The Morning Tulsa daily world. [volume] (Tulsa, Okla.) 1919-1927, 1921-05-09
Barometer of Public Opinion
Wcitrman w. Einstrla.

Editor World. II has been an occasional
pleasure 60 take advantage OF the column
winch YOU reserve In your paper for expressions
Of public opinion. ! trust that my letter viii
be welcome even though take issue with your
editorial OF this date entitled More Academic
statements"
In the first place It does not appear that you
are familiar with the intelligence tests instituted
at Columbia. and 40 YOU have your argument
against the acadcmican Of false premises.
These examinations are not based mere
theory and shadowy form OF so-called learning"
II Ia decidedly not academies" on the con-
trary, these examinations are very simple men
tai tests-the results Of psychological research
to ascertain not knowledge and understanding
but' AZ the professor says mental alertness'
quick wit ana perception. IL is in these quail
ties that the college students eNcelled the "busi-
ness men, II means that the younger minds
were more 1.-THE and spirited, more sensitive
and keen II does show that the older men are
going to seed because their minds are not
being exercised. But do agree that tho results
OF these tests TO not prove that the Older men
are less wise than they think they are.
In the second place, nnent your views about
the lot of "Clap-trnp" that college man was
given at school and which he does not use
tcvidently 90 coin into hard CASH in his daily
battle with fortune, can but say that IT Is
popular view In this part Of the country. II IL
especially popular among non-coilege men
How painfully materiallstic your point OF view
Is! You who glored so much In the birth OF
university In Tulsa, deridc az 'clap-trap
everything she would teach that the student
would not find use for In business. AZ an in
strumcnt OF spreading opinions which many OF
your readers take as gospel, you assume quite
n responsibility when you denounce what you
call "the tragedy OF our educational system
ls the editor really sincere when he says that
pupil, after eNpendng much time In get
ting an idea MUST, on departing from the iu-
stitution OF learning, give over "a considerable
length OF time to forgetting or unlearning that
which had cost him vast trouble to acquire?''
Even II his courses did him no positive good,
which you insinuate and which do not con-
cede. must the student really spend consider
able time unlearning his geometry. chemistry,
physics, ancient history and algebra 80 that
these things will not interfere with his daily
battles with fortune"
The trouble seems 70 be that so many OF us
do not correctly conceive the "raison d'etre' OF
a cullege--an academic college. II does not
profess to teach a youth the problems OF the
work "A day world. 10 does not teach him "A
trade or n profession. That is the function OF
the professional schools, whether II be the
school OF business administration, law, dentistry
or medicine or what not The college aims
merely to broaden the mind Of the student TO
teach him to appreciate loftier ideals and to
ground him in some fundamental principles 10
the end that he he more ratonal more
ethical and moral being constituent or MS COM
munty state and nation,
But you. in your avidity for materalism,
would seem 20 prefer the practical accomplish
mcnts OF "A Wcitzman to those OF an Einstcin.
WcitEman gave us TINT: Einsten merely a
theory OF RELATIVELY. Yet, 10 our schools taught
only those subjects that can be transformed into
golden sheckes, would have Einstens.
And how dun and drab lives would in
deed be.
Respectfully.
L1NBY KAYE.