The news & observer., 1905-06-08
Prof. Peabody Speaks as
Scholar.
CONTINUED from First Page.)

mon with the restless spirit or the
| age? Do the boundaries of education
| and the commercial spirit touch or
are they divided as by oceans? The
| end of education is to take its place
| in the world as it is and to reconcile
| the differences apparently unSolVable
| This cannot be done from either side
of the opposing forces of modern life
! On the one hand for instance stood
| capital; on The other labor. The sOlu-
| ton of that great problem, growing
more complex as either side organized
| the more perfectly, could not come
| from either side of the controversy
| Nor could it be solved by pure theory
or by receipt. The solution, IL 1t
comes, lies in the men trained in the
| colleges and universities who DO not
| shirk life but get down into the prac-
teal interests of human experience
aided by the power of right thinking
| which they have acquired in their
season of opportunity for undetached
| thought. The college man today
| breathcd in no mOnastic Incidence. lie
was needed in a world whose one test
of a man was properly HOW much
| is he worth ?" how much is he worth
as an asset in the common good, the
| common wealth. Many people regard
| ed higher education as luxury.
| Never was greater mistake. Educa-
ton meant new connection between
| ScnOlafSnlp ana llle.
In the conditions of present day life,
! the same necessities obtain as those
which required every Southern man
| to take up arms for the Confederacy.
| No educated man could be spared
| Higher education demanded unselfiSh-
| ness
| The speaker proceeded to outline
| the problems which beSet the nation
| which put Democracy to the test. He
| t1l. fba a prita "a l.
ism in 1896 and stated that of the mill
| lions of people who discussed that
| question with a heat which in some
! sections of the country made mans
! Christianity dependent upon his belief
| in 16 to /, probably not twenty i'm
dividuals were capable of intelligently
arriving at a conclusion as to the is
| sues involved.
Again referring to capital and labor,
| he compared their struggle to that of
! the vest Manchurian armies lighting
to the death, neither side understand
ing the language of the other.
There was the, problem of charity,
| of philanthropy to deal with. Condi-
| tions ever became the more complex.
| Time was when a man could help his
| brother in distress and do his duty.
Now the matter was a question of
| scientific treatment Immigration rem
| dered it impossible for the individual
| to know his neighbor.. In Chicago af-
| ter the municipal election two Italians
had refused to pay fare on the cars
| on the ground that having voted for
municipal ownership the cars pc
| longed to them.
With all these questions education
| had a vital work to do in right solu-
| ton. It's business. NaStto bring to the
practical understanding of conditions
as they exist the experience of the de-
| tachcd hours spent in learning so far
removed from the hustle that a clear
| and unbiased and accurate view was
| possible. Sos. ,.s.
Beside. the great questions like
! slavery, the drink. question and the
| race question, which could be trusted
| to the inherent sense or right or wrong
of the common people. other problems
We're mere complex depending upon
J intellectual morality for decision.
There was the field for the student,
| for scholarship, forJ trained minds. As
| Oyama, ut thef battle: of Mukdcn, sat
apart among his telephones playing
| the huge game of war along a front
of n hundred miles like game of
| chess SO was. it the, part of the scholar
| to sit apart and observe and direct
| and strengthen. y He must know the
tools with which he has to deal, but
he must not be swallowed in the dust
| of actual battle SO that he lose his
| grasp of larger conditions. Above the
smoke and noise must he become an
| intelligent potentially of industrial
generalship.
The educational motto of the day,
said he, should be that high precept
| of the Great Master: For their
sakes l sanCtify myself"
What makes a man look back with
such peculiar pleasure on his college
| days What constitutes the gift and
| the joy of college life? 1t is not the
| learning that man gets that is the
chief source of profit. What fills the
| thought of college days with sweet
emotion? 1t was the opportunity to
sit still and watch life. To construct
! the ideal, to live the ideal. He made
| a strong plea for idealism. 1t would
be practical in life itself What the
| world needed was not theorists, nor
could it get along merely with prac-
! teal views. The one was as wild as
| the other was short-sighted. The col
| lege tended to supply the want. 1t
sent men out who We're not theorists
| further than that their ideals had
| given them clearer vision. The med
| ern world needs facts. but it needs
men with the capacity 20 see larger
horizon, to escape limitations, to rec
| ogniZe the scope of truth. The coll
| ege men are the standard bearers
| making these things possible in the
| economy of the world When there is
no vision people perish. If Democ-
racY is finally to perish, it will be that
| it has No vision. t
Like the meeting of two rivers, one
| turgid and turbulent, the other broad
and clear, came together the strife OF
| the world and the clear waters OF
knowledge. For q time the stream was
muddied, but slowly as the stream
went on the impurities sank to the
bottom, the waters, in greater volume,
| broader in their shores, clear and
peaceful swept grandly to the sea.
DR.. Peabody was listened to with
the closeness which the character OF
his address demanded and AT times
was literally applauded. Incidentally
he referred to Reconstruction times
as the days of obstruction" and this
created an appreciatiVe ripple and his
| development of the aim of education,
eloqucntly put elected warm response.
Printed In full, the address would
undoubtedly be seen to be one of the
most scholarly, complete and-as lit
eraturc-most perfect efforts ever
made on q platform in the state.