be made for thorough training that +will direct the labor which produces the fruits of the earth. Thus to +broaden the scope of liberal education it must be divested of all +aristocratic limitations and rendered sufficiently democratic to meet +the wants of the sons of toil.</p> + +<p>The question naturally arises, will the general introduction of science +studies in American schools tend to lower the standard of scholarship? +If so, will the more democratic and hence utilitarian influence it +exerts, compensate for the change? To the first question the classical +schools will quite generally and naturally give an affirmative answer. +But the answer must not be considered as conclusive in settling the +question even if believed to be true, in view of the contention that +surrounds the second question. More than scholarship is needed to direct +and control the affairs of men. Mere scholarship—book-learning—is seldom +effective in the solution of intricate national and economic problems. +For profound judgment and constructive ability, such as frequently +become imperative in great crises are qualities which are not evolved +through classical investigations. They are born rather of experience and +contact with the rugged every day affairs of life. To exert a guiding +influence in the affairs of state one must feel the throb of living +forces and come in touch with the great heart of humanity.</p> + +<p>The study of ancient languages has long held the honored place in the +universities of Europe and America as peculiarly essential to mature +scholarship. They answered the purpose intended, for the sciences were +unknown or in the infancy of their development and there was but little +besides the ancient languages with which to train the student mind. But +should they dominate the curricula of the twentieth century? Do they +meet the requirements of this intensely practical age?</p> + +<p>Whatever may be said against the materialistic tendency of the present +time, the scholarship of the idealists at least did not retard its +growth. Materialism abounds everywhere at present. The object sought by +introducing scientific in lieu of classical studies in some of the +higher institutions of learning is that facilities may be afforded the +children of the productive classes, such as they can accept and which +will have a directing influence upon labor. Whether such change will +tend to increase or lessen materialistic tendencies, remains to be seen. +The conditions will certainly be made no worse. For to balance +educational forces and more nearly to, equalize educational +opportunities can only result in improvement. Equilibrium of +intelligence tends to unify and harmonize American interests and to +strengthen patriotism. And should liberal scientific education thus +extend its beneficence to all conditions of men, especially to those +hitherto unprovided with facilities for preparation for their vocations, +we can at least endure the innovation, for it does not aim at the +impairment of educational opportunities so long maintained for students +able or desirous to take classical training. Some of the foremost +educators of the day admit that the study of the sciences possess as +much disciplinary value as that of the ancient languages, and the +information obtained, even though incidental to the culture sought after +is of inestimable value in the practical affairs of life. The fact that +but few instructors are prepared to teach the sciences as creditably as +they are to teach the ancient languages, does not weaken the claims set +up for scientific education. In the opinion of many sound educators, the +cultural advantages of the dead languages, all things considered, are +received at the expense of more important subjects. Says The World's +Work: "The easier and better way of retaining, restoring and greatly +broadening the culture-studies of a college course is to recognize the +culture of our own language and literature. A broader and saner and more +humane and thorough and loving study of the literature of our own race +is the obvious way out of the dilemma. And it is more than an escape +from a dilemma. It is a better means of broadening and deepening our +culture than we have over utilized or tried."</p> + +<p>The ancient classics as taught in high schools are of but little +cultural value. Not one student in a hundred reaches the degree of +attainment that presupposes a positive benefit. If the time were devoted +to acquiring a more thorough understanding of our mother tongue it would +be more creditable. To give time to translating good Latin into poor +English is paying an extravagant homage to a fetish. Training in the +ancient languages must be long-continued and far-reaching, or it seems +to be of little value. The needs of culture cannot be satisfied by mere +discipline any more than they can be satisfied by merely utilitarian +subjects. But where the training is essentially practical and directly +helpful in discharging the highest of all human duties, that of +providing the necessaries of life, while at the same time affording +abundant opportunity