The Catholic bulletin. [volume] (St. Paul, Minn.) 1911-1995, 1920-06-26

gamatlOn OF all the sciences, the gold
en- cloud which bears the soul to hea-
ven. Every college teacher must be
a true philosopher. He must show
his subject in its true relations to
all other subjects; he must neither
exaggerate nor minimize it's impor-
lance in the scheme of things And
this is the croWning of his scholar
ship. But If in addition to this he
fails to wing the spirits of his stu
dents heavenward from whatever pro-
montory he stands, be it history, lit
erature, science, politics or industry,
he would better be carpenter, mil
liner or tea-room expert.
The college teacher must be ever
mindful of the fact that his mission,
is a privileged one of arduous work
and duty and not an essay at popu-
lar entertainment.
False Ideals.
believe we are too anxious about
the size of the enrolment and the
number in the graduating classes.
There is too much of the flavor of
the factory about our colleges. Our
estimates lean almost wholly to guam
tity of production rather than to quail
ity. Quantity looks we'll in print, and
the size of the plant" impresses the
visiting committee which surveys be-
fore the appropriations are made The
students seem to have the idea that
almost anything will be condoned pro-
vided the institution is made and kept
popular" The annual commencement
orator graciously addresses the larg-
est class in the history of the institu-
ton; and all too many on commence
ment day carry away only the husk of
learning to go on and out to treat all
learning as if it were nothing but
husks. 1t may prove real disaster
to college to attempt to achieve pop
ularity if this popularity results in the
lowering of entrance requirements,
the easing up of course requirements,
and the encouragement of the limou-
sine drive for the degree.
Getting Numbers.
We must learn to be content with
fewer numbers and to let those who
do not like a stiffened regime drop
out. Their presence is only detri-
ment. We have too many young per-
sons with no particular endowments
and with no, definite purpose crowd
ing our colleges today. ~..
With too little protest we have al
lowed ourselves to be DETECTED from
our proper path by the pressure from
the peoples university-the American
High School. The American High
School will hold it's own. 1t behooves
the American College to take thought
to it's own individuality and do like
wise. -"
With stiffened regime and with
great teachers who will create an at
mosphere Of work, and study, and
refinement of mind, we will find the
most desirable students in the high
school anxious to qualify. They will
be glad to come up to our standards
and to our requirements. 1t was an
other Frenchman who said that cat
does not caress us; it merely caresses
itself against us. With a stiffened
regime kindly, firmly and wisely ad-
ministered we will no longer have the
uneasy feeling that we exist merely
to be rubbed against.
Developing individuality.
Each college should aim to develop
and retain an individuality. 1t should
be able to impart some subtle distinc-
ton that will differentiate it's students
from all others. Collectively we should
endeavor to build up among the stu
dents devotion to the college of their
first choice. There is, especially in
the middle and northwest, too much
restless moving about from one insti
tuition to another. No institution, no
matter how conscientious and physic
ally efficient, can do it's best by those
who come to it if they are continually
on tiptoe, ready to fit somewhere else
where work is reported to be easier
and diversions more frequent and al
|
he given fair show to do it's best
or worst as it succeeded or failed tc
turn out students who could produce
results. Under the migratory system
common at present, much shabby work
and careless conduct acquire a meas
ure of responsibility when students
pass as easily as at present from one
institution to another.
With stiffened regime and with
great teachers our curriculum will not
fail by defect. Our program of studies
should be made such as will furnish
a broad and stable foundation for pur
poseful living. 1t would recommend
that the program, in it's main out
lines, be carefully prescribed. II
should include certain well-organized
and difficult courses in history and
politics, in classical and modern lit
erature, in science and mathematics
and in philosophy. To this should be
added courses, which,, while not in
tended to directly prepare for voca
tional Or professional careers will al
least engage the Intelligent sympathy
of students. for the, industrial environ
ment into which, whether they like il
or not, they will inevitably find them
selves borne. ...n..sae 49,. :.
A Sane Program.
! 1t is quite possible to make a voca
| tiOnal program full and rich and com