Middlebury register. (Middlebury, Vt.) 1886-1937, 1886-07-09

! lillS COuGScs lllt DON WIN Has OlllN Tic
vaguest knowledge of the character of
these studies or an experienced board of
trustees and teachers who have made
the matter of education lifelong study,
who are guided by the experience of
their predecessors, and who are aiming
to give to each department its due place
and prominence? 1t has come to pass
nowadays that Harvard graduate may
say, as one recently said to me, 81 know
nothing of physics; | elected chemistry
instead. Now ii seems to me that a
science that treats of the wonderful laws
of light, heat, and electricity and sound,
a science which has revolutioniZed the
industrial world, which makes the realm
of nature "A new thing of order and
beauty to him who has studied it, should
not be ignored by one who is securing a
liberal education. MY ideal of Il college
is one that insists on a complete SYM
metrical knowledge of the fundamental
laws of all nature, comprehensive
survey of the best in all literature and a
general acquaintance with the great
principles that should regulate all human
conduct.
Far better than this system of general
electives is the system of several pre-
scribed courses adopted in the under
| =
university. In these several courses the
great majority of the studies are identi-
cal; but in each some important branch
of study receives special attention to the
extent of five exercises week during
the academic year. The students pre-
else line of work after entering is marked
out as of old; but he has on entering the
choice among several lines of work,
according as his temperament, future
profession, or the educational opinions
of his parents may determine.
The branch of study in the old curri-
cuium to which most objections have
been raised of late years is the Greek
\ GU are well aware of the extent to
which the controversy is engrossing the
attention of the educational world; of
the vOluminous literature on this subject
which has already accumulated. | have
not the time to enter upon this discussion,
and probably could add nothing of i'm
portance to what has been already so
fully and ably said by others. Let me
simply say what | believe is the only
practical issue of the discussion: Our
colleges must be prepared to offer both
courses. We shall never live to see the
day when Greek will be banished from
our colleges. The wonderful grace and
ii
leled literature, the important part it has
played in human thought, both secular
and sacred, we believe. will lead most
men of culture for centuries to come to
demand that it have a CONSPICUOUS place
in the education Of their sons. especially
if they are looking forward to the pro-
feSsion of the teacher, the Christian
minister. or the man of letters. But on
the other hand there will always be
those, men of sense and culture too. who
for what they believe good and sufficient
reasons will insist that their sons study
in place of Greek some special branch of
science or modern literature. This class
has become too numerous and respectable
to be ignored by those who differ from
them. Our college authorities should
not wish to force upon them the Greek
curriculum. They should be prepared
to say to their patrons that they have a
course of study and training adapted to
the views and purposes of each party.
For it isn't mere matter of opinion.
The same parent may decide upon the
Greek course for one son and the
scientific course for another in view of
their different tastes and ambitions.
When equal opportunities are granted
for either course the choice will be made
Hlolt anu III Vic SCllbbl
of experience the respective merits of
each system will be clearly manifested.
| have spoken thus far with reference
to the intellectual aspects of the college.
But the founders of our New England
collegeS-the founders of this institution
had other considerations in mind they
established Christian college. They
were men whose views of life were
shaped through and through by the
teachings of Christ and his apostles.
They believed that mo man liveth to
himself" However much they priced
Intellectual culture, it was not for its own
sake. They trained young men in col
lege a. the government now trains them
at West Point, for service, for manly SER
vice, service for Christ, service for coun-
try, service for an ignorant and suffering
humanity. They seem to have had ever
before their minds that grand utterance
of the master: whatsoever will be great
among you, let him be your minister and
whoever will be chief among you let him
be your servant" The friends of Mid
dlebury may point with just pride to the
long list of Christian statesmen and con-
secrated teachers, whom she has sent
forth to all parts of the earth to do SER
vice for manknd-and let me add-whom
she is still sending forth-for we remem-
Der that two whom she has recently grad
uated with the highest honors are about to
set sail for Eastern Asia to labor for the
Christian civilization of its great peoples.
1t is for the guardians of the college
to-day to realize that her future prosper
ity depends upon her remaining faithful
to the religions aims of her founders.
The education which she gives must be
eminently IA Christian education. And
by this do not mean that theology and
the catechism should be taught in the
classroom. 1t is happy thing that the
strife of SectS and the rancor of theolOg-
zeal schools seldom appear within the no
rizon of undergraduate life. That they
may come TO later. Meanwhile none is
tempted to say | am of Paul or of Apol-
los. But while technical theology may
be safely deferred to later years. the in
culcation of religious principles may not
be. The keynote of Il mans life is usual
ly struck before he leaves college. The
conscientious Instructor will be less So
licitOuS about the Intellectual attainnpntS