The herald and news. [volume] (Newberry S.C.) 1903-1937, 1913-07-13
4 SCHOLARLY ADDRESS.
Delivered BY Prof. ChaS. W. Kent
Tuesday Evening in Opera
House.

The address to the Hteerary Soc4e-
ties of Newberry college, was deliver
ed Tuesday evening in the opera
house by Prof. Chas. w. Kent, Ph.D.,
of the University Of Virginia. The
address was scholarly and delivered
with force and effect by the distin-
guished speaker.
A synopsis would scarcely do the
speaker justice, and only brief out
line is given. Professor Kent was
presented by Professor E. B. Settler,
of Newberry college, who did post
graduate work at the University Of
Virginia.
After responding to the introduction
and paying a tribute of friendship to
Newberry college and its representa-
tiy2s with whom he had been familiar,
DR.. Kent announced as his theme,
Educational Efficiency versus Educa-
tion Display"
He gave resume Of the reports
made by the masters of Oxford col
leges with reference to the Rhodes
scholars from the United States and
then supplemented this indictment by
showing that very much the sams
conclusions had been reached by the
German investigation Of our educa-
ticn in America. The counts in the
Joint Indictment are that American
education does not lad to thorough
ness and accuracy; that it does not
result in adequate mental discipline;
that it fails to create in the student
the willingness and ability to assay
the long and difficult task; and that
it does not inspire the student with a
feryent zeal and ardent enthusiasm for
learning.
After commenting fully on these
charges the speaker contended that
ths effort to meet this indictment on
the part of the colleges by different
iating the course that led to college
from those that led to business was
an error for exactly the same kind of
training, though not ne necessarily in
the same branches, was needed for
the prospective scholar and the pros
pective man of affairs. The business
man desires of the young man that
enters his employ (1) willingness and
ability to learn, (2) personal interest
and zest in his work, (3) thoroughness
and accuracy in the assigned task,
(4 and energy and industry in the
prosecution of task, however long
Or difficult, until it is finished.
The college professor desires Of
the student coming under his care, O
thoroughness and accurary in the
studies hitherto pursued, and the
spirit of thoroughness and accurary
in all work undertaken, (2) mental
discipline, or the training and com
mand Of all the mental powers, (3)
power of sustained attention to diff
ficult and disagreeable task, (4 en-
thusiasm, or vibrant and vital inter-
est in the new tasks, that shall give
zest and delight to their pursuit.
After insisting that in essence the
training for college and business is
one and that the requirements of each
are just what in the judgment of for
eign critics we are not getting, DR..
Kent raised the pertinent question
why we were not finding in our edu-
cationa1 system just what we ought
to expect to get out of it?
His answer was in substance as fol-
lows: that the lack of thoroughness
and accuracy is due to the inherent
reStlesSneSS OF American life which
unless controlled leads to fckleness,
variableness, and superficiality; to
our desire for visible, tangible results
marked in education by promotions,
diplomas, graduations and public no
tice; to inherent haste with its ac-
compartments cf short cuts time saw
ing devices AID record-breaking
ideals.
He closed by pointing out that it
vas still possible, perhaps more
readily in the small college than else
where to settle down to calm, quiet,
unhurried but uninterrupted and
thorough work, particularly if the
college is willing to forego extensive
ness for intensiveness and set itself
unfinchingly to undertake nothing
more than it can do faithfully and