The Social Value of the CollegeBred英语演讲稿文档格式.docx
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The Social Value of the CollegeBred英语演讲稿文档格式.docx
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ofwhatuseisacollegetraining?
wewhohavehaditseldomhearThequestionraisedmightbealittlenonplussedtoansweritoffhand.acertainamountofmeditationhasbroughtmetothisasThepithiestreplywhichimyselfcangive:
Thebestclaimthatacollegeeducationcanpossiblymakeonyourrespect,Thebestthingitcanaspiretoacplishforyou,isthis:
thatitshouldhelpyoutoknowagoodmanwhenyouseehim.thisisastrueofwomensasofmenscolleges;
butthatitisneiTherajokenoraone-sidedabstractionishallnowendeavortoshow.
whattalkdowemonlyhearaboutThecontrastbetweencollegeeducationandTheeducationwhichbusinessortechnicalorprofessionalschoolsconfer?
Thecollegeeducationiscalledhigherbecauseitissupposedtobesogeneralandsodisinterested.atTheschoolsyougetarelativelynarrowpracticalskill,youaretold,whereasThecollegesgiveyouThemoreliberalculture,Thebroaderoutlook,Thehistoricalperspective,Thephilosophicatmosphere,orsomethingwhichphrasesofthatsorttrytoexpress.youaremadeintoanefficientinstrumentfordoingadefinitething,youhear,atTheschools;
but,apartfromthat,youmayremainacrudeandsmokykindofpetroleum,incapableofspreadinglight.Theuniversitiesandcolleges,onTheoTherhand,althoughTheymayleaveyoulessefficientforthisorthatpracticaltask,suffuseyourwholementalitywithsomethingmoreimportantthanskill.Theyredeemyou,makeyouwell-bred;
Theymakegoodpanyofyoumentally.ifTheyfindyouwithanaturallyboorishorcaddishmind,Theycannotleaveyouso,asatechnicalschoolmayleaveyou.this,atleast,ispretended;
thisiswhatwehearamongcollege-trainedpeoplewhenTheypareTheireducationwitheveryoThersort.now,exactlyhowmuchdoesthissignify?
itiscertain,tobeginwith,thatThenarrowesttradeorprofessionaltrainingdoessomethingmoreforamanthantomakeaskilfulpracticaltoolofhim鈥攊tmakeshimalsoajudgeofoThermensskill.wheTherhistradebepleadingatThebarorsurgeryorplasteringorplumbing,itdevelopsacriticalsenseinhimforthatsortofoccupation.heunderstandsThedifferencebetweensecond-rateandfirst-rateworkinhiswholebranchofindustry;
hegetstoknowagoodjobinhisownlineassoonasheseesit;
andgettingtoknowthisinhisownline,hegetsafaintsenseofwhatgoodworkmaymeananyhow,thatmay,ifcircumstancesfavor,spreadintohisjudgmentselsewhere.soundwork,cleanwork,finishedwork;
feeblework,slackwork,shamwork鈥攖hesesexpressanidenticalcontrastinmanydifferentdepartmentsofactivity.insofarforth,Then,evenThehumblestmanualtrademaybegetinoneacertainsmalldegreeofpowertojudgeofgoodworkgenerally.
now,whatissupposedtobeThelineofuswhohaveThehighercollegetraining?
isThereanybroaderline鈥攕inceoureducationclaimsprimarilynottobenarrow鈥攊nwhichwealsoaremadegoodjudgesbetweenwhatisfirst-rateandwhatissecond-rateonly?
whatisespeciallytaughtinThecollegeshaslongbeenknownbyThenameofThehumanities,andTheseareoftenidentifiedwithgreekandlatin.butitisonlyasliteratures,notaslanguages,thatgreekandlatinhaveanygeneralhumanity-Value;
sothatinabroadsenseThehumanitiesmeanliteratureprimarily,andinastillbroadersenseThestudyofmasterpiecesinalmostanyfieldofhumanendeavor.literaturekeepsTheprimacy;
foritnotonlyconsistsofmasterpiecesbutislargelyaboutmasterpieces,beinglittlemorethananappreciativechronicleofhumanmaster-strokes,sofarasittakesTheformofcriticismandhistory.youcangivehumanisticValuetoalmostanythingbyreachingithistorically.geology,economics,mechanics,arehumanitieswhentaughtwithreferencetoThesuccessiveachievementsofThegeniusestowhichThesesciencesoweTheirbeing.nottaughtthus,literatureremainsgrammar,artacatalogue,historyalistofdates,andnaturalscienceasheetofformulasandweightsandmeasures.
Thesiftingofhumancreations!
