The Catholic bulletin. [volume] (St. Paul, Minn.) 1911-1995, 1920-06-26
THE POSTWAR CURRICULUM
CONTINUED from page H.

tC0ntlnueo from page III
firm policy that will secure to them
something of the seriousness and
poise and balance and breath of un-
derstanding, and wisdom in word,
in which at present they are SO pitt
ably lacking. e. -.
The free and easy policy of non
interference advocated by Rousseau
has resulted in the conversion of the
fourth commandment. The College
has followed in the wake of the mod.
ern home in which parents live on SUI.
ferances and the whims of the children
become the law. s
The colleges for lack of educational
discipline. are turned topsy-turvy and
the, public arraigns both faculty and
students before the bar of account.
ability and like the angry Duchess and
with as little inquiry into real causes
.screeches to all corners, "Off with
their heads" ..... s<
The colleges will suffer fate anal
ogous to that of the tabled Franken
stein if they do not singly and collec
lively make their Municipalities felt
on the youth who throng their camp
uses. And the most salutary way OF
making themselves felt is by becom
ing positive factors in the upbuilding
of the students. in too many instances
the college experience is merely an
other form of diversion to which
young persons are exposed.
College students must be subjected
to the discipline of work. They must
be trained to discernment in recre
alton. They must be educated to the
duty of obedience.
Students must be made to work, and
be made to work hard, and they must
be made to like to work. We must
arrange to have smaller classes and
assignments that cannot be skinned
believe the lecture plan as we find
it so commonly exemplified is not
suited to freshman and sophomore
students. Under it there is too much
room for the easy-going dolce fal
niente that SO strongly characterizes
our college-goi youth. L will ever
go so far as to say that the type Of
instructor we most need is the con
structive task-master.
Recreations.
There must be a decided revolution
in student recreations. The cultivat
ed taste of the college student shouls
lead him or her to something more in
tellectual than the constantly frequent
ed movie, and to something less slim
ulating to the senses that the jazz, the
musical comedy and the average col
lege dance. College is not a lark
Life and leadership are serious bur
dens. The preparation for both mus
be. made serious apprenticeship
kindly but firmly directed. l am con
vinced that once applied, this regime
of more work, and harder work, ant
better work, and less play--the stu
dents will not only like it" but the,
will respond promptly and generousl!
to the interest which they will find il
not passive and general, but active
personal and individual. Moreover
students will learn to quiet the rest
lessness that is fast becoming oul
national menace, physically and spirit
ually.
No leader ever led who did not frs
learn the value of obedience College
students must learn obedience and re
spect for authority. They must aban
don their belief in the supremacy O
the individual Judgment and they mus
be taught to direct their reason ant
conduct in the light of ultimate truth
And all this college students canno
find out for themselves. 1t must b.
shown them; it must be lived for then
by those to whom their teaching is en-
| trusted. The college teacher must b,
a person of great individual power
intellectual and spiritual. He canno
| be the pedant who would obscure tn
richness of content in his subject b,
the elaborateness of his pedagogical
machinery. u.s.. -.