Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1922-06-22
Colby COnfers Degrees
Continued from Page One

graduation.
The first speaker on the COM
mencement day program was Cliff
ford Peaslee, %, of Pittsfleld,
Mass. who told in eloquent language
Of An Unrealized Field of Service"
Bertha Emily Cobb of Waterville
spoke of the development Of High
er Education for Women in the
United States. The final senior
speaker was Clyde Edwin Russell of
Charleston who spoke on the subject
OF self Education
Dr.. Butler Speaks
Dr Butler came forward from the
distinguished group on the platform
and in tones quiet but forceful told
Of the progress that EDUCATION has
made through the ages. -
Mr.. Buffers Address
There is d familiar tale of a stu
dent at Yale University, who, having
finished his undergraduate course, APP
reared at commencement and received
lls diploma went straight to the tele-
,laph Office III New Haven and to his
mother in Chicago, announced the
total result of the four years, as he
conceived it, in d message OF one
word. Educated No doubt the young
nam meant bit of humorous satire.
However that may be, he used a form
nltnuat ont, nj
tnc frequently hears the young grad
nate referred to as having done with
ls studies. completed his course, fin
shed his education. 1t is not to be
supposed, however, that any of us are
under the spell OF illusion upon that
loint Rather are We agreed that II
tie institution has done it's work in
tCMcently, it has at best only prepar-
ID the individual to he educated: that
,hs value of its work is to be found
not Chiefly in what the graduate
knows. but in what presently he will
n able to Learn. This is perhaps
what Theodore Roosevelt meant, if he
ea!d as he has been quoted. In 1880
was graduated from Harvard and
then began my education. 1t is com
monplace TO say that the school is not
the only oducative agency; on the
tnntrary the home. the neighborhood
the church, the press, the pulpit, eli
mate and scenery-everything which
acts upon us and to which we react
is such an agency And thus. educa-
ton is for every man one of the great
abiding interests Of life, along Will
politics and religion.
But when we discuss education or
an an occasion like this we obviously
90 not refer to thi lifelong process
hut TO that part of it which it is pro-
posod to accomplish in the schools
institutional education. Regarding the
;crm in this restricted sense we may
say that the history of medieval and
modern education involves the story
of conflict between two main types
Of ideal. the humanistic and the real
st!c That conflict, in progress fol
400 years. seems again in our time tC
have become acute, nevertheless witt
brighter prospect for rational settle
4 ment than in any former period. As
regards these hitherto opposed ideals
in sducatiOn, the problem Of our time
n appears to be, not to attempt to settle
their rival claims, but rather. ceasine
h 20 keep asunder what God hat Joined
together, properly to relate what We
feel to be equally essential to the ac-
onmphshment of the educationa
goal"
The speaker traced at some length
/ the history OF the conflict of Human.
ism versus Realism.
The Modern Trend
The spirit of our own times sue
| cecding the period thus characterized
l IS believed, with satisfaction by some
| with apprehension by others. to be
| prevailingly realistic. At this moment
humanism is supposed to be on the
| defensive and to be waging a losing
contest In Prussia the Realschuler
have fought their way to a place OF
| quality with the classical schools
4 Among ourselves, we are hearing
l much of vocational education. indus
trial education and training fol
economic ends.
Among those who have no sym
/ pathy with this supposed trend, some
| react to it with irritation and fear
| some with ridicule.
1 Every man must rejoice in the
new realistic emphasis. The advo-
Gates of the broadcast conception OF
Il diIc a finn dn n a 1cpSt discount
1t. 1t does, however, seem to be the
!proper time to emphasize the fact that
the enalssance of realistic education
Is not to be interpreted as a move
ment to supersede a broader and
more general culture, but rather as
experimenting and completing it and
Glrecting it upon life. The problem is
not that of deciding rival claims, but
vct discovering relations. Both types
toI discipline are to be recognized as
essential. In the enthusiasm for the
new. we shall not mistake it for the
INhole. We may generalize Abraham
leNner's striking formula and say
I'Nat any educational discipline is en-
lorcoable only when it has an ade-
L i""t' SANCTION III SpeCldl regard ana
real point of discharge in the social
torsanization. Men must believe in
II Something must depend upon il.
NfH, my thesis is that there is no
tiack of present recognition of the
l'act that discipines quite other than
'hose Just described have distinctly
I'm adequate sanction in social re-
'ls2rd and real point of discharge in
N" social organization. that men do
'@Ileve in them, and that something
icees depend upon them.
L 'EOWeNnr aNcn IL NO d,,iA