Franklin's paper the Denver star., 1912-11-23
Full Development Of Mind and
Body Its Function.
BEST METHODS ARE NEEDED.
Necessity For Capable, intellectual
Leaders Shown by Results and Ca
pacity For Higher lesrnine-Two
Glasses of Thinkers Represented In
Great Field of Effort and Duty.
By GEORGE E. HAYNES. ph. D.

By GEORGE E. HAYNES. Phi. d.
In the preface of this article on the
function of higher education a clear
definition of higher education" is nee
essary. because the confusion of many
discussions comes through n double
meaning Of the term. In its best sense
education means the development of
the powers of the individual which will
enable him to meet the duties and OPP
portunitics of work, leisure and friend
ship.
Now, in coupling the word higher
with the word education" one of two
meanings must be implied, either that
there are certain systems of develop
ment which are higher" than others.
that are lower. or that the character of
the education received is higher than
the other. The confusion usually arises
in forgetting that the criterion of edu
cation is the relate Of the result of
education to the capacity for reception
and power for use of those receiving it
If, then, we take our point of depar.
ture from those who are educated we
shall very probably come to the sound
conclusion that education is higher
education" so called. both in system
and character. which develops or tends
to develop to the full extent of his ca
pacity to receive and power fox use OF
the one educated.
Results and Systems q Education.
The results should be farreaching.
Any system of education. whether
called higher or lower. that does not So
develop is not education. We should
measure any system by this criterion Of
results. Whether the education is given
with tools. in shops. in laboratories or
in library and literary halls, If it does
not develop the powers of the student
SO that he may meet the duties and op-
portunities Of life better prepared it is
not education at all, higher or lower.
The capacity for the many for devel
opment is far below the capacity of the
few. The opportunities of life for the
capacity of the many can best be met
by system Of education which will
prepare them for the most Intelligent
labor, for the masses Of mankind must
be lifted higher than they are.
And for this purpose the capacity of
the few must be developed and brought
to the service of the many Progress
must keep up full speed and head and
heart are the double cylinders that
must furnish the power. In a word, in
telligence and emotion move the world.
And the function Of higher educa ton
is to develop the intelligence and give
control Of the emotions.
Two Principal Glasses of Students.
Let US apply this to our college and
university systems. BY general agree
ment, students may be divided into
men and women Of thought and men
and women of action. accordingly as
the dominant capacity Of their minds
is intellectual or emotional, or In more
academic language, as they belong to
the visual type or motor type Of mind.
The duties, opportunities and privi
leges of life which will confront these
persons are those Of leadership in
thought and action. The thought
leaders become the scientists, the great
physicians, jurists, inventors. the writ
the great Creators thoughts after him.
The leaders Of emotion are the states
men, the preachers, the prophets, the
artists, the idealists in many fields,
the men and women who dream the
dreams and see the visions no mortal
ever dared to dream or see before.
This class furnishes the militant lead
ers who sally forth like Joan OF Arc and
Saul of Tarsus to execute the call Of
their captain.
The University as Place Of Nurture.
Our colleges and universities, our in
stitutions for higher education" must
be places of nurture for such men and
women. II they are not such places.
they betray their trust and their
plants had best be turned to the use
OF so called common schools and in
dustrfal schools and their faculties
sent to other occupations than that of
the exalted station Of the eachers
and inspirers of our talented youths
While / am an ophmist, candor leads
me to say that our American colleges
have sinned grievously in this matter
In the case of the Negro college, four
factors have emphasized these influ
ences-viZ, first, the belief that the
only Negroes who could proflt by a
liberal education were a few freaks;
second, the presumption that the Ne
gro people can advance without such
leaders of action and thought: third.
the conceited idea that such systems Of
development were not designed for
black men.
The fourth and last is the deliberate
and selfish conclusion that such instru-
ments Of uplift should be kept out of
our hands lest we rise from the depths
Of savagery and slavery. These and