Conservative.
The underlying
UNIVERSITY Qf eduoa.
TRAINING. f. , _
u * i
tion should be to
prepare one for the activities of life , to
teach how to live , not in a narrow ,
but in a broad and liberal conception of
the word. What is it that most contrib
utes to this end ? Or what knowledge
is of the moat worth ? Herbert Spencer
says it is that knowledge which directly
contributes to self-protection and self-
maintenance. The accumulation of
those objects essential to self-protection
and preservation precedes then , the
acquisition of that which charms only
the aesthetic nature. It is a positive
evil to cultivate a desire and an undue
appreciation of pleasurable objects un
less with it is obtained that knowl
edge which will make their acquisition
possible and afford opportunities for
their enjoyment. One must be fed ,
clothed , and housed before he may enjoy
the beauties of art. Moments of leisure
are essential for the pursuit of those ob
jeots and studies which develop the
finer nature and this leisure is only
possible after the accumulation of the
necessities.
Therefore that knowledge , which fits
one for the industrial activities of life ,
for some one of
The Relative Value. ,
the many depart
ments of the world's commerce or
business , is of primary importance.
While that which prepares one for the
enjoyment of those things which are
obtainable only after a successful busi
ness or commercial career , is secondary.
Judged by this standard have our col
leges and universities trained men "how
to live ? " Is it not true , to use a homely
figure , that we have placed the cart be
fore the horse ? Have we not in the ar
rangement of our college curricula
placed secondary subjects before primary
ones ? Have we not , as suggested by
Spencer , sacrificed the useful to the
ornamental ? Have we not clothed our
minds as the savage clothes his body ,
more for decoration than comfort or use ?
Let it be admitted that many subjects
contribute to give one polish and ele
gance of manners , but that does not
justify their acquisition at the expense
of things of vital importance. "As
they occupy the leisure part of life , " to
use the terse language of Spencer , " so
should they occupy the leisure part of
education. "
It has become a trite saying among
business men that , " The college educa
tion unfits rather
Business Iilfe. , ,
-
than fits men for
affairs. " In commercial life , rigid dis
cipline , thoroughness , and careful at
tention to details are required. The
training afforded in many of our univer
sities makes impossible the acquisition
of these habits so essential to business
success. The student is given too
much liberty , too little realizes the re
straint of discipline and is thus encour
aged in the dangerous theory that he
has more to do with the management of
the institution than the faculty and re
gents. Possessed of this very erroneous
idea ho enters the business world , not so
much with the idea of working for his
employer as to act as a confidential
adviser and show him how to run his
business. And it frequently happens ,
that too much freedom is permitted in
the choice of subjects and in attendance
at lectures. As a consequence the
student takes those things he likes best
without regard to their value. And
often his likes are determined by the
ease with which the subject may be
mastered. In the event of an error in
judgment and the selection of some
thing more difficult than intended he is
apt to make a lightning change to a sub
ject more promising in point of facility
of acquirement. He is thus encouraged
in habits of vacillation , difficult to over
come. He leaves the university with a
little knowledge about each of a variety
of subjects but with complete learning in
none.
Mr. Ohas. R. Flint , who is recognized
as one of the foremost industrial leaders
of the country , has
College Men. , - , - ,
had wide experi
ence in the employment of young men
from the universities. For this reason
his opinion on this subject is of special
weight. In a recent paper , read before
the Outlook Olub of Mont Olair , New
Jersey , he discussed the subject : "Is a
College Education Advisable as a Prepar
ation for a Business Career ? " andamong
other , made this interesting observa
tion :
'While much depends on the youth
much depends on the college. In some
colleges , judging from the young men
who enter our offices , I infer that the
discipline is lax. Many of our educa
tional institutions seem to have gotten
two far away from the system of discip
line that does so much for the cadets a
Annapolis and West Point. I am in
formed that in many of our colleges i
young man may study what he wishes ,
may attend lectures when he likes , and
may play when he pleases. He spends
his time under conditions that present
the most violent contrast to the condi
tions he must face when he enters busi
ness. In the counting-room punctuality
and application are demanded as matters ,
not of election , but of necessity. The
shook that comes with the transition
from the easy-going methods of college
life to the stern rales of a business
office , is very apt to prove irksome- and
unendurable. It too often breeds dis
content , and kills interest. The young
man finds he cannot do as he elects , but
must do as he is told. He pays sharply
the penalty for a system , under which ,
as President Gilman of Johns Hopkins ,
says , he is permitted in college 'to float
on , avoiding difficulty as a rule , instead
of mastering it , and attending to the
performance of duties in a perfunctory
way , but not enjoying his intellectual
opportunities half as much as he does
his companionship with hiscomrades. ' "
During the early years of higher edu-
cation in America the colleges were ,
, , , , largely training i at :
The Profession * . , , / , . , '
schools for the
ministry. The course of study related
to those subjects presumed to be of
special interest and value to the clergy.
As the professions of law and medicine
developed and took higher rank they
proved peculiarly attractive to young
men and a majority of college graduates
entered professional life. Now the o ver-
crowdsd condition of the so-called pro
fessions has caused young men of am
bition and energy to seek successful
careers in other lines.
The modern era of consolidation , the
bringing together of vast capitals under
_ . . . . . a single manage-
Consolidation. ° . °
ment , increases
rather than lessens the demand for intelli
gent young men. As industrial organiza
tion progresses and becomes more com
plex the demand for trained minds is en
larged and this increased demand for
brains should increase the demand for
rhe product of our universities , that is ,
providing the product is properly finished
and put upon the market in an attractive
and useful form. The mind must be
trained and not untrained for commer
cial pursuits. The stern question put to ,
the college graduate by the business man
is not , what have you studied ? but what
can yon do ? As the faculties of our
universities yielded to the supposed re
quirements of the professions in train
ing young men for professional life , so
now they should give heed to the neces
sities of the commercial world in the
preparation of young men for industrial
activities.
Oar commerce is no longer confined
to the boundaries of our own country
but is world wide.
Commerce. _ , . , . . ,
Many industrial
enterprises organized in the United
States are represented in nearly every
civilized country. This means increased
opportunities for employment as man
agers or clerks in foreign territory. But
for these positions a knowledge of the
language of the country is essential.
How few of the young men from our
universities are competent for this work ?
Simply because German , French , Italian
and Spanish are studied as an accom
plishment rather than for use. In our
great manufacturing establishments
chemists and other scientific specialists
are required. How illy prepared the
average graduate is for these positions
those in charge of such enterprises can
testify. Would it materially detract
from the merit of chemistry as a brain
refiner , if , in addition to the aesthetic
purpose , it were taught with a view to its
practical application in the laboratories
of the business world ? This is the problem
confronting our colleges and universi
ties. It is a hopeful sign that many of
them are adjusting themselves to the
new condition , getting away from the
ancient idea of a "showy" education
and trying to meet the practical require
ments of everyday life to clothe rather
than adorn the mind.
