Show j I I II DIPLOMAS I I I 1 So 0 much will wll bo ho said mild thin this week icek In Inny InI I 1 ny n ur at impressing young oung t with the tho r that they thay dont dent ii I l amount to ranch much anyway and that hat tho the thor t 1 r i test teat In is yet thim Um In to tot toi t good In the of ot i i I that to tn thorn at we would not KM 1 say 11 anything discouraging They should bo ho to b Jt of Ut good gool j i I COUI to l I and K 1 tear r 1 not net to 10 work with lIh a stout heart resolute will and that then they will not tall tail Hut we have somewhat to say cay Ill to college and to those e chiefly nut iut of lit school r m for tor or the tile laying I courses course for tor or there la Is a I rooted con coil conviction I In the tho minds of Ut thinkIng x plo i 1 i that the H huls ch is arc are not or at t loat least hot fully full making good foUlI that they are aro I bookish and that they are tied to tradition and 1 reMIl Wo We do not nol undertake here to how tar far tills this feeling on the part of ut th the thet t 1 J eoll may be well founded found d yet lt It l I II Is Isi i I surprising how 1101 much that Is Isi Isi IsI i I i e Is I w so 1 from ruin tho lit of or today that It beam lOll crimps huH half i L i Its 1111 value In the tho form turin giver ul t to ti It In f hool courses f Hayn lil herbert Hi In h hI his o essay y on Education The rhe remark is 8 1 trite that In his lilu shop hop or In his hi In managing Ma his o estate tato Iato r i or ur r hit his family In playing his hll part us dl di director dlf t f I rector ot of a u bank bunk or Ir a tile the col mI mIj j luge lege graduate Ix is little l by b his hll L knowledge ho took so HO ninny many man years to f 1 acquire o that generally the tho I greater purt Port of at It out ot of his memory f 3 The famous lemous philosopher In Ills ht die dl diet t us III to 10 what knowledge o la is of at tho thu a jj must worth decides ll t U I favor pf Qt science t and e of at that kind which will willI r I I 1 bo be of ot mOlt most in n the reap real rl l work of ot tho the world science hd to thu attain of or daily lire life l When a fattier father Insists inside upon his hla hi sons lions 1 taking a I long course in classical learn learnIng I Ins Ing It U Is usually not because t he rd rol these subjects as aJi of or Intrinsic i value yalu but simply limply that hi sui may not I bo be disgraced dl by being bellI f und Ignorant I nt 1 of or them that ho be may ma have hae tho the duca education ducaj i tion of a U the badge a le mark marking marking m rk j ing in a ft certain ecial Ial position and stid lId bring bringing inK ing in a consequent 1 It ht haa ha been tK On well nell ell aM said i also nl o that tho thu thuI I con In the rich parents par I mind Is la not what wl knowledge is ot of most mOlt I I rol worth wurth wo r th but b ut what will bring most mOlt mOlta a l honor what will most 1001 conduce to social position IU 1 In Influence fluence what will trill b 1 mi most t Imposing As throughout life not whet WhAt we 0 are arc but what wo shall baIl ba be thought of or i s i thu tho question so in education tho the question is IH not tho thu Intrinsic street effect on others And this being our dominant lK a all dl root t ct utility Is III curc ly more moi regarded than thun by tho the when die tiling III I nil tile his hist t teeth th and staining his mill Not that wo we think u a 1 good drill In itt Latin or ur Greek Olek would not bo be e highly hIgh I for or the th theeo subjects subject much touch mental training supply n tine lino tonic to tho the slothful mind To tho the who tilio ft I to spend lid his hi Ute life us nil a Il a n wilier writ or 11 1 I teacher lIer of at or nn un Investigator ot of history and n it in III the thu classiest languages IH Is IHno hItO Isso no so excellent that many mun still regard It as aB Indispensable ble Hut and history and un philosophy ind 1111 mythology are for the few fen that dIsclose s special aptitude tude tuLlo III In literary anti and kindred 1 lines linos thoy leem com om neither to b be wall willi adapted to the average mind nor nul to tobe to hi strikingly help helpful ful Ut to tho the average lit und and the ordin ordinary ary vocations of at mankind A that since Inco human lives 11 are lUll but a n spun span in length we should boar bur In mind our limited time tUne for tor acquisition nO I And nd remembering how narrowly thin I tulle Is II limited not only by the short hort ne B of ot life but ut nl also aIM o still morn more by bythe bythe bythe the business ot of lila we 18 ought to bo be o employ what SOlICItOUS to 1 l time thus wo vii have ha vo to the hue greatest Hg 81 tugs devoting years yearn fIr to 10 Homo