The sun. [volume] (New York [N.Y.]) 1916-1920, 1919-10-26

- strengthened by the war. Those
who used to question whether col
iege education was an asset or a Ia
bility have been silenced. The ready
response of college men to the call to
arms and the service then rendered
proved at least that the training and
life had not incapacitated them for
the sternest and most strenuous of
tasks. Nor should we overlook, in
passing, the significance of the return
OF discharged soldiers and released
sailors in large numbers to complete
their college work. They at least be-
lieye that the college training is
worth while, for they have willingly
returned to its discipline and to
mode Of life which must seem tame
and commonplace in comparison to
life at the front and the responsible
ity of command which many OF them
bore.
But the war record of college men
proves much more than a negative.
BY a sure deduction 1t confirms belief
In the value of humanistic studies as
a background and foundation for life
as well Us for graduate study,~
1T used to be argued that a college
training untitled a young man for
business, that II was neither useful
nor necessary except to those seeking
the rewards of scholarship or going
into the learned professions. 1t Is true
that this view has undergone a con-
siderable change in the past twenty
or thirty years, and that the colleges
have lSberalized their courses OF study.
But It should not escape observation
that the colleges which have yielded
least to the demands of the utilitarians
contributed in largest proportion to
the military and naval forces Of the
United States in the late war. Will.
Jams College, for example. Is of this
group. OF her living sons. graduates
and non-graduates. 37h per cent.
served in the army and navy. OF the
classes graduated since 1900 60 per
cent. were In the service. OF those
between 1910 and 1917 the percentage
rises to nearly 80. while of the los
men gr-d ...tlEg in 1917 l0l were In
actual military service. This Is but
typical of what other colleges of this
group have done. My point is that
measured>by the response to the coun-
try's need in time of war, the train
ing was sufficient For ten years and
more the conscious object of Williams
has been to train citizens for citizen
ship. This also Is typical. To trair
citizens for citizenship Is and should
remain the aim of the American col
lege. t7.
But we are confronted now with the
problems of peace. II the educationa
programme Of our colleges, based or
the foundation of humanistic study
and seeking as they did to train mer
to think broadly and soundly, proved
sufficient for the war. surely We ma!
be encouraged 10 believe that no radi
cal change is necessary. On the con
trary, are we not forced to the con
clusion that the old foundations should
be preserved and that We should con
tinue to train men to think even NOR
broadly and soundly? The colleges
must meet the present world needs b.
senewed effort to expand the mind. L
develop greater intellectual and mora
strength, to approach questions witt
deeper penetration and broader sym
eathies. A new world Is before us
The colleges must train men to solv
its problems Alright. They must know
the past and with expanded visio
face the future. Problems which wer
simple have become complex, prob
lens which were local have becom
national and international in scope
Moreover. they are problems in whic
the human factor plays an ever In
creasing part. New ways must b
found to deal with old questions, ne'
machinery set up and above all oil
ferent attitude of mind developed.
For example the question of wages
hours and conditions in the coal mine
of the United States are no longe
questions to be considered by opera
tors and mine workers along. TIL
public is a party in interest and mus
be consulted. Nor are the issues raise
a matter of national concern onl!
Coal is a basic commodity. and tn
position IN which the United State
finds itself placed at the close OF III
world war makes the production an
distribution OF this essential product
matter of first importance to the poop
OF Europe as we'll as Of the Unite
States. The same is true of contrS
yersies affecting the production an
distribution OF food supplies and bas
raw material, Of transportation by lar
and water. The economic princ!pl(
involved are the same, but their appl
cation is Immensely extended and II
new factors introduced are so many
TO render the problem well nigh II
soluble by old methods of approac
The mere size Of the problem Is BAT
ling. The war has converted question
of domestic supply and private col
tract into questions Of information
scope and OF public concern.
The futility Of attempting to sol
these new problems on old lines al
by old methods OF approach Is pr
scented by the conferences now
session.
Our colleges have for the most pa
adhered to their old educational pr
grammes. One important chang
however. has been carried over fro
the military studies of student arm
training corps days. The war issue
course opened our eyes to the possib
ties OF a course of this nature as a
u understanding work for freshms
In many Of our older institutions
the East It was still stoutly mai
tained prior to experience with Z
war issues" course that languag
ancient and modern. mathematics al
English were best adapted to the wo
OF freshman wear In the snrinp