The herald and news. [volume] (Newberry S.C.) 1903-1937, 1904-11-04

generation. A western university
president. Andrew S. Draper. has
drawn this picture OF the educated
man OF today. He says: The best
type OF the wcll-educated man is
changing. because the better judg
ment of the world concerning him is
changing. He is no longer reclusc.
He IS hearty, enjoys life in he open.
He ',mr.ps against other people and
finds out how much he knows that
l. not so. He reads and reasons and
investigates. but he struggles with
things and IS rounded ont in the
struggling. He enters into life; if
need be he faces Opposition. lie &C
compliShcs things. and finds that the
things Of most account spring from
the triurnphs over oppositior.'
I find this description exemplifled
in the lives OF some OF the greatest
recent scholars OF Germany. Vir-
chow. Mommsen. and even the savant
whose dictum on science for its own
sake I quoted, Lagarde, all took
direct and active part in the civil al
fairs of their country \ man like
Andrew D. White is a fine instance in
Our own country.
With the rapid expansion Of knowl-
edge the variety of educated men in
creases. How different is the edu
Gated man of the Goth century from
the ancient Greek philosopher. who
knew little or nothing that was out
side of Greece and the wonderful
depths Of the Greek mind; or from
the scholastic doctor of the Middle
Ages, who in him summa compassed
the sum of what was known in his
age: or from the preceptor of Ger
many, Melanchton, who taught theol-
ogy. philosophy. natural sciences, and
mathematics in addition to the anc-
lent languages; or even from the 18th
century professor, before Priestley
discovered oxygen or Franklin raised
his famous kite. Universal scholars
are impossible now. Here too the
general law OF progress enunciated
by Herbert Spencer holds good the
change from homogeneity to hetero~
geneity.
AS the best type of the educated
man changes. and as the type Of the
educated man becomes diversified, it
is evident that schools and colleges
must also change in order to pro-
duce the educated men the age needs.
Educational ideals change: education
al methods change; and that which
is taught changes. If we are con-
servative, we may deplore these
changes: and if we are progressive
and radical, we may deplore that the
changes are too slow. But whatever
may be our feelings in the matter. the
fact remains, that the college must
educate young men for the life that
is before them. The existing con-
ditions Of life or those that are as
surning form. must determine the
character Of the education to be
given
Let us take a glimpse at the pres
ent age in order to appreciate proper
ly the present trend of education.
This is the industrial age. Industrial
interests are paramount. They de-
mand and receive the first considera
ton in legislation and government.
They are the chief motive in national
ambitions. They are causes Of wal
and peace, Of civil strifes and combi-
nations among classes of men. They
produce theories of government and
PHILOSOPHERS of life. Science is
made subservient to industriali pro-
gress. 1t is evident that the kind
of education, that was need d for in
stance in the 10th century, when spir-
itual interests were foremost in on
ward movement of humanity, will
not suffice fore the industrial age. At
that time nothing was more servlc-