subject which fashion or fancy taney sug ug It Is Ii I softly wl Iuie e to weight weigh with Bre great t care tho tile worth of ot tho thu results r If It bring earll might which the sumo same yeses years applied Wo u tuko this to hu be sensible advice that the tho radical and ana ec eccentric c We e oven fancy fAnC far tar centric lbert Eibert I was not when ho n Ihl M The rue higher education has hM always been boen for tor tho the favored few fewIn In lii n this It has worked two great grout It II hRs has Inspired tho the awe anti and 1 envy to college colli who could not go po of ot tho those o that using In their minus minds the tIme fallacy they hey were ware being deprived of ot ome thing second It has hili Inflated the tho aver nver And Ith the tho assumption that graduate ago BRU II hf he hUll hail something which set let him him apart and fitted him to guide and govern admits however that Ir 11 hubbard there thero are 1110 three advantages In obtain obtaining obtainIng ing a I college dogre degre first that It gives chance to perpetrate his tho the person a IL I limitations as a n teacher t second that mediocre ability man of at It admits a 1 Into a n certain society on a 1 basis which a II person of ot simIlar attainments could never otherwise and third that the taking of ot ft a II college degree d greO that reveals to the discernIng student there Is It nothing In It Mr lr hubbards may be In pOrt part parta pOrta a 1 Jest Jet but It expresses seH a I good deal of or ortruth truth A college degree Is a 1 good thing for tor work hut but It Is as all a II preparatiOn n the work which It Il enables enable Its It I pos poe possessor po sessor to do thereafter that realty realY counts The world does doe A not ask fl ju man what degree he holds but simply Imply what he h can do And It If It turns out that the tho possession at of a n college degree or diploma has not fitted Its possessor for tor doing well nod for tor or doing better than honorable was aB otherwise possible some ome portion of ot the tho great worlds work then the bestowal of at the tho degree U is the more mere certificate of DC a falsehood and Is In I a 11 fraud upon the th community that tax d Itself to unable enable that degree to be bo bo be bestowed stowed 1010 1 In vIn will narrow pedants contend that the degree de simply certifies that Its it II possessor ha has hall gone Ime through to so a many pages of ot it Greek ot of history and of at tho the drama dram II nod that It Is 18 no guarantee of ot ability to do something for the tho world such an 1111 argument begs beg he the whole question at nt ISsue For or as liS to whether or not tho the school have havo made good whether or not they have given value for the taxes so freely trOlly voted to them It will sIll not do 10 to answer by saying the pupils have studied so much of or it gram Iram grammar grammar mar so much of ot mathematics and vo so a much of or mythology for tor the question still till remains ns nut a to the accomplished pushed by this kind of stUl Orant OrantI ed that n a youth hue haH hn r read ad Cicero and learned what of ot It Il hInt Hns It prepared him for tor or work In the brond sense literary scientific commercial political Industrial If not It has tall fall cd cel and tho the school course must bo ho borcI revised tI tIIt It In iii I Just Jut here hare wo we suspect that the average college professor makes the gr great nt that namely namo of ot con confounding founding the means 10 II nil with the th end Thus Thull IVan Dean T oRn Swift the mot most forcible logician of It his hilI In day dllY Is was wall not permitted to prove proe his ability to pass out of the tho study of ot logic upon showing that he tie could reason eaten very well without ink tak taking ing mit the school course In that subject Ho o Hron and Pope PoI were wro not admitted to l I be scholars hy by the schools nf of their time though they the were Infinitely superior In scholarship to almost any of the protectors professor nut their knowledge not tint having been trained gained from rain the rca reg regular re ular textbooks and under narrow wax wall ut not nol accredited by b the schoolmen and III was In tact fuel flouted by bytho bythe y the tho schools lop lopi often referred lo to loTho Tho rho blockhead bl Ignorant Ignorantly read With loads lends of ot lumber In his hili head headRI as RI tho tile typo type of ot q I collage collu who held his hilt diploma I What the schools should aim to do IK its to Und develop certify ability In any form not ant merely to tn lay layout out a 1 course COUII I drug drag dru a n student ent through It anti then cover cOer his hlA lark lack of ot ability with a de degree Il acne gree or diploma |