The sun. [volume] (New York [N.Y.]) 1916-1920, 1919-10-19

and beliefs. On which side of each
OF these controversies shall the college
take Its stand? Is there with regard
to each proper attitude which every
college should take? Or shall we say
that a college should never be commit
ted to either side OF any public ques-
ton; should always remain the i'm
partial spectator, not to be claimed by
either side in any actual controversy?
This latter suggestion makes very
strong appeal to any one of scholarly
instincts. and yet 1t offers a dilemma.
If colleges do not take sides on public
questions, how is their influence to be
felt, their guidance to be given? II
they retire from public controversies.
how can they be of service in the set
tlement of common issues?
The dilemma here suggested is not
farcical one. 1t battles and confuses
every one whose hope it Is to make the
thinking process of the scholar effec-
tive In guidance of mankind. II
scholars take sides, IL colleges arc
committed to parties, interests. creeds,
then other parties. interests, creeds
will not put trust in them. II, on the
human differences, what is their think
ing worth? However good 1t is within
itself, what is 1t good for in helping
mon to think right thoughts about the
things that puzzle and divide them?
For the purposes of this present
paper 1 am disposed to press this d.
lcmma, to sharpen its horns rather
than to soften them. Neither Of the
two demands can be given up. In
some way or other we must bring the
best thinking of the country to bear
upon our common problems. and at the
same time we must keep that thinking
free from charges of interest and bias
and craftsmanship. How shall it be
done?
can make only two or three sug-
gestions.
In the first place it should be recog-
nized that the questions with which
scholars deal are not exactly those
which actually face men OF affairs. A
few minutes ago I talked with two
first rate economists and In response
TO my query whether or not they could
advise young men as to business OPEN
ings they said: I'VE know very little
about business" And in a very real
sense they were right They do not
know and need not try to know the
relative advantages of South American
trade and banking in New York city
and wheat farming in the West The
questions of the scholar are not ex-
actly the same as the questions of the
men Of affairs.
The distinction of which have lust
spoken appears in another form. In
general men of affairs are divided as
to policies not so much by their theo-
retical opinions as by their practical
interests. The business mans judg-
ment is not the analytical description
OF an abstract situation; 1t is a COM
pick Of many considerations, all of
which affects his purposes and all of
which he brings together into a per-
ception of what Is wise for the interest
he has in charge. In genral, lot us
say, men divide in opinion as to the
conduct of human affairs in terms of
the bearing Of the affairs upon the
work they have to do. On the whole
laborers believe that labor should have
more pay, while employers would ad-
init that this is desirable and would
yet not wish the process of increase
unduly hurried. Even college teachers
as group believe alike as to college
salaries, however they differ as to the
origin of species or the theory of
mental values. But the scholar. in his
own field at least, cannot be descrtbed>
III these terms. 1t is not to his in
terest that any disputed theory be
true, except as the desire for the re-
pute of originality comes in. Scholars
divide in opinion in some more color
less, feelngless way. They are in
terested in the truth as such-when
they are in their studies.
But on the other hand the two sets
OF questions. the practical and the in
tellectual. are not fundamentally SUM-
dered. One is simply deeper than the
other. The scholar is building the
framework, the background, the gen.
eral structure Of thought within which
ana by means Of which all specific
issues are discovered and decided. It
is the scholars primary business to
oulid that structure strong and firm
and definite. And my own conviction
is that he is making far more valuable
contribution to human life when he
does this than when he takes sides
on specific issues, giving judgments
upon questions into which inevitably
come considerations with which his
scholarship has very little to do
L do not mean that scholars and
teachers should not enter. into public
AFFAIRS. They are often called to such
tasks by urgent demands. But I am
sure that far greater task for them
Is that OF building up the intellectual
power. the intellectual scheme which.
underlying all immediate questions, has
its way in the long run, no matter how
the decisions Of to-day may come
and go.
one thing is clearly certain, namely,
that institutions OF learning should not
take sides In public issues Neither they.
their trustees as body. their faculty
as body. nor any other individual
or group who may claim TO repre-
sent the institution as a whole should
pledge himselfNon any divided issue of
public or private policy. I am sure
that 1t would be far better to lose the
influence Of all our college presidents
In the directing OF public affairs than
TO get 1t generally understood that AZ
group they are committed to the
po'nt or view Of any class or party
Ana the consideration here involved
becomes more urgent every day as in
dustrial differences take on greater
sharpness. We should never forget
Ink