Word: may
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Dates: during 1900-1909
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Even persons who do not share this view of a professional aim have often urged that in order to save college education in the conditions that confront us we must reduce its length. May we not feel that the most vital measure for saving the college is not to shorten its duration, but to ensure that it shall be worth saving? Institutions are rarely murdered; they meet their end by suicide. They are not strangled by their natural environment while vigorous: they die because they have outlived their usefulness, or fail to do the work that the world wants done...
...itself it is a part, and not the most vital part, of education. Surely the essence of a liberal education consists in an attitude of mind, a familiarity with methods of thought, an ability to use information, rather than a memory stocked with facts, however valuable such a storehouse may be. In his farewell address to the alumni of Dartmouth President Tucker remarked that "the college is in the educational system to represent the spirit of amateur scholarship. College students are amateurs, not professionals." Or, as President Hadley is fond of putting it, "The ideal college education seems...
...educated man. It has been truly said that few men are capable of learning a new subject after the period of youth has passed, and hence the graduate ought to be so equipped that he can grasp effectively any problem with which his duties or his interest may impel him to deal. An undergraduate, addicted mainly to the classics recently spoke to his adviser in an apologetic tone of having elected a course in natural science, which he feared was narrowing. Such a state of mind is certainly deplorable, for in the present age some knowledge of the laws...
...retain information of every kind from that unending stream that flows past every man who has the eyes to see it. Moreover, it ought to be such that he is capable of turning his mind effectively to direct preparation for his life work, whatever the profession or occupation he may select...
...upon experience. Our Law School lays great stress upon native ability and scholarly aptitude, and comparatively little upon the particular branches of learning a student has pursued in college. Any young man who has brains, and has learned to use them, can master the law, whatever his intellectual interests may have been; and the same thing is true of the curriculum in the Divinity School. Many professors of medicine, on the other hand, feel strongly that a student should enter their school with at least a rudimentary knowledge of those sciences, like chemistry, biology and physiology, which are interwoven with...