Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1882-06-28

highest life and Of mightiest influence. Thsss
! she retains them for four years under the In.
| duence of her formative forces. Shall she,
intent on higher ideals, exclude from her
care the body? To her shame be il said she
sometimes has. Thus it became the badge
ard glory Of her students 10 BE- pale-fared,
holIov-eheeked, sunken-eyed, spindle-
shanked. perpendicular. slightiy animated
and very insigni6csnt corpses. Az thoagh =
Corliss engine could be ran At full power on
| . rickefy, creaking frame ready to fall in
pieces; As though that were = christian
| civilization which so dishOnors the
body that Christ so honored in his
works and words. Righteous the condem-
| ming outcry against such cruel, lingering
torture. Physical culture pays in The fruits
of mental culture, moral tone and good order.
That higher life TO which bodily life il
| instrumental, our true life and world life
must be the object of collegiate nurture.
| Our education must have completeness of
scope. 1t is possible in collegiate course
10 lead young man up to that point OF
| vision from which he can see all the king
doms Of the world and their glory at single
comprehensive view, and they will be made
to appear not as Satan's, bat as Gods. The
college should not lead the student of and
off into the minute details which belong to
| the specialist Ii must be clear, definite and
exact in teaching the fundamental truths and
principles Of its various departments. Phys
ical science should have an honorable place
in the course of study, but the study of
human life and human action should hold an
equally important place.
With the study of the world formed By man
and the world framed by man goes also the
world which consists of man. For If man
be nothing then is nothing for man: if man
be nothing then for man everything Is moth
ing.
The college should lay bare the roots of
nihilistic superstition by bringing the being
of self into the distinctive view Of self. The
college is not theological seminary, neither
is it a professional school of any kind, but 1t
has TO do with truth in its elements and
foundations it has therefore to declare Him
who is the source Of all truth.
Education, to be organic, must have vital
ity-a single life must reign in all the studies
and bind them together in unity. If course
succeed course without logical sequence, we
shall have a mob of separate schools. Let
the student omit or take what he will, as
taste, time or fancy NAV dictate, then fare
well to symmetry, vitality and unity.
A brilliant disintegration is the fashion
plausibility advocates it, impatient licence
Graves it. 1t is gaining, but AS sure as nature
is nature and law is law the college will hold
its place and way, and will be in the end as it
is now, a college and not ca,ch-all.
The faculty of the college are not only to
be the faculty. but to have the faculty, and
it is to be the faculty, not faculties-a unity.
1t is to exist for the college, not for other and
outside ends. 1t should have the faculty of
education and instruction, not simply to cram
empty words into hollow skulls, but to awake
the mind, direct reason. and develop the
power to awaken manhood by manly action
and power used in manly ways in and out of
the class ROOM ever pouring rounded and
cultured life into the lives of those
gathered for the purpose of
receiving it, The faculty should not
dwell among the tombs kind of corporate
Old Mortality, with no destiny but to make leg
ible again tombstone inscriptions. Not
thus of the past, yet not unmindful of tine
past, but drawing lessons from it for the fu-
ture, keeping step with all progress that is
progress.
The college must have students with the
power to do the work and secure the benefits.
1t is not a training school for the feeble
minded hospital for the s;ck-a retreat
for the lazy-a reformatory for the vicious,
or a Jail for criminals; all such can be
spared from its precincts.
The college is committed to the co-educa-
ton of the sexes. Where is the visible invi-
tation for the coming of lady students?
Where is the beautiful campus. the tasteful
cottages and the endowed matronship? Who
will rear the first cottage for the accOmmOda
ton of three times ten of the flower of New
England
If co-education be an experiment. why not
make it so fully. fairly and openly? If not
an experiment, Colby does not accord to her
daughters privileges and facilities equal to
those granted to her sons, and is now reaping
all the disadvantages arising from the unjust
distinction. In conclusion, the college aims
to prepare men to be workers-large minded,
clear eyed, Catholic spirited-adopting each
his own line, but approaching alike all others.
The above brief abstract gives a faint
trace Of some opinions entertained by DIR.
Pepper in reference to his new calling and
duty. 1t is very evident that he has very
distinct and positive ideas in reference to the
kind of men for professors and for students
and of the things to be taught.