Grand Forks herald. [volume] (Grand Forks, N.D.) 1916-1955, 1922-09-04
EVENING EDITION..

sVA6AAs Oue OSAV1S
Meeting Of Pastor. AT
Wesley College.
!; ,----
Following is the address de-
livcred by President Thomas F.
Kane. Of the University OF North
nDakota before the summer school
on the subject. THE state Uni
verstty and the Christian Com.
monwealth:'
This theme. THE State University
n the Christian Commonwealth"
suggests. first Of, all, the place Of
moral and religious training in our
Scneme OF education. ~
In leading the discussion in our
conference on this theme, I shall adj
oress myself to one phase of 1t large
y. Speaking to you as the special
representatives of the church, I shall
consider more a. particularly the
cnurch's part in our education.
Complete Education.
Let US lay 1t down as one of the
FIRST principles that there is really no
such thing. in any comprehensive
sense, as educating a person without
taking into account all of the essen
tial parts of his being. In the essay
awarded the thousand dollar prize by
the National Education Association.
In 1915, for the best outline Of moral
education, Professor Charles p "Rugh,
Of California, made as the basis for
his program what he termed the
fivefold nature of the individual,
namely: a. the physical life, %
the mental life, (3) the moral life,
90 the spiritual life, and (5) the
religious life. :
The more elaborate system Of NOR
al training which was awarded last
February, through the N. e. A.. a
$4,000 prize, worked out by a group
similar comprehensive principle.
Character Training.
Let us start out, then, with the
educational principle which is sound
and alone complete, that all phases OF
the STUDENTS being must be taken
into account in his education.
This is shown by the ordinary
purpose Of academic, education. For
example. a few years 9 a special
committee of the United States SEN
ate was making an examination OF
the business methods of some of the
great institutions o. 'the country. to
see whether certain lines Of business
were favored to the disadvantage OF
competitors. The question was put;
in this examination, to the late J.
Pierpont Morgan, the father of the
president Of the great banking house
what their banking house determined
their decision in making a loan to an
applicant. His answer was, without
a moments hesitation, the character
of the borrower. No kind of question
nut to him shook him at all In this
answer. hat character was more i'm
portant than the progress of a bust
ness house, the fnancial. showing they
made, or the security offered. An ex.
animation Of the proportion OF bust
ness really done. on credit where ne
actual money is exchanged, $50 OF
more, will lead us to this same con
clusion. that business depends or
confidence, and confidence on char.
acter. T.
Again, a few years ago, as OF
its great services to education, the
Carnegie Foundation accepted tn
task Of trying to make up the moo
for our universities and technica
schools. AS their first step. through
a QUESTIONABLE, they got the judg'
ment of 1900 conspicuouslv success
full engineers throughout the coun'
try. One Of the questions IN TINS
QUESTIONABLE was how much OF .
factor toward an engineers success:
and service is his original training II
school. The average Of the answer
Of these 1900 successful engineer
was. 1879. This ONE as a sort O
shock to us schoolmen who are re
sponsible for these various INES o.
training. It may be said furtner ina
this is an estimate and a feeling iron
experience on the part OF these eng
neers, rather than an a answer
Even so, it is Tremendously slsnlll
cant, Another one of the question:
in the QUESTIONABLE was. now muci
If a factor toward the engineer
success is personality and such quail
ties as reliability, or, in general, tnt
qualities that go to make up n W
term character. The average OF TN
answers of these same 1000 engineers
was A. 20, or almost half OF tne as
ran Of success comes !ron. 'A nnS
nersonal qualities Of personality ane
pea;a h;i;tv> Hence, even from. thu
s;mniest and most concrete objects O.
Education, such as the object OF ousl
ness success, the broadmlnded ant
f%at-sighted educator must axe lnI.
account the training OF the
man. as vitality bearing on this u
nose. II. then, We take into accoun,
me interests and ideals in life ina.
are higher and more important ever
than what we think OF under IN
term success, the importance - SUI
more apparent of taking into &C
navn+ in u education all OF tn
parts of the students being,
History Of Church Work.
Coming down, then, to the pnase y
this theme which I have sussesteu
the church's part IN the WoIk - gu
1sa,;nr that the church has not rem
SSraa a service in this country that i
100 to its credit than Its work II
%nnnnaction with education. n ,
I'LL 'om1 IN nortant for us all to iremeH
~ at this time. This we 4fninK. 9!
~ the' day Of the state universft!
I'D he public school. At sucn
~ 10 nav somewhat underrate tn
W. ~ ereat service that the churcn ma
tne srsd "a education. 1t Is especial
;mrortant that you men VINO ON
y ,iiv represent the church nave IN
ciai ,.cttnn and inspiration that VII
70 YOU from having clear II
con minds the cfurch's great ser
Ky. Tha work that the churcn MAJ
w. ~: ~ the past likewise sis the prop.
oone .nteround and the challenge Z
r. 3 church Of today. to 40 9 CORES
cAs!0lL!GAS!