for the study of the language and literature of our +own race, the blending thus of cultural and practical training should +possess a clientage immeasurably larger, because more useful, than where +only the purely cultural is sought. Where the head is educated away from +the hand and the number fitted for ministerial and professional duties +far overruns the demand for service, a heavy burden is imposed upon the +producing masses. At the same time thousands are graduated every year +for positions that have only a prospective existence. The professions +are overcrowded to a degree that challenges the sanity of the country's +educational energies. And were it not for the gravity of the theme, the +strenuous defense that is set up for the system and the efforts put +forth every day to still further augment the number of neophytes for +professional honors, it would seem ridiculous.</p> + +<p>But why this overcrowding? Because the atmosphere of the professional +institution fills the student with prejudice against physical labor. It +is menial. His education has fitted him for something nobler than to +toil in the field or in the work-shop. Institutional rivalry also does +its share, sending out alluring advertisements and thus filling the +college classes with recruits from the farms and from the homes of labor +with candidates for positions in life of greater respectability than +their parents were able to enjoy. The seeds of prejudice against rural +life and manual labor are often scattered in the country schools by +teachers innocently imbued with the "ideal condition." The fascinations +and allurements of the city readily impress themselves upon the youthful +mind, and the fact that facilities for liberal education were not +offered for the relief of the toiling millions, unless to transform them +into a different social element, naturally turned the eyes of those who +were able to obtain a liberal education toward the cities.</p> + +<p>It remained for the federal government to attempt to turn the tide that +was setting too strongly toward urban life. The government's remedy is +not prohibitive legislation, but what should have been afforded without +direct government interference—a liberal education with a direct bearing +upon agriculture and the mechanic arts for those who naturally desire to +fit themselves for such pursuits; to place the farmer and the artisan +upon an intellectual and social plane that will attract rather than +repel those who would develop the country's resources. At the same time +no effort should be made, for the sake of patronage or for institutional +advantage to influence a student from the calling his heart honestly +indicates as the one for which natural taste and native ability, +quickened by educational training, fits him. The thing to be avoided, +rather, is the inculcation of prejudice against useful vocations and +desirable pursuits as being undignified and consequently beneath the +notice or ambition of a gentleman.</p> + +<p>Do scientific inquiry and scientific knowledge generally diffused +augment human greed? Do they tend to promote avarice? Most certainly +they do not. The man of science can see so much beyond—so much of beauty +and design that even the drudgery of toil is forgotten in contemplation +of the forces which he aids or controls.</p> + +<p>No thoughts can arise above the thoughts of God as written in the +growing plant or painted upon the bow that arches the sky. To the man of +science, even the raw material which he reconstructs into useful +commodities contains a revelation in every grain and fiber. The swelling +bud, the opening flower, the growing plant, the greeting shower, each is +a chapter from Nature's open book, full of inspiration. Beyond them and +above them he sees the hand and hears the voice of God. And since he +lives and works thus close to Nature's throbbing heart and in close +communion with forces that link the finite to the Infinite, who dares to +spurn the dignity of his toil or characterize his associations as +menial.</p> + +<p>To live is man's first duty; to live well his privilege. But the world +has its severe as well as delightful aspects. The divine law which +commands man to subdue and replenish the earth is not less mandatory +than that other law which commands him to "lay up treasure in heaven." +And just as material wants antedate the soul's awakening or reason's +dawning, so throughout all life, physical well-being precedes and +contributes to the growth of the higher life.</p> + +<p>But, in the language of Herbert Spencer: "That increasing acquaintance +with the laws of phenomenon which has through successive ages enabled us +to subjugate Nature to our needs, and in these days gives the common +laborer comforts which a few centuries ago, kings could not purchase, is +scarcely in any degree owed to appointed means of instructing our youth. +The vital knowledge—that by which we have grown as a nation to what we +are, and which now underlies our whole existence, is a knowledge that +has got itself taught in nooks and corners; while the ordained agencies +for teaching have been mumbling little else but dead formulas."