The weekly times-record. (Valley City, N.D.) 1912-1922, 1921-12-08

tude will affect adversely the place
and prominence Of science in the
schools.
We are all familiar with President
Eliots four educational processes of
the trained mind, viz. % accurate OBJ
servation (2)the correct record OF
things observed, 90 the faculty of
drawing correct differences from re-
corded observations and (4) the pow
err of expressing ones thoughts clear
ly, concisely, and cogently. The class
icist claims that these are exactly the
results most easily attained by means
Of liberal education along humans
tic lines, while advocates Of science in
sist that their subject is the best if
not the only avenue to the successful
development of these processes. An
unbiased view no doubt lies between
the two extremes. The results at
tanned by the use of either course will
depend quite as much on the aims
that are uppermost, the methods en-
ployed and the ability and application
of those who are being trained as up
on the inherent value Of either sub
ject. Certainly science properly Or
ganized and we'll taught should de-
velop accurate observation and the
faculty of drawing correct differences
from recorded observations, and the
classics have contributed to the power
of expressing ones thoughts clearly.
concisely, and cogently, and to the
things observed. We need both SCI
ence and the classics in any curricu-
lum designed to meet the require
ments of a liberal education. The ed
ucated man must know about things
and their forces, which knowledge is
acquired from study Of the natural
sciences, and of equal or even greater
Importance is a knowledge of men and
their ways to which the classics make
a large contribution. Cultural educa-
ton without vocational training is as
incomplete as is vocational education
without cultural training. Vocational
training should have cultural found
alton and cultural trainirsc should be
vocational at the top Either without
the other is incomplete. In our effort
to connect the school with life we are
in danger of allowing life as it is to
dictate our education, whereas educa-
ton should dictate what our life ought
to be. In addition to specialized Ell
! fciency in one occupation which voca-
tional training gives. we should cultl-
vate adaptability to changing condl-
tions which only liberal training can
give.
Instead Of being opposed to each
other, the scientist and the classlclst
should unite in common effort to
ouell the revolt against discipline and
hard work which has inspired the at
tacks on the classics and accounts tor
the decline in the ratio of students
who elect the physical sciences. AS
Shorev saws, Sin the fundamental
classification of studies !nto those
| which exercise and those which IT'LL
late the mind, the scientists belong
| with u.s. IL
sire for a return to the DAY "neh
| Greek. Latin, and mathematics con-
| stituted in the main the curriculum OIL
| higher education. -, 49,;
development of the physical SCI
ences. the progress and division OF tne
h;o]ogical sciences, the rise and grow
mo imnortance of the social Sciences
have furnished new and valuable ma,
teria1s of instruction which demand
and should receive place in the cur
r;cn1nm. But this wealth OF new ma
ter;al should not blind us to the I'M M
nortance of the life and literature Oh
past aces. nor permit us to forget tlaS
bu y knowledge of the past we staho
~ Tho Shoulders of those VINO nays
urocaded us. And now that the woIlu
grown g: so MUCH smaller, ,a and n the
1 m1es Is becoming so much greater
Pies .,ano and literature, with all their
in n'pGj;cations, combined with the nat, At,
imp sciences, which will give an
urar ;nt ance not only with the phe.
acqu ann nf nature and her processes
also with ideals Of %stf hSe bs anc
Studies of our educational SYSTEM
DIR. F. L. W1CKS. OCULlSI