Perth Amboy evening news., 1912-05-11

slty experience those studies should
be pursued which are peculiarly CON
ducive to the discipline and training
Of the mind and eventually to the evo-
luton Of a self determining and self
realizing will. They deserve the name
of liberal studies so far as they may
tend to free the mind from the natural
and artificial obstacles to It's progress
siye development.
one who is TO maintain the health
and growth Of his intellectual life
must come, however, at some later pc
rlod In his development to delight in
the tasks of the intellect. To rejoice
in. the labors Of the mind Is not a pre-
vailiug characteristic OF the natural
man. AS Aristotle has put it, "All
men naturally desire knowledge, but
not all men desire the labor of learn
ing" 1t often happens, however, in
intellectual discipline, as IN the devei-
opment of moral virility, that g curse
of action which Is done for a time I'M
der the stress Of a sense of obliga-
ton and as a ~grIevous duty becomes
| after a time n pleasure and n Joy. "
The practical problem, therefore, for
the teacher and particularly for a fac
ulty of teachers is to choose that body
of stndies which will best produce a
spirit of devotion to the cause of
knowledge and of joy in its service.
Any satisfactory solution Of this prob
lem must rest upon the basal principle
that true intellectual freedom is gain
ed only through discipline.
Not only the human world, but also
the world OF nature, must be a part Of
this general body Of knowledge. In
these first stages OF education the
study Of science should form n very
central and essential part of this pre-
scfibed course of study. Princeton has
been at times misunderstood as regards
her attitude to science. and upon this
occasion particularly l wish to state
distinctly and emphatically aud in
words which give 10 uncertain sound
that we regard the study Of science as
essential to a liberal education.
" lNItLA NIlN E1llit ElDNI VI F'lAAi'N
also there should be some provision
for a training in the accurate and facile
mode Of giving expression to knowl-
edge. The ability to put thought into
appropriate and adequate form essen
TALLY charaCterlZes a free spirit in the
world OF mind. To see, to think, to
feel ana to remain dumb withal-is any
bondage more intoIerable?
After this early period Of required
studies the liberty which is born Of
discipline can be wisely encouraged &c
manifest itself in the free choices OF
studies foG the remaining years of the
university course. 1t is in accordance
with the Princeton program that thi,
freedom OF choice is granted to every
student at the beginning of the SECOND
half of his undergraduate course-a'
the opening of his junior year-but The
choice is not allowed to lose itself il
a maze OF unrelated subjects.
While the students work is ceutereC
in the region of his special interests, i
must be taken up in a broad minded
spirit which transcends the utilitariel
demands of amy particular profession
or technical pursuit. The u~ndergradu
ate courses are not specifically design
ed for the purpose of fitting a man di
rectly for the daily duties of his fu
ture work in life. They should not at
tempt to develop Il particular talen
for a particular task, but the whole
man. He who has laid n broad anC
secure foundation will have no din
rulty in erecting the superstructure
Whatever lie builds he will be able f
build himself into the work of his hanr
and braiu.e Make a man, and he vii
find his work,
At this stage of the developing miuC
every effort should be put forth to Sc
cure originality of thought. We shoulC
not require of our students mere &C
QUESTION, but II high order of refec
tive thinking which manifests itSel
in methodiCal habits of clear and eff
cient reasoning, in breadth Of vision
In an Intellectual curiosity. in a toler
ant spirit ana an open mind. Let II
not standardiae either the teacher o
the student, but allow the full play o
fresh original impulse.
To Make a Whole Man.
The results which by the four year
Of training we hope and expect L
produce l would characterize in a sin
gle sentence: 1t is a transformation o
the sChoolboy into q man of the wori'
"A a who Fan move freely and ia
military IN the midst of the world
varied activities, who speaks its Ian
guage, who Is conversant with It's man
ners and who al interpret Its thought
Do not misunderstood my~meaning
however. 1t must " "Nrld con
Ceived III no narrow
of the term. The II N
world hi not confined %wl
edge m feiy of his d I'D gen