Newark post., 1912-01-31

|
: tivities that go to make up college
=, life.
! The college at that time conduc-
ted all its operations in single
building, which. whatever might
be said Of its exterior architect
ural attractions, was i'll suited to
the purpose for which it was de-
signed. 1t was a rambling struct-
ulc built in 1888 when the college
was founded. There were long
corridors which from the exposure
received the warmth and light Of
the sun, while the rooms opening
upon them We're dark and shaded {:
/ 1t was constructed with entire dis
regard Of ventilation and outlook.
The college Of the time WAS strug-
Cling along to maintain the sev-
eral departments in which instruc-
tion was offered on such meagre
/ funds as to render it disheartening
to keep up the work in an efficient
| fashion. Finally in the summer of
1885 the Board decided to aban-
don co-education and to try to
build up the college for boys
alone; thus after a trial of twelve
years the plans adopted for. the
education of boys and girls in the
same institution were given up.
There was no question as to the
right OF the girls to the best the
State had to offer. nor as to their
qualifications to undertake colleg-
late work; it was conceded by
everyone that an educated woman
hood is the binding force that
holds together the fundamentals
OF our social well-being. Certain
ly devoted motherhood and trained
Wifehood are the pillars that up
hold pure and enduring social
fabric; but it was felt that the col
Iege could not perform the full
duty to both sexes with its slender
resources. and as the college was
originally founded for the educa-
ton Of boys. and as many Of the
subjects for which provision was
made under the law were by their
very nature peculiarly adapted to
boys it therefore opened its doors
to boys alone.
Since that time ii remarkable
awakening III education has taken
place. The college is now finding
its true place in the scheme of
State education. not as Il finishing
school but as one part in the pro-
cess of fitting for useful living. 1t
occupies certain grade of work
to which the primary, secondary. /
and high schools are preparatory.
1t is more advanced than the high
school but deals with the same sub
jects in the same human fashion.
It is true its aim in mainly intel
lectilal training but it does not
neglect the physical and moral
needs Of the students. Every ave
nue. through which the mind and
understanding Of the pupil may be
reached is employed. AS we be-
come familiar with the faces Of
our friends by seeing them fire.
and at different angles so
firm Impressions are fixed upon
the mind by meeting with facts in
many relations. In the laboratory
concrete facts are learned and in
Tercncea and conclusions are
reached which become part Of the
very tissue of the mind. Interest
is the handspring of endpavor. The
difference between the new cduca- /.
ton and the old is in adapting the
methods to- the things of expert
ence and by correlating the educa-
tional processes with the every
day surroundings. This lends much
value TO vocational studies The
acquisition OF practical knowledge
and skill may be made to react on
the mind as we'll as the Older. learn
ing and by Il many sided outlook
the student may be made an eff
cient man and cultured scholar. Il
matters little what the study is by
which the student seeks to gain
mental power. Any study il
honestly and consistently followed
TO its furthermoSt reaches will fur
nish mental development and dis
cipline. Benjamin Kidd SAYS it is
a great mistake TO assume that the
mind Of the man Of today is
stronger than that Of the earlier
man, and alludes to the futility of
the modern scholars expectation
OF molding public opinion as ST
Paul swayed the early Christians
by the masterful logic Of the Epis-
ties which he sent to the various
churches Of the time. The con
quests OF the scientific world of m