Arizona republican., 1913-03-23
'TRA|N|nG IN COLLEGE
Continued from Page One.)

of common knowledge among busi- ness men that the majority of young men and women who are graduated between IS and D have no definite arn in life and are not equipped by thelr training to grapple with practi- cal affairs This condition, in the opinion of an increasing number of all classes, called for a revision Of methods. The world was getting back to the principle cnnunciated by Socrates 2000 years ago that that cducations was the best which taught the utilities and qualified men to cope with the realities of life.
 Sir Richard defined education as consisting in solving problems from the highest to the lowest by the t-x- ercIse of brain power No one" he continued, "is educated in the true sense. who does not mentally follow all the processes of the solution for himself and grasp the entire meaning and purport of each step taken. Therefore. much of the curriculum of the ordinary student of the uniN'er- sity is futile, because it is accepted by him as the conclusions of some
 
 sorbed by a process of mental effort on his own part
 The poetry of expression developed in the North American Indian by his silent communion with nature and his requirement. of a marvellous knowledge Of forest and plain was cited
 Should we" the speaker asked. 'depreciate the cult of the Indian because il is not our cult, or because he reasons in a way unknown to the academicians? 2"
 Tn a similar way. the success of what we term the self-made man is due almost wholly to the fact that he has had to work out his own problems and thus develop his ia culties in way that no amount of college coaching would have done. some of these self-made men be- moan the lack of early schooling. such as their children are able to enjoy under more opulent circum- stjances. reasoning that if success has been attained under such condi- tions. how much greater would the measure of that success have been with the advantage of I university career; whereas the probability is that most of these men would never have achieved success in their lines had they been college tra ined. It is a significant fact that nearly all the great successes in the United States and my own country. Canada mean men in the various departments of commerce and industry have done things of which we feel proud-ncver got beyond the public schools Of 1 the country before starting to hew out a career for themselves. I am not holding up success in life in a 1 worldly sense as the goal to be at l tained. but simply wish to empha- 1 size the fact that there is a cultural ! and educative value in all effort to work successfully along any line Of l achievement which is q factor that 1 should not be overlooked in univer- I sity work
 Actual experience goes to show 1 that outside of those who qualify for l teachers or of some of the profeS- sions, not five per cent of university l graduates pursue in after life the l studies of schools. Does not this in | dicatc a failure in the system which l would seem to call for remedy ? l Our universities. admit. should aim 1 less tp arrive at q uniform standard 1 for their students than to develop i individuality: to encourage vocational ] aspirations. to specialize rather than ! to gcncralize: to hold up definite 1 purpose and usefulness in q career n l.a nl, ,f tt~.1ir ( l the sharpening of wits bv q theorcti- cal easy process, than finding out | and doing things for ones self is in- | finitcly more cducative in effect thar accepting the conclusions of others T am convinced that this view is ! rapidly gaining ground and ever now to q great extent l find that al the conventions of teachers and ed ucationists. the problem much dis 1 cussed is how the obvious failure o
 so much educational effort is to b, avcrted
 The division arbitrarily made b,
 educationists Of studies into liberal
 or general" and the special" o
 technical" is scarcely obtainablo
 There is no form of Knowledge
 whether utlitarian or not, which ha!
 not a cultural effect and there ar,
 no studies of q general characte which should not bear upon some
 thing specific. I would say that al
 knowledge which is not useful i
 useless
 The speaker touched on the devel
 opment of universities in the west
 saying:
 We have no surer evidence of tn
 unanimity of sentiment which exist
 on the coast from north to soutl
 than the efforts which have bee
 made to establish universities an
 schools of learning of all kinds, sim
 liar in nature and with the common
 object of preparing our young mel
 and women for the responsibilitie
 of life and for a destiny. which,
 not common is at least. parallel an
 equally worthy of the best tradition
 of the two people,