</p> + +<p>But we may hope for better things. We may, some of us, live even to see +liberal education divest herself of exclusive restrictions and +eighteenth century idealism and walk hand in hand with twentieth century +progress; this will be when the "overwhelming influence of established +routine" shall give way to practical knowledge and love for the +ornamental in education shall no longer override the useful.</p> + +<p>E. P. Powel, in The Arena for April, most beautifully and expressively +contemplates the schools which are to be. He says: "I will picture what +I believe to be the common school of the twentieth century. There will +be handsome schoolhouses in abundance, placed in the center of large +gardens. The children will study books half a day, and things the other +half. The brain will not get any more training than the hands. Manual +culture which is already a part of the school life of a few towns, will +be a part of school life everywhere. The school will have its shops and +its gardens—and to use tools will be the chief end of culture. Man got +away from the monkey by his power to make and use tools. He goes back to +the ape when his hands have to be cased in gloves and his brain is +ashamed of decent labor. In these school-gardens botany will be applied +to horticulture. In the shops our boys and girls will learn to create +things. The trouble with education now is that it divorces knowledge +from work—the brains from the hands. In the twentieth century the glory +of American education will also be a thorough knowledge of economics, +civics and history, applied to good citizenship. Colleges will surely be +a part of the common school system, and just as full of modern life. I +believe we shall see the day when boys and girls who are in the common +school together; without damage, can be co-educated in all other grades +of school life. The farmer will then not have a separate and specific +college for agriculture, while the rest have one for 'mental culture;' +nor will college boys in those days be ashamed to look ahead to farming +as a profession. There is no occupation that requires so much wit and +educated tact, and so much positive knowledge as farming. When we get +the schools, we shall get a style of farming that will be as keenly +intellectual as our present style is wasteful and unintelligent."</p> + +<p>And yet, strange as it may appear, the mission and purpose of an +agricultural college must be constantly defended in a state almost +wholly devoted to agriculture.</p> + +<p>In conclusion I quote from Herbert Spencer again: "How to live?—that is +the essential question for us. Not how to live in the material sense +only, but in the widest sense. The general problem which comprehends +every special problem is—the right ruling of conduct in all directions +under all circumstances. In what way to treat the body; in what way to +treat the mind; in what way to manage our affairs; in what way to bring +up a family; in what way to behave as a citizen; in what way to realize +all those sources of happiness which nature supplies—how to use all our +faculties to the greatest advantage to ourselves and others—how to live +completely. And this being the great thing needful for us to learn, is, +by consequence, the great thing which education has to teach. To prepare +us for complete living is the function which education has to discharge; +and the only rational mode of judging of any educational course is, to +judge in what degree it discharges such functions."</p> + +<div class="transnote" > Transcribers Note: The following words were corrected from the author's original spelling:<br /> +<br /> +<i>problemetical changed to problematical</i><br /> +<i>neophites changed to neophytes</i></div> + + + + + + + +<pre> + + + + + +End of the Project Gutenberg EBook of A Broader Mission for Liberal Education, by +John Henry Worst + +*** END OF THIS PROJECT GUTENBERG EBOOK LIBERAL EDUCATION *** + +***** This file should be named 24082-h.htm or 24082-h.zip ***** +This and all associated files of various formats will be found in: + http://www.gutenberg.org/2/4/0/8/24082/ + +Produced by K. 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You may copy it, give it away or +re-use it under the terms of the Project Gutenberg License included +with this eBook or online at www.gutenberg.org + + +Title: A Broader Mission for Liberal Education + Baccalaureate Address, Delivered in Agricultural College + Chapel, Sunday June 9, 1901 + +Author: John Henry Worst + +Release Date: December 31, 2007 [EBook #24082] + +Language: English + +Character set encoding: ASCII + +*** START OF THIS PROJECT GUTENBERG EBOOK LIBERAL EDUCATION *** + + + + +Produced by K. Nordquist, Greg Bergquist and the Online +Distributed Proofreading Team at http://www.pgdp.net (This +file was produced from images generously made available +by The Internet Archive/American Libraries.) + + + + + + + + + + +A Broader +Mission for +Liberal Education... + +_Baccalaureate Address, +Delivered in +Agricultural College Chapel, +Sunday, June 9, 1901._ + +_By_.... +J. H. WORST, LL. D. +_President._ + + + + +A Broader Mission for Liberal +Education. + +Baccalaureate Address, Delivered in Agricultural +College Chapel, Sunday, June 9, 1901. + + +BY J. H. WORST, LL. D. + + +AGRICULTURAL COLLEGE P. O., +North Dakota. + +[Illustration: J H Worst] + + + + +A BROADER MISSION FOR LIBERAL EDUCATION. + +BACCALAUREATE ADDRESS, DELIVERED IN AGRICULTURAL COLLEGE CHAPEL, SUNDAY, +JUNE 9, 1901. + +BY J. H. WORST, LL. D., PRESIDENT. + + +In America we recognize no aristocracy except that of genius or of +character. Our countrymen are all citizens. Our government was founded +upon the principle that "all men are created free and equal" and though +intellectual endowments differ widely in individuals, yet special +privileges are accorded to no one as a birthright. Therefore the college +graduate, as well as any other aspirant, must carve his way to fame and +fortune by energy and perseverance, or lose his opportunity in the +tremendous activities going on about him. His only advantage is superior +training which must nevertheless be pitted against practical minds in +strenuous rivalry for every desirable thing he would accomplish. The +mere fact of education is considered no badge of merit. Education +represents power, but until it manifests itself in action, it is merely +static, not dynamic, potential, not actual. It conveys to its recipient +no self-acting machinery which, without lubricant or engineer will reel +off success or impress mankind, as a matter of course. + +The question is no longer asked by practical men "what does a man know" +but "what can he do?" Knowing and doing have thus become so intimately +associated by common consent as to be inseparable; for knowing without +doing is indolence and doing without knowing is waste of energy. The +former is sinful, the latter wasteful. For many years progressive +educators have been striving against the culture-alone theory and +advocating the education of the whole man--hand as well as head, body as +well as mind. As a result the ancient educational structure is pretty +well broken down, and the erstwhile curriculum has become a +reminiscence. Many wealthy parents still educate their children for the +larger pleasure which they believe education of the old type will afford +them in life, but parents generally have come to look upon life as a +period of intense activity rather than a brief round of pleasure, and +hence provide an education for their children that will fit them for the +every day demands that duty or necessity may make upon them. Since it is +a matter of common observation that wealth is easily dissipated, +especially when inherited, farseeing parents prefer an education for +their children that is adapted to some useful end rather than the +education that is largely ornamental or fashionable. + +The vicissitudes of life are many. Fortune is fickle and but few young +people can hope to command perpetual leisure even should their bad +judgment make such a thing desirable. There can never be real +independence of thought and action apart from one's conscious ability to +cope with others on equal terms in any human emergency. The young man +who rejoices in the provident hoardings of his ancestors which exempt +him from strenuous exertion on his own part has but a small mission in +life. Work is the normal condition of man. The stern necessity that +compels him to labor, to think and to plan, lifts him into the +pleasurable atmosphere of usefulness and imparts zeal and ambition to +his energies. There can be no "excellence without great labor", and +"hard work is only another name for genius." + +A young man cannot begin life with a richer heritage than good health, +good habits and a liberal education--an education that imparts culture +to his mind and power to his body. If he should never have occasion to +use his hands in some useful vocation, the training they have received +will never prove burdensome. On the other hand, the fact of being in +possession of reserve powers will prove a source of pleasure. It will +dispel many a dark cloud and remove positive forebodings of possible +want. The world is strewn with the wrecks of men who inherited fortunes +before they had developed the mental poise or business experience +necessary to estimate money at its true value. If they had earned their +money by honest effort they would not have fallen into habits that led +to unbridled extravagance and ultimate disgrace. The inheritance of +unearned wealth quite frequently proves a curse rather than a blessing. + +God never intended, however, that parents should provide a property +inheritance for their children that will deprive them of the natural +advantages which reasonable labor and its restraining influence afford +both body and mind. Parental drudgery and self-denial for the purpose of +relieving children from the necessity of wholesome effort is mistaken +generosity. It makes parent and child alike fall short of the high +purposes for which life is given. For life is intended for more +important purposes than mere money-getting or the pursuit of objects +from which man is utterly divorced at death. Poor indeed must be the +soul if, at death, it must part from all it loved in life. But this +frenzy of excitement in which parents live in order that their children +may be heirs leaves no time for the consideration of higher and better +things. How much more lamentable, too, is such striving in the light of +the fact that those who are to be benefited by these inheritances are in +reality harmed and checked in their development. Said Senator Dolliver: +"If I had a son and $100,000, I would keep the two apart." + +Every man owes a duty to God, to his country, to his family and to +himself. To discharge these obligations honestly, fearlessly and with +credit should be his earnest purpose. No ambition should be entertained +that does not embrace these fundamental duties and no career should be +considered worthy that even underrates their sanctity. The fact that men +occasionally become prominent in business, social and political affairs +by subordinating conscience and character to position or gain should not +swerve a young man from the strict path of rectitude. Victories won by +strategy or injustice, whether in business or politics, seldom remain +permanent and never afford substantial enjoyment. Society has but little +use for the man who wears a mask. + +In this busy world there is honest work for every man to perform. +Civilization has multiplied human wants and also developed the ingenuity +necessary to gratify them. But it requires labor. Not such, however, as +was performed by the slave, but skilled labor--labor where the hand is +guided by an intellect, quickened by the agency of class-room and +laboratory for the task assigned; labor, such as will reflect credit +upon and elevate a gentleman. For there is no honest work a gentleman +may not do. Work elevates a man. It perpetuates the manhood he +inherited, which was built up by labor and thought in the flesh and +blood of his ancestors. The necessity for labor, therefore is heaven's +blessing and to repudiate it is to invite physical and mental decay. + +Liberal education should take a far wider range than has ever been +assigned to it and exert an influence affecting matter as well as mind. +It has a double mission, that of facilitating earning power to provide +for physical comforts and also to prepare them to live. + +In a republic where every able bodied citizen is an equal factor and +where one is possessed of mutual privileges and obligations, society +demands that each shall do his part. To be consistent society also +should afford equal educational facilities for all; facilities having as +direct bearing upon vocation as upon profession, and for those desiring +it, an educational training as liberal for manual pursuits as is +required for law, medicine or theology. + +The standard of manhood must advance to meet the new conditions and the +tremendous responsibilities of the century we have entered upon. Within +the present boundaries of the United States there exists the requisite +area, soil fertility and other resources sufficient to support a +government of five hundred million people. Our patriotism, therefore, +must be directed toward realizing the largest possible destiny for our +country. We should strive so to conserve the natural resources of the +nation that with six or seven times our present population there will be +no abridgment of opportunity to make a living and to fulfill the purpose +for which life was created. The experiment of self-government will have +to withstand severer strains in the future than in the past unless our +education is as democratic as our politics. The educational energies of +the nation must be so diffused as to uplift all classes, reducing to the +smallest possible minimum the army of unskilled workmen. Through skill +and training, labor must become pleasure. Steam and electricity must +take the place of human energy, lessen waste of raw material and elevate +the hand that guides the machine. + +The present generation is sinfully extravagant. Forests, mines and soil +fertility are wasted with wanton prodigality. We speak of our coal +deposits and oil and gas wells as inexhaustible. We simply mean that it +will be impossible for this and probably for the next generation to +exhaust them. But coal mines are not inexhaustible. Oil and gas wells +are problematical as to the length of time they will yield their +products. To such an extent have the forests been destroyed that +substitutes for timber are already sought for building purposes and +manufactures. Timber that would be worth millions of dollars to our +grand children is burned in a day to provide a sheep pasture on some +western mountain. We seem determined to waste and destroy what we cannot +consume or turn into ready money. + +European countries abound in sad memories of wasted soil fertility and +forest destruction. Slowly but surely they are rebuilding and +rehabilitating worn out tracts at tremendous expense. The ruin which +ignorance accomplished with alacrity, education is slowly and painfully +undoing. Americans should heed the lessons