鈥攏othinglessthanthisiswhatweoughttomeanbyThehumanities.essentiallythismeansbiography;
whatourcollegesshouldteachis,Therefore,biographicalhistory,thatnotofpoliticsmerely,butofanythingandeverythingsofarashumaneffortsandconquestsarefactorsthathaveplayedTheirpart.studyinginthisway,welearnwhattypesofactivityhavestoodThetestoftime;
weacquirestandardsofTheexcellentanddurable.allourartsandsciencesandinstitutionsarebutsomanyquestsofperfectiononThepartofmen;
andwhenweseehowdiverseThetypesofexcellencemaybe,howvariousThetests,howflexibleTheadaptations,wegainarichersenseofwhatThetermsbetterandworsemaysignifyingeneral.ourcriticalsensibilitiesgrowbothmoreacuteandlessfanatical.wesympathizewithmensmistakeseveninTheactofpenetratingThem;
wefeelThepathosoflostcausesandmisguidedepochsevenwhileweapplaudwhatovercameThem.
suchsarevagueandsuchideasareinadequate,butTheirmeaningisunmistakable.whatThecolleges鈥攖eachinghumanitiesbyexleswhichmaybespecial,butwhichmustbetypicalandpregnant鈥攕houldatleasttrytogiveus,isageneralsenseofwhat,undervariousdisguises,superiorityhasalwayssignifiedandmaystillsignify.Thefeelingforagoodhumanjobanywhere,TheadmirationofThereallyadmirableThedisesteemofwhatischeapandtrashyandimpermanent鈥攖hisiswhatwecallThecriticalsense,ThesenseforidealValues.itisThebetterpartofwhatmenknowaswisdom.someofusarewiseinthiswaynaturallyandbygenius;
someofusneverbeeso.buttohavespentonesyouthatcollege,incontactwithThechoiceandrareandprecious,andyetstilltobeablindprigorvulgarian,unabletoscentouthumanexcellenceortodivineitamiditsaccidents,toknowitonlywhenticketedandlabeledandforcedonusbyoThers,thisindeedshouldbeaccountedTheverycalamityandshipwreckofahighereducation.
ThenotionthatapeoplecanrunitselfanditsaffairsanonymouslyisnowwellknowntobeThesilliestofabsurdities.mankinddoesnothingsavethroughinitiativesonThepartofinventors,greatorsmall,andimitationbyTherestofus鈥攖heseareThesolefactorsactiveinhumanprogress.individualsofgeniusshowTheway,andsetThepatterns,whichmonpeopleThenadoptandfollow.TherivalryofThepatternsisThehistoryofTheworld.ourdemocraticproblemthusisstatableinultra-simpleterms:
whoareThekindofmenfromwhomourmajoritiesshalltakeTheircue?
whomshallTheytreatasrightfulleaders?
weandourleadersareThexandTheyofTheequationhere;
alloTherhistoriccircumstances,beTheyeconomical,political,orintellectual,areonlyThebackgroundofoccasiononwhichThelivingdramaworksitselfoutbetweenus.
inthisverysimplewaydoesTheValueofoureducatedclassdefineitself.wemorethanoThersshouldbeabletodivineTheworthierandbetterleaders.Thetermsherearemonstrouslysimplified,ofcourse,butsuchabirds-eyeviewletsusimmediatelytakeourbearings.inourdemocracy,whereeverythingelseissoshifting,wealumniandalumnaeofThecollegesareTheonlypermanentpresencethatcorrespondstoThearistocracyinoldercountries.wehavecontinuoustraditions,asTheyhave;
ourmotto,too,isnoblesseoblige;
and,unlikeThem,westandforidealinterestssolely,forwehavecorporateselfishnessandwieldnopowersofcorruption.weoughttohaveourownclass-consciousness.lesintellectuels!
whatprouderclub-namecouldTherebethanthisone,usedironicallybyThepartyofredblood,Thepartyofeverystupidprejudiceandpassion,duringTheanti-dreyfuscraze,tosatirizeThemeninfrancewhostillretainedsomecriticalsenseandjudgment!
criticalsense,ithastobeconfessed,isnotanexcitingterm,hardlyabannertocarryinprocessions.affectionsforoldhabit,currentsofself-interest,andgalesofpassionareTheforcesthatkeepThehumanshipmoving;
andThepressureofThejudiciouspilotshanduponThetillerisrelativelyinsignificantenergy.butTheaffections,passionsandinterestsareshifting,successive,anddistraught;
TheyblowinalternationwhileThepilotshandissteadfast.heknowsThepass,and,withallTheleewayslieisobligedtotacktoward,healwaysmakessomeheadway.asmallforceifitneverletsupwillaccumulateeffectsmoreconsiderablethanthoseofmuchgreaterforcesifTheseworkinconsistently.TheceaselesswhisperofThemorepermanentideals,Thesteadytugoftruthandjustice,giveThembuttime,mustwarpTheworldinTheirdirection.
thisbirds-eyeviewofThegeneralsteeringfunctionofTheCollege-BredamidThedriftingsofdemocracyoughttohelpustoawidervisionofwhatourcollegesThemselvesshouldaimat.ifwearetobeTheyeast-cakefordemocracysdough,ifwearetomakeitrisewithculturespreferences,wemustseetoitthatculturespreadsbroadsails.wemustshakeTheolddoublereefsoutofThecanvasintoThewindandsunshine,andletineverymodernsubject,surethatanysubjectwillprovehumanistic,ifitssettingbekeptonlywideenough.
stevensonsayssomewheretohisreader:
youthinkyouarejustmakingthisbargain,butyouarereallylayingdownalinkinThepolicyofmankind.well,yourtechnicalschool
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