Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1896-06-12

graduation the end in view in business or
professional life is more quickly reached
] am speaking, of course, of the ordinary
working of the courses as they run side by
side.
Or compare what we know as the scien-
tific course in the colleges with the courses
in the technical schools, the range of study
is still far broader in the former. do not
say that the quality of the study itself is
not equal: have already said that in some
respects it may be better; / am saying that
breadth is sacrificed to intensity, and that
when the situation is fully analysed, the
sacrifice is due to the demands of the prin-
ciple of utility.
l put one more limit on the present
working of the principle of utility in edu-
cation, in the somewhat comprehensive
statement, that the principle itself is not
broad enough for the superstructure of
complete education.
When principle invades the wide terri
tory of education it must be challenged.
1t is not enough to ask what it contrib
utes,-we must ask what are its funda-
mental qualities. Is it broad enough to
carry the superstructure of a reasonable
education?
The great vice of all educational systems
foundations.
Naturally the earliest foundation was
the religious, but this soon became the &C.
clesiastical. 1t gave the monks education.
Then came the military conception. The
educated man was the man trained to the
uses of the state. A good deal of the Spar
tan ideal remains in the German policy of
today. At some times the social theory
has been uppermost. Education has been
| shaped towards the uses of society. 1t has
produced accomplished men and women,
easy cOnversationalists, amateurs in litera-
ture or art, citizens of the world. At other
times education has degenerated into ped
antry. The schools have brought up an
academic aristocracy. The prevailing note
has been exclusiveness.
Now all these conceptions or ideals are
| seen to be narrow. just as narrow is the
purely unitarian conception of education.
You have made no advance when you try
TO reckon education in commercial values,
above the reckoning in ecclesiastical. or
military, or social, or scholastic values. The
truth is, education is very much broader
thing than any or all the definite uses to
which II can be put, and which you can
label with any kind of a market price.
The only terms in which you can express
|
the individual man and while you cannot
afford to lose sight of the definite uses of
education, you can better lose sight of these
than of the man you are educating. To
change the form Of Observation-Disclosures the
man and you will get far higher social and
even commercial results than you will to
aim narrowly at some given result and
take your chance with the man. The half
educated, hurriedly-educated narrowly
| educated man breaks down at the point
where you need the largest use of him.
| Utility has defeated its own end, if it has
not first made sure of an education which
utilities the whole man. or at least the best
there is in him.
The great end of education is not some
thing without the man, but something
within; and that something within is men,
tai character, not simply brain power, not
simply conscience, but the whole nature
informed and developed by the trained
mind. In securing this result we go as far
as we can 60 in education. But we stop
far short of this result when we make in.
struction for utilitarian purposes equiva-
lent to education. Here lies, think, our
greatest danger today. 1t is certainly the
greatest danger from the incoming of the
principle of utility.
| AllcI Tue sCuOOl udu sung 'JypSy lie
Principal Beverage presented the class tc
the school board. L. F. Adams respond
ed for the board in we'll chosen words in
which he spoke of the work accomplished
and of the confidence which he had for the
pupils in future fields of endeavor. At the
close of his remarks he presented diploma:
to the graduates. The exercises CLOSED
with "America" by the audience and bene
diction by Rev. Mr. Collins.
The graduates who received diplomas il
the three courses were as follows:
Classical course-Ethel May Dugan
Florence May Hemenway, Albert Edmund
Hopkinson, Amy Pearl Jones, John Rich
ardson Ryder, Ralph William Stoddard.
Latin English course-Frederic Charlie.
Adams, Gilbert Newton Batcheder, Mar
Eleanor Devine, Bertha Alma Dodge
Stella Maria Fessenden, Florence May Eos
ter, Edith Julia Greene, Emily Elizabeth
Guild, Hannah Lois Houghton, Grace
Kinson, Rutherford Hayes Morey, Howard
Crosby Rice.
English course-Robert Charles Aldrich
William Miner Allen, John Earl Mann
Minnie Ann Scott, John Long Stewart.