of history and profit by the +mistakes of other countries. The production of food, clothing and other +necessaries of life which is of vital importance to a nation, cannot, +with safety, be left to blind forces or to revered but ignorant +traditions. For it is a singular fact that science had quite as much to +do with ridding agriculture and the manufacture of commodities of +debilitating superstitions that not only retarded progress but were +positively injurious to both man and material, as it had to do with the +introduction of rational ideas. The rapid increase of the world's +population and the very general occupancy of arable lands throughout the +world, presupposes that the maximum of food production will soon be +reached. A liberal and general diffusion of scientific information among +agriculturists alone can augment the productive power of the soil and at +the same time conserve its fertility for the support of future +generations. This subject demands a real awakening of public sentiment +as to its importance. Provision must be made for thorough training that +will direct the labor which produces the fruits of the earth. Thus to +broaden the scope of liberal education it must be divested of all +aristocratic limitations and rendered sufficiently democratic to meet +the wants of the sons of toil. + +The question naturally arises, will the general introduction of science +studies in American schools tend to lower the standard of scholarship? +If so, will the more democratic and hence utilitarian influence it +exerts, compensate for the change? To the first question the classical +schools will quite generally and naturally give an affirmative answer. +But the answer must not be considered as conclusive in settling the +question even if believed to be true, in view of the contention that +surrounds the second question. More than scholarship is needed to direct +and control the affairs of men. Mere scholarship--book-learning--is +seldom effective in the solution of intricate national and economic +problems. For profound judgment and constructive ability, such as +frequently become imperative in great crises are qualities which are not +evolved through classical investigations. They are born rather of +experience and contact with the rugged every day affairs of life. To +exert a guiding influence in the affairs of state one must feel the +throb of living forces and come in touch with the great heart of +humanity. + +The study of ancient languages has long held the honored place in the +universities of Europe and America as peculiarly essential to mature +scholarship. They answered the purpose intended, for the sciences were +unknown or in the infancy of their development and there was but little +besides the ancient languages with which to train the student mind. But +should they dominate the curricula of the twentieth century? Do they +meet the requirements of this intensely practical age? + +Whatever may be said against the materialistic tendency of the present +time, the scholarship of the idealists at least did not retard its +growth. Materialism abounds everywhere at present. The object sought by +introducing scientific in lieu of classical studies in some of the +higher institutions of learning is that facilities may be afforded the +children of the productive classes, such as they can accept and which +will have a directing influence upon labor. Whether such change will +tend to increase or lessen materialistic tendencies, remains to be seen. +The conditions will certainly be made no worse. For to balance +educational forces and more nearly to, equalize educational +opportunities can only result in improvement. Equilibrium of +intelligence tends to unify and harmonize American interests and to +strengthen patriotism. And should liberal scientific education thus +extend its beneficence to all conditions of men, especially to those +hitherto unprovided with facilities for preparation for their vocations, +we can at least endure the innovation, for it does not aim at the +impairment of educational opportunities so long maintained for students +able or desirous to take classical training. Some of the foremost +educators of the day admit that the study of the sciences possess as +much disciplinary value as that of the ancient languages, and the +information obtained, even though incidental to the culture sought after +is of inestimable value in the practical affairs of life. The fact that +but few instructors are prepared to teach the sciences as creditably as +they are to teach the ancient languages, does not weaken the claims set +up for scientific education. In the opinion of many sound educators, the +cultural advantages of the dead languages, all things considered, are +received at the expense of more important subjects. Says The World's +Work: "The easier and better way of retaining, restoring and greatly +broadening the culture-studies of a college course is to recognize the +culture of our own language and literature. A broader and saner and more +humane and thorough and loving study of the literature of our own race +is the obvious way out