Newark evening star and Newark advertiser. [volume] (Newark, N.J.) 1909-1916, 1912-05-11

ledge and of joy In it's service. To this
doctrine, however, there are many VINO
would enter n most emphatic dissent.
They stontly insist tnst mere sn4u1e av eT
in a university, but that zach stuoent
should follow his own free. choice IN Sc
lecting the particular subjects ne may
be pleased to pursue.
soIutely necessary to have a certain
schooling in preparation for the respon-
sibilities of freedom; and that the nit
and miss choice of an immature mind IN
new and strange surroundings forms a
pool substitute to the serious tasks
of free investigation, of original Thought
and of practical efficiency. We believe,
moreover, that the best preparation for
the freedom of the life of reason Is that
group of studies whose very nature TENDS
TO the training Of the powers OF the
mind. developing in q mar poth capepli-
lty aud and at the same time
giving him a knowledge Of himself and
of the world In which he lives. .
He must be SO led in the way OF
knowledge tina ne VIII come to know "
which he lievs; something also OF
the world of the past whose achieve
ments are his heritage; something Of
the form and spirit of its classical
languages and literature; something
of It's history, it's arts, customs, man
ners, morals and institutions-in q
word. he must know the thought of
tine WUTlu Will PO6cCboCo 0ii SA oaA
meaning and universal Significance.
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 a very
central and essential part of this pre-
scribed course of study.
Within this group OF studies, also,
there should be some provision for a
training in the accurate and facile mode
OF giving expression to. knowledge. Ger
tainly the educated man should be able
to understand his own language with
aome appreciation Of its power and
| beauty, be able also to speak 1t as to the
! manner born and not as a barbarian,
| and to express himself by the written
word in such a manner as to reveal and
| not obscure his thought and feeling;
AT this early stage, there should be
| also some instruction In the. beginnings
of logic n psychology, at least to the
extent Of ieading the student to under.
stand the WORKINGS of his own mind
and the laws which govern the processes
| auired studies, the liberty which is born
Of discipline can be wisely encouraged
to manifest itself in the free choices of
subjects for he remaining years Of the
| ieye that there rests upon the teaching
| body n peculiar obligation to prevent an
unintelligent and indiscriminate choice OF
studies.
| signed for the purpose of fitting a mar
directly for the daily duties of his future
work in life. 1t should attempt to de-
velop the whole man. No faculty of the
mind can be satisfactorily trained in iso-
iation. There must be a symmetrical
Growth of all faculties. The high po-
tentiai OF stored energy. moreover, ac-
onired in the process of a fully rounded
development of all n mans powers,
lends AN. Increased momentum and driv-
ing force to the particular activities Of
his specially. and thus allows many lines
OF ~capability to meet In one point of
pr ait q nam srnS for the days work, but at
| the same time equip him to meet the
crisis and the emergency which the
davis work viii Inevitably bring forth.
He who has laid "a broad and secure
foundation will have no difficulty in
e~Tecting the superstructure. Whatever
he builds he win be able to build himself
| into the work OF his hand and brain.
| Make a man and he will find his work.
The results which by the -four years of
training we hope and expect to produce;
I would characterize in a single sentence:
1t IS a Transformation of the ~schoolboy
into a man Of the world--a man who can
\ move more freely and f~A1ailiafIy in the
| midst of the worlds varied activities,
| who speaks it's. language, who is COM
| ~versant with its manners, and who can
interpret Its Thought.