The New York herald., 1921-10-02
Columbia Educator Says Books Are Still the
Backbone of Education, but That Many
Essentials Are Too Often Overlooked

as he has of self-confidence. leadership,
initiative, decision--in short. the faculty to
impress others.
I'm most of our colleges the students
realize this better than the faculty. The
result is that an antagonism has been set
up between the students and the faculty
that is handicap to the development of
either the academic or, let us say, the
human side of the student. The boys de-
velop the belief that their studies are only
a necessary incident to their joining
athletic, social and other non-academic
activities. The faculty too often counters
by arbitrarily over emphasizing the i'm
portance of the Latin history, mathe-
matical or. other courses.
so it seems to me that whole lot of
the criticism of the colleges may be re-
moved if each of these elements is made
the other The faculty must realize that
sports and other similar activities must
have their distinct place. But the boys
must also gain an appreciation of the fact
that, after all, their studies are the basis
of their future success.
Student Activities Provide
Need for Real Leadership
1.-The students have sensed this situation
for many years in our colleges, and the
reason that our athletics and other student
activities loom so large is because they
supply this need of training in leadership,
in action and in cooperative endeavor that
is so important.
"The college of the past has too often
presented the pitiful spectacle of faculty
confining It's entire attention to the So
called academic side of things with a feel
ing of distinct antagonism toward the
student activities, which ought to be one
of their concerns. The students, on the
other hand, study their courses as neces-
sary evils attendant on their taking part
in these other activities which are to them
of greatest significance.
81 do not mean that the professors of
mathematics should be less active in teach
ing their subject, but do mean that they
should realize that the activities of the
students are real part of their education
and should lend the same interest and
helpful support to those who are concerned
with the other side of college affairs that
we have come to expect from our athletic
teachers"
How" asked the interviewer "is this
problem being solved at Columbian"
1--WE are handling it here in this way"
Dean Hawkes. continued. I'VE are en-
deavoring to effect most careful organi-
zation of classes. each with a definite
academic motive. In this way, during the
preparatory work at Columbia College, the
student Is grounded In the essentials neces-
sary when he later enters the Law School,
the School of Mines of Medicine or what
is so organized that. say at the end of the
first year. If the student elects to change his
course, to become, for instance a doctor
of medicine rather than an engineer, he
can do so without loss Of time In the
process or without experiencing sense of
defeat in the accomplishment of his origi-
nal purpose. This is important in the
early training.
How Columbia Handles 1t
BY New Member of STAFF
Then, in connection with the extra cur
ricular activities, an example of the way
we are endeavoring to meet the situation
is seen in the recent appointment of new
member of the instruction staff His duty
is to guide, advise, steer the literary and
all other outside, but non-athletic. activi-
ties. His work is to teach and develop the
individual side of the student-to COM