of the dilemma. And it is more than an escape +from a dilemma. It is a better means of broadening and deepening our +culture than we have over utilized or tried." + +The ancient classics as taught in high schools are of but little +cultural value. Not one student in a hundred reaches the degree of +attainment that presupposes a positive benefit. If the time were devoted +to acquiring a more thorough understanding of our mother tongue it would +be more creditable. To give time to translating good Latin into poor +English is paying an extravagant homage to a fetish. Training in the +ancient languages must be long-continued and far-reaching, or it seems +to be of little value. The needs of culture cannot be satisfied by mere +discipline any more than they can be satisfied by merely utilitarian +subjects. But where the training is essentially practical and directly +helpful in discharging the highest of all human duties, that of +providing the necessaries of life, while at the same time affording +abundant opportunity for the study of the language and literature of our +own race, the blending thus of cultural and practical training should +possess a clientage immeasurably larger, because more useful, than where +only the purely cultural is sought. Where the head is educated away from +the hand and the number fitted for ministerial and professional duties +far overruns the demand for service, a heavy burden is imposed upon the +producing masses. At the same time thousands are graduated every year +for positions that have only a prospective existence. The professions +are overcrowded to a degree that challenges the sanity of the country's +educational energies. And were it not for the gravity of the theme, the +strenuous defense that is set up for the system and the efforts put +forth every day to still further augment the number of neophytes for +professional honors, it would seem ridiculous. + +But why this overcrowding? Because the atmosphere of the professional +institution fills the student with prejudice against physical labor. It +is menial. His education has fitted him for something nobler than to +toil in the field or in the work-shop. Institutional rivalry also does +its share, sending out alluring advertisements and thus filling the +college classes with recruits from the farms and from the homes of labor +with candidates for positions in life of greater respectability than +their parents were able to enjoy. The seeds of prejudice against rural +life and manual labor are often scattered in the country schools by +teachers innocently imbued with the "ideal condition." The fascinations +and allurements of the city readily impress themselves upon the youthful +mind, and the fact that facilities for liberal education were not +offered for the relief of the toiling millions, unless to transform them +into a different social element, naturally turned the eyes of those who +were able to obtain a liberal education toward the cities. + +It remained for the federal government to attempt to turn the tide that +was setting too strongly toward urban life. The government's remedy is +not prohibitive legislation, but what should have been afforded without +direct government interference--a liberal education with a direct +bearing upon agriculture and the mechanic arts for those who naturally +desire to fit themselves for such pursuits; to place the farmer and the +artisan upon an intellectual and social plane that will attract rather +than repel those who would develop the country's resources. At the same +time no effort should be made, for the sake of patronage or for +institutional advantage to influence a student from the calling his +heart honestly indicates as the one for which natural taste and native +ability, quickened by educational training, fits him. The thing to be +avoided, rather, is the inculcation of prejudice against useful +vocations and desirable pursuits as being undignified and consequently +beneath the notice or ambition of a gentleman. + +Do scientific inquiry and scientific knowledge generally diffused +augment human greed? Do they tend to promote avarice? Most certainly +they do not. The man of science can see so much beyond--so much of +beauty and design that even the drudgery of toil is forgotten in +contemplation of the forces which he aids or controls. + +No thoughts can arise above the thoughts of God as written in the +growing plant or painted upon the bow that arches the sky. To the man of +science, even the raw material which he reconstructs into useful +commodities contains a revelation in every grain and fiber. The swelling +bud, the opening flower, the growing plant, the greeting shower, each is +a chapter from Nature's open book, full of inspiration. Beyond them and +above them he sees the hand and hears the voice of God. And since he +lives and works thus close to Nature's throbbing heart and in close +communion with forces that link the finite to the Infinite, who dares to +spurn the dignity of his toil or characterize his associations as +menial. + +To live is man's first duty; to live well his privilege. But the world +has