BM.1I- l..i.IrtTi
HtliibHAUlllHH
470
kmtokials.
voii. vir,
ii'iii'jifti'iiaftBgi
I P
li i!
k
.
S r
i'l !M
i i.
ax
open the library in tho morning, let Home
other room be furnished nml permanently
assigned to the purpose of study. Let
proper order he there maintained and
such an accommodation will go far
towards prcseiving that quiet so greatly
desired during 'lie hours of recitation.
DANGEll OP IIIUHEK EDUCATION.
If higher education has many and great
advantages, and if incalculable benefits ac
crue therefrom, it is quite as evident that
it is exposed to serious dangers. One of
these is that in the estimation of the pub
lic,too much is expected of the collegiate;
In other words, a distorted idea is widely
prevalent in respect to the nature and of.
tlcc of higher education. A magazine
writer has lately asserted that for several
years the tendency has been to think that
education should raise one above the nc
cossity of manual drudgery. He further
asserts that this results in viewing the
world as a place where the inferior only
need work hard or engage in disagreablo
pursuits; n view that is false, dainty and
eileminate.
This accusation we believe to embody
a measure of truth. Men seem to expect
that tho collegiate should enter some pio
fession. This idea gives rise to a two.
lold result pernicious in character. Some,
who desire a collegiate education, do not
expect to follow any of the learned pro.
fessions. Others arc induced to enter
these, though better adopted to humbler
pursuits.
It is not difllcult, wo think, to account
for all this. Higher education has special
reference to those who have tho most men.
tal ability. It is either objective or sub
jective. In tho former case, its olllco is to
prepare one for tilling, as well as possible
those positions in society which are most
important and influential. In tho latter
case, it enables one to appreciate better
the experiences of life, without referecne
to his occupation. Since higher educa.
tion is specially adopted to one of consid-
crablo mental ability, it is not strange
that tho idea lias become prevalent thai
the college student should aspire to some
important calling. The utilitarian spirit
of the age also requires this. Men ask
the student; why all this outlay of time
and expense if you do not propose to en.
gage in some profession? It ic unneces
sary, if you intend to follow an employ,
ment that requires only manual labor.
The idea Unit one should get liberal ed
ucation with a view to his own enjoyment
morel', and then to follow a humble call
ing, is though not to be condemned, some
thing which shocks tho Amorican mind.
This utilitarian spirit is doubtless a di
rect outgrowth of the moncy.sceking pro.
pensity of our young and vigorous nation.
It may become modified for the better as
years roll on, but wc must recognize it as
a powerful element in the ideas of the
times.
Even though liberal education is gener
al in its aims, the student should, never
theless, have Home object in view when ho
enters college. Ho will then find his
studies to have a practical bearing on
this purpose, and, by leaving college with
his calling fixed upon, will be no proper
subject for the reproaches which are hurl
ed, and not always unjustly, upon the
work of the college. His course of study
should have defined more vividly, if pos
siblu, the object he had in view on enter
ing. It is not a good plan for one, to enter
college witli but a misty idea of what is
before him. He may, and often does, dur
ing his coune, wake up to a realization of
his duties to himself and to society, but it
is those members of this class, who have
left college witli no aim in view, and sunk
out of sight amid the mass of mankind,
that have thrown discredit upon college
work. Such persons wo will generally
find to have entered college early, and to
have gone thither more through the in
struineutality of parents or friends than
their own free will. Hence we may con
elude that though the child is sent io the
M
WtMlSSSSXSSSBSaBHmmmmmmamMm