The Irish standard. [volume] (Minneapolis, Minn. ;) 1886-1920, 1895-04-27
LIBERAL. EDUCATION,

LIBERAL EDUCATION,
l People are often heard to say, What
is the use Of sending a boy to school? I
made money and did not have any edu-
cation" That is the tendency among
practical materialistic persons. The an
! cient languages and philosophy are use
4 less. If a boy is to study anything be-
! ycnd reading and arithmetic let it be in
the line which he is to pursue in life.
Theseare narrow prejudices uttered only
| by those who have never reached posi-
ton where they could feel the lack of an
Education. Those who have attained the
highest distinction without q liberal ed
| ucation invariably bewail the lack of
| one. Men who have attained wealth
] without an education pour out their mil
1 lions to endow universities and colleges
| Of liberal education. The Rockefellers
and the Vanderbilts, like the Harvards,
Yales, Cornells and Hopkins before them
have voluntarily given large amounts
in order that others might study the an
cient languages. The peculiar point is
that these intensely practical men do not
endow training schools for artisans, but
training schools for the mind where the
so much abused ancient Languages are
taught. At recent meeting of the. fac
10 Gl!sIsAEuA qua 80 sluepnls pue Illn
Chicago, which by the way is endowed
by John D. Rockefeller, Chauncey M.
Depew said: 1T has been my lot in the
peculiar position which I have occupied
| for the past quarter Of century Of coun-.
sci and adviser for a great corporation
and it's creators, and Of the many sue
| cessful men in busiffess who have sur
rounded them to know how men who
| have been denied In youth the oppor
| tunities for education feel when they are
possessed Of fortunes and the world
seems at their feet. Then they painfully
recognize their limitations; then they
| know their weaknesses, then they under
stand there are things that money cam
| not buy, and that there are qua1if--
cations and triumphs that no fortune can
secure. The one lament Of all those men
has been: oh, If had been educated!
would sacrifice all have to attain the
opportunities of the college; to be able
to sustain not only the conversation and
discussion with the educated men with
whom I come in contact, but competent
also to enjoy what see,' is a delight to
them beyond anything which I know"
Here we have man of education,
culture and wealth relating the expert
ences and desires of other men Of wealth.
In our struggle for money and social
position which wealth gives we should
not forget the value of a mental train
ing. The basal misconception of those
who derail a liberal education is found
in the fact that they look upon it as pri-
marily bread winning matter. A lib
era1 education should never be consid-
cred in that light. It's possessor may or
may not make his living by its means.
The primary object of a liberal train
ing is self realization; the reaching out
beyond those limitations ana the over
coming Of those weaknesses OF wnlcn the
great fa TIT piesluene spoAe u Anu
indeed lee . ser reallzatlon Is not me oniy
object and only reason TOT ACQUIRING 2
liberal education at u these Gays. Inere
are difficult social and Industrial ques-
tions crowding thelnselveS upon us,