The Richmond Virginian. (Richmond, Va.) 1910-1920, 1915-12-05

tHTOHEiHH milIfOnB In0Q Bill LIE " y
ieges, both State and UNCONVENTIONAL.
are fitted to do.
2. In the second place. would say
the UNCONVENTIONAL college should
take stock of its resources and OF the
higher educational needs OF Its own
constituency, and then determine a
program OF teaching, and other GER
vices which will best satisfy these
needs. OF course, every college must
bear constantly In mind that 1t lives
not unto itself, but that Its special
task and its standards must have
[tlieir due relation to. other colleges
and be Influenced by the consensus
OF enlightened public opinion. For ex-
ample, no college today can disregard
commonly -acceptod standards for en-
trance or for graduation without do
ing great injustice to students who
may be SO unfortunate as to enter its
halls Matters of this sort, however.
being taken for granted. the denomi-
national college may decide for itself
the range of its curriculum and the
subjects to which 1t will give special
prominence.
Must Magnify High Function.
I While I would not limit the scope
of the UNCONVENTIONAL college, except
by its financial ability TO do thorough
~ Whatever IL NiiueTtakeS, i a1n per-
suaded that such colleges will do well
to emphasize their courses In liberal
arts rather than in technical or pro
fessfonal branches. l would interpret
the term liberal arts" broadly max
Ing it include not only the traditional,
subjects. but also social and economic
science and the sciences of nature.
The State colleges tend TO give atten-
ton more and more to vocational and
professional subjects. all of them profit
table and necessary. but the first and
Fundamental demand upon the church
college is for training Ia things OF the
spirit. IT is worth while to train men
aud women to earn their living but
fortunate are the teachers who car
train aspiring youth to live nobly and
10 serve unselfishly. This high flinc-
ton the church college must magnify,
and il will always find choice spirits
10 respond to its call These students
viii go forth to positions of power and
influence. leaders in the worlds up
ward climb towards high ideals.
believe il possible for the church COL
leses hy proper emphasis upon things
Of the e7>irit and by steadily incuicat-
lnE the teaching Of Him who came
net to he m;ntstered unto. but,fo nliu-
lister" "a train n great proportion or
the worlds leaders in thought and ar
ton.
eut in this program of study the
Bible must have a larger place THAR
a1as hitherto been accorded 10 It.
There have been Respectable reose9ss
why the Bible has not. Always rad ~
place in the course Of study Of church
colleges The fierce controversies
that have RACED about the Book ana
alo The feeling that the Word Of fvod
was too sacred TO be made a .sSt-I
hoax have been among these rssasssas
set we understand thsee tEt.akM tsaf
ter now. We 1--we in new TIME wi. h
rfew demands. The scholarship Of
uaay countries has brought ciears~
understanding of the Bible mesa
ard every denomination has Ereat
teachers competent to teach the Bible
IN such way as to make its truth
vibrant with High. and life. Great
teachers must interpret the Bible ia
the students of the ienomtnatianal
college, and develop. their religious
nature on q parity With their intel
8@etual growth. The state college can
amt enter This field; the church efyl-
1870 dare not longer neglect 1t.
Opportunity For service,
8 While would advise tha. ae-
aoniinational college to be- very glstl-
tious about entering the field OF pro
fesssona, or vocational training wls n
out ample financial resources, there
liz one department OF instruction com
monty regarded as professional which
cannot safely be neglected. This
ia the matter OF teacher lraiiYlrg
A weli-manned department Of educa.
ton seems alnsos, essential In de-
college. The aenomirsi-
tionai colleges. no iess than the State
colleges depend for their supply nfj
students upon the public high schools |
II is vital to both, to the denomira-
lioisal college no less than to the Statoi
spltege. that they furnish teachers
. The secondary schools. and that |
h@y keep In sympathetic and helpful
cooperation with these schools. It'll
would be suicidal for the denomina-
nigh schools. I would like TO see in !
every UNCONVENTIONAL college at least |
INC professors OF education gfeinr /
their whole time to the work, but each |
Of them giving at least 4 Thrill OF the /
SEES sicn to visiting tho schools. There |
IL opportunity today In every com
for this service, and II will |
pay rich. returns to the community.
Let no. one lightly say that this !
/, ork hes outside the field OF the de-
college. The teachers I
&
the minister. and 1t In equally impor- /
tant that he appreciate neral values /
and guide In things spiritual. In 4
many town or country community. /
where several churches OF different /
faith are located. the school princi- /
pal Is naturally the compromise /
leader In community service. Around |
him all can gather. provided he 10 the !,
type OF man the denoninAtfonal coll /
lege strives to send forth.
For Education Of Women.
4. ! would also have the denomina
tonal college make liberal provision
for the education OF women. The
church has done mora for women than
has the State In education n we'll as
IN many other respects. Hut this Is
century as mono Of the others
hAve been. Women are vet without
sufficient opportunity for higher eda- /.
.ation. and the State Is slow. TO ap-
preciate the need. It Is highly APP
oropriate that the UNCONVENTIONAL coll s
eye should furnish the liberal edu-
alton that women desire. The de-
that have made a be-
thinning have already received public
for high service. Whether