its severe as well as delightful aspects. The divine law which +commands man to subdue and replenish the earth is not less mandatory +than that other law which commands him to "lay up treasure in heaven." +And just as material wants antedate the soul's awakening or reason's +dawning, so throughout all life, physical well-being precedes and +contributes to the growth of the higher life. + +But, in the language of Herbert Spencer: "That increasing acquaintance +with the laws of phenomenon which has through successive ages enabled us +to subjugate Nature to our needs, and in these days gives the common +laborer comforts which a few centuries ago, kings could not purchase, is +scarcely in any degree owed to appointed means of instructing our youth. +The vital knowledge--that by which we have grown as a nation to what we +are, and which now underlies our whole existence, is a knowledge that +has got itself taught in nooks and corners; while the ordained agencies +for teaching have been mumbling little else but dead formulas." + +But we may hope for better things. We may, some of us, live even to see +liberal education divest herself of exclusive restrictions and +eighteenth century idealism and walk hand in hand with twentieth century +progress; this will be when the "overwhelming influence of established +routine" shall give way to practical knowledge and love for the +ornamental in education shall no longer override the useful. + +E. P. Powel, in The Arena for April, most beautifully and expressively +contemplates the schools which are to be. He says: "I will picture what +I believe to be the common school of the twentieth century. There will +be handsome schoolhouses in abundance, placed in the center of large +gardens. The children will study books half a day, and things the other +half. The brain will not get any more training than the hands. Manual +culture which is already a part of the school life of a few towns, will +be a part of school life everywhere. The school will have its shops and +its gardens--and to use tools will be the chief end of culture. Man got +away from the monkey by his power to make and use tools. He goes back to +the ape when his hands have to be cased in gloves and his brain is +ashamed of decent labor. In these school-gardens botany will be applied +to horticulture. In the shops our boys and girls will learn to create +things. The trouble with education now is that it divorces knowledge +from work--the brains from the hands. In the twentieth century the glory +of American education will also be a thorough knowledge of economics, +civics and history, applied to good citizenship. Colleges will surely be +a part of the common school system, and just as full of modern life. I +believe we shall see the day when boys and girls who are in the common +school together; without damage, can be co-educated in all other grades +of school life. The farmer will then not have a separate and specific +college for agriculture, while the rest have one for 'mental culture;' +nor will college boys in those days be ashamed to look ahead to farming +as a profession. There is no occupation that requires so much wit and +educated tact, and so much positive knowledge as farming. When we get +the schools, we shall get a style of farming that will be as keenly +intellectual as our present style is wasteful and unintelligent." + +And yet, strange as it may appear, the mission and purpose of an +agricultural college must be constantly defended in a state almost +wholly devoted to agriculture. + +In conclusion I quote from Herbert Spencer again: "How to live?--that is +the essential question for us. Not how to live in the material sense +only, but in the widest sense. The general problem which comprehends +every special problem is--the right ruling of conduct in all directions +under all circumstances. In what way to treat the body; in what way to +treat the mind; in what way to manage our affairs; in what way to bring +up a family; in what way to behave as a citizen; in what way to realize +all those sources of happiness which nature supplies--how to use all our +faculties to the greatest advantage to ourselves and others--how to live +completely. And this being the great thing needful for us to learn, is, +by consequence, the great thing which education has to teach. To prepare +us for complete living is the function which education has to discharge; +and the only rational mode of judging of any educational course is, to +judge in what degree it discharges such functions." + + Transcribers Note: The following words were changed from the + author's original spelling: + + _problemetical changed to problematical_ + _neophites changed to neophytes_ + + + + + +End of the Project Gutenberg EBook of A Broader Mission for Liberal Education, by +John Henry Worst + +*** END OF THIS PROJECT GUTENBERG EBOOK LIBERAL EDUCATION *** + +***** This file should be named 24082.txt or 24082.zip ***** +This and all associated files of various formats will be found in: + http://www.gutenberg.org/2/4/0/8/24082/ + +Produced by K. 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