The evening herald. [volume] (Albuquerque, New Mexico) 1914-1922, 1915-08-19

! NV ~ ~ HNN ANtNWM UN'N NnHN ~
one who was conspicuous for hle
learning and scholarship. Making his
way requires n large part 81 Ms en-
crEy and time taken from what
ml3ht have bacn given to furthering
his college work. hut that training TO
work IN any linc Is more valuable for
rceuiis IN Iifc's efforts than mere
rcholArahip and learning.
Work n nnf Only q ncccealty OF
mans nature. but II u the basis Of his
happiness. Everyone u conscious Of
~pitanurahlc experience when no
docs anything wen. even a trivial
tnrk. As one goes on AID trains him.
sslf to 10 many and Important thlnsa
we'll Il fixes his attention, abkorbs
his mind and ne IL unhappy except
wien engaged IL his chosen work.
Again al work II a combination,
not only Of physical EFFORT, but pieaD-
urasin exercise 81 mental ana splr-
ituak ppRers. when a child with his
natural store Of enerry seeking an
outlet II set TO tend a machine where
the mechanism permits no exercise OF
his mind, We have the most serious
dctriment Of child labor. namely. that
only a part OF his potential cnerey
~ Nafttu INV pay anu tUt fF~A -
atrophied. and the child becomes
dull, undcvcioped and really loses
hts life 90 far as the world Is con
ccrned.
All work that becomes drudgery Is
dun simply because OF the lack OF in
teiiieent interest In Il. When IN la
borcr can md some reason for put
ting intellectual activity into his
work, he removes the drudgery. Hugh
Miller In hts study OF the rocks Is an
example Of a workman that was able
To combine with the hard physical
effort an intellectual observance Of
the facts OF the rocks that lead him
90 develop into a prominent author
lily on geology.
Nothing Is saddcr than 20 see a
man or woman retire from work at
the g Of nifty or sixty. although in
many RESPECTS still In the prime OF
their power. under the mistake than
In order to avoid the dullness OF
WORK they must give II up altogether.
What they should do Is 60 rcadjust
their lives In such a way as 10 do
something In which thoy can bring
their intellectual and spiritual powers
10 bear. Work therefore Involves q
proper combination Of physical. In
teilcctual and spiritual energy in ac-
compiishing a task. Either Of these
omitted, the work Is imperfect. lacks
It's best results, both In the produc-
ton. happiness and health OF the
worker. -
IL is the function Of the state uni
versiiy TO trala young men and young
women to work. The courses that
are given are merely tasks and prob-
lens set before the young mind TO
develop its powers OF concentration,
reasoning n adjustment. IFS eaergy
IL holding itself TO a task.
II Is the function OF the teacher TO
set the task and assist the student in
accomplishing his work. Unfortua.
atcly. many professors do not con-
ceiYe this 10 be their duty. They
have "A conception that their only
function IL 10 promote scholarahfp
ana feel that n Is no part Of their
duty 10 stimulate the student to sue.
cesstul e1deayor IN his tasks. that IL
H. their function 10 present knowl.
edge and problems for securing tho
same and hat the student Is 10 10
AHNN W NAtNNAMf MS "
choice as 10 the extent to which he
WI take hold OF the work proposed.
where this occurs In an educational
iartitu'ion' there Is groun for just
criticism.
An article In a recent magazine in
which an Undergraduate gives his So
called confessions" points out this
condition wildly.
The young nan In describing his
experiences as an Undergraduate. re-
cites.
Well said a friend Of my
i1ther's Just before ! came TO college
three and n half years ago. all hell
get will be an inoapacity for work.
This In spite Of the fact that he was
alumnus Of the very institution for
which was bouod.
Il did not believe him then. Now,
IN the last half OF my senior year.
know That my fathers friend was
right ! was Just a Of high school
y was used % doing my work
whether or not / wished 10. when /
inferred college, I was 50 accustomed
10 doing what | was bid and To do
ms u thoroughly and without aues-
Ton that ! kept on almost throughout
IVY freshman year hMf many tnlnHH
conspired against me. I soon discON-
cred "a number of reasons which APP
peared cogcnt 10 me for doing no
more than the minimum. In the first
place the required course Of study
seemed planned expressly not to come
nome 60 mems business and bosoms
Not because IL was Impractical. for |
always dislikcd practical studies. but
hecause u was SO surprisingly dull. o.
can see already that I was then mis-
taken that my instructors. not my
studies were az fault T,
In high school my teachers had
renlly been teachers. and nothing
more. but in college. on the contrary. /
the faculty ls composed OF investight-
ors with whom teaching Is q minor
aud purcl' -poriunctory activity, 4
suppose that q man who a been
through the German-American mill 81
tho Pm D., ear hardly help coming
forth more or less of "a d~esiccated ma
chine; but why such men should bn
employed Ostensibly 10 train the
youthful mind "a an ENIGMA. At any
rate, by their own lack Of interest
they mite ~0ffectuaIiv cheek all pOssi-