The times. [volume] (Richmond, Va.) 1890-1903, 1892-11-27
The College and the Home.

home for cOllcgc-scriOus for the child,
serious for the home. serious for the col
lege. Serious for the child. for il stands
for an increasing independence and in
dividuality. TO result finally in absolute
personal responsibility; serious for the
home. for 1t represents the beginning of
that process TO which each family comes
of the separation of its members in order
20 kindle the ancestral fire on other ana
new domestic hearthstones; serious Tor
the college for II lays on the college re-
sponsibiities which the parent has hither-
10 borne. Glad day. ii serious, is this day
of departure. For the child giad, for he
IS able TO enter into the best conditions
in preparing himself FOR the highest work;
for the parent glad. for ne is able to offer
TO his child these best conditions. and for
the COLLEGE glad. for the college was made
10 aid the parent and to aid the child
in attaining the worthest aims by the
worthest methods
The purpose Of the best home and OF the
best college is identical. 1t is the purpose
than which none is more precious. 1t is
the purpose Of making the character Of the
student child strong and pure and noble.
The aim Of every parent and OF every
college officer is. l take it, to give TO
each one committed to their charge
knowledge without making pedants. self
reliance without arrogance, gentleness
without weakness. hOpefulness without
creating Missionaries. a discipline of the in
tellectual nature without drying up the
emotional. an enrichment of the emo
tional nature without making soft the
Intellectual, a training for life in this
world without uniting one 10 live IN
the other world and a training for life
in the other world without uniting one
70 live i'm the here and the now, an en-
iargement of the whole character with
out self-cOnsciOuSness the making OF
working power without the making or
an incapacity for leisure. These are only
bare suggestions of the aim which the
college and the home more or less con-
sciousy are holding before the younger
members Of each They both write
CHARACTER above their gates.
Yet IL is possible that the college may
be asked TO receive the son or the daugh
ter of a home i'm which such an ideal
does not command. Aims social or pecu-
mary may have ruled. Arrogance and
weakness strength Of will without
strength Of judgment, self-consciousness
with smallneSs Of character, force or
appetite without force of intellect. may
represent the outcome Of the training or
O. home in its son or daughter. This son
or daughter. thus weighted, the college is
asked to receive. The college is asked to
receive them and, by a tacit, If not de-
clared. understanding, is asked to re-
generate them. Il is asked in four years
OF thirty-siX weeks each TO undo the
doing Of eighteen years or hfty-tWo
weeks each: it is asked to knock down
and out the standards which parents
have half consciously been holding be-
fore their children and to erect noble
and nobler symbols Of life and duty.
Some BOYS go to college and go to the
devil Some girls come TO college to gain
that precious thing-simplicity, and they
become simpletons. Is it any wonder?
You parents are asking too much OF the
college; you are asking what you DO not
ask Of yourselves. You are asking the
college to DO for your sons and daugh-
tiers what you yourselves have not done.
The college cannot do much I'm undoing
parents training. The college can
do much in adding to parents
training. II that training has
been worthiost. the college summons all
its resources Of personal esteem and as
ISOLATION and of intellectual discipline to
continue this worthiest training. If that
training has not been the worthiest, the
child becoming student WILL despite
the best intentions Of the college, imd
enough and too much Of that which is
not best in the college TO continue upon
the same plane the character begun at
home
In gaining their aims, thus indicated as
identical the home and the college make
use of the same means, measures, melh-
DDS. What may be called atmosphere is
recognized as equally valuable In each.
Rules 100. in each have their place; and
principle can no more be lost from either
than lost from physics or metaphysics
But the two comprehensive forces used
alike i'm the home and the college are truth
knowing 1nlnVS
ms they are. carries along with itself
sense of sincerity and Of reality. con-
TEMPT for sham and chicanery of the ut
most worth in the formation of character.
Personality. the influence of person over
person, bears along with itself strength or
character and love. Personality is formed
by personality We love those who love
us: they love us whom we love. The col
iege employs these two agencies-truth
and personality; so does the home. In
the books it sets for the students to read,
in the teachings it offers him. it impresses
truth; but I'm the man who is the teacher,
in the man behind and before and around
the teacher, In the man who moves with
the students. personality is the forming
force. Lacking either Of these elements.
the college is weak; having them both, the
college is strong, and stronger as IL has
them in larger amounts and fitting pro-
portions. The home. relatively 10 the
college, influences more through the pre-
Fentation Of truth; mother. ather are the
''sun and the shield" The college. rela-
lively 10 the home. influences more
through the truth than personality learn
ing for knowledge and for discipline is
more Immediately present as ar aim. In
both college and home both truth and
personality are necessary. Truth without
personality is lifcless. worthless in the
development OF character; personality
without truth is 4 blind guide, leading
either TO death Of the precipice Of moral
ruin. or TO the death Of the desert Of aim
less wandering.-Charles i. Thwing. in the