: The Cap and Gown by Brown Charles Reynolds - Universities and colleges Sermons; Students Religious life

@FreeBooks

Posted in: #FreeBooks #FreeBooksIndia #FreeBooksApp #gg

Vote Up Vote Down   0 Reactions

Login to give Reaction!

THE FIRST INNING

The significance of the first year in college can scarcely be overstated. The first man called to the bat in some great intercollegiate game may be pardoned for feeling a bit nervous. He realizes that players and spectators are eagerly waiting for him to give them the key-note of the contest by the way he acquits himself. The young man just entering college, if he senses the situation accurately, is equally alive to the importance of his first hits.

It is a time when freedom and responsibility come in new and larger measure. College men as a rule are away from home. There is no one to ask, with the accent of authority, how they spend their evenings, who their intimates are, what habits they are forming. Studying is not done under the immediate eye of an instructor as in the grammar-school days. The young man who heretofore has felt the wholesome restraint of well-ordered family life, suddenly finds himself a free citizen in a republic, and this larger measure of liberty involves risk. The freshman may decide the case against himself before he is ever permitted to put on his sophomore hat. The way is open for him to go to the devil, physically, intellectually, socially, morally, if he chooses. The way is open, the bars are down and as often as not some young fool is just starting and beckoning his friends to "Come along." The bad plays in the first inning are frequently so numerous and so serious as to mean the loss of the game. It is a time then to summon into action all the wisdom and conscience which may be brought to bear upon those early decisions.

There is one choice not strictly of the first year, but so intimately connected with it that I speak of it here--the decision as to whether or not one shall go to college. "It will take four of the best years of my life," the young man says. "While I am reading books and attending lectures, playing football, and practising the college yell, other young men will be learning the ways of the business world; they will be actually laying the foundations for prosperous careers. Can I afford the time?" Furthermore, does it justify the expense? On an average it costs each student somewhere from five hundred to a thousand dollars a year in all first-class colleges, though the state universities in the West cut down that figure by remitting tuition fees, and many splendid young men take the course on much less. Is it worth what it costs?

Every young man who can compass it by any reasonable outlay of energy and sacrifice had better go to college and stay there until graduation day. There is a deal of education to be gained outside of books or college halls. The business life of a great city is a university in itself with its lectures and recitations, its examinations and other requirements. Its courses of instruction have a value all their own and its exacting demands flunk more men ten to one than either Harvard or Yale, Stanford or California. In this "university of experience" the college colors are "black and blue," for the lessons are learned by hard knocks. But the man who knows his full share of what is in the books will show himself more competent in finding his way about in that larger school of experience. "Systematic training counts everywhere, from a prize fight up to being a bishop or a bank president."

It is true that many men have won high place in the world's life without college training, Benjamin Franklin, Horace Greeley, Abraham Lincoln, and all the rest,--we know the list by heart. But it did not please the Lord to make Lincolns and Franklins when he made most of us. A little extra schooling which those men might get on without, in our case will not come amiss. Furthermore, those very men with all their unusual ability did not have to compete with college men to the extent that you will be compelled to do. College men in ordinary life were scarce then; now there are three under every log. In law and medicine, in teaching and the ministry, in the administration of large business enterprises and in the world of political life, you will have to meet and try conclusions with men who have received the best the universities can give. It will be to your interest, therefore, to add to the stock of ability which the Creator has given you all the training that high school, college, and university can yield. To neglect carelessly or decline wilfully such opportunities when they are offered, becomes a wrong committed against yourself, against all who are interested in your growth, and against society which is entitled to the most competent service you can render.

When you have actually set foot upon the campus there comes the choice of courses. The modern drift toward unlimited electives, especially in the first two years, is open to serious criticism. The tendency is to allow each student to study only what he likes, consulting merely his own interest and preference. Even where young people have reached the mature age of nineteen or twenty, and are regularly entered freshmen or sophomores, it is just possible that more wisdom can be found somewhere as to what is best for their intellectual growth and training, than is discoverable in their own individual preferences. There is a disposition on their part to select courses of two kinds, those in which they are already strong or those which are supposed to be "snaps."

Moving along the line of least resistance is not the royal road to anything worth while. Insight, grasp, and self-mastery come rather by doing hard jobs. Rolling down hill on green grass does not develop robust, enduring, effective manhood as does climbing Shasta or Whitney over loose rock and rugged snow-fields. There is no such thing as "painless education" in the market.

In the judgment of many there is peril in the fact that at one end of our educational system we have the kindergarten, bowing with almost idolatrous reverence before the untaught inclinations of the child in its effort to make the work of education as enjoyable as a game, and at the other end the university with its wide-open elective system tending to breed distaste for hard courses or for studies in which the young people do not already feel a warm interest. We shall not rear up sturdy character by too much humoring of individual taste, which is often abnormal in intellectual as in other directions. Mr. Dooley indicates a weakness in the present method where he says: "To-day the college president takes the young man into a Turkish room and gives him a cigarette, and says, 'Now, my dear boy, what special branch of larnin' would ye like to have studied for ye, by one of our compitint professors?'"

In the selection of courses it is unwise to ignore completely certain fields because you feel you are weak on that side--you may need rounding out. The man who sits in the seat of the scornful, displaying a contemptuous indifference toward fields which lie aside from his personal preference, may live to find that narrow seat as uncomfortable as a sharp stick. It is well not to specialize too soon, or too rigidly. We are compelled to specialize at last in order to forge ahead, but it is more important to be a man, round, full, rich in contents, than to be an expert lawyer, physician, or mining engineer. The early and rigid specialization, sometimes extending even down into the high school, tends to sacrifice the man to the profession.

There are certain fundamental interests which cannot be left out of the consideration of any educated man or woman. Take these five main fields: every student should know something of language, the instrument of communication. He should for the purposes of comparison and enlargement know something of two or three languages. His knowledge should extend beyond the mere ability to read and write and spell--it ought to include some acquaintance with the best literature of each language, the widest acquaintance naturally with the best that has been thought and said in his own tongue.

He should know something of history. There is too much of it for any one man to master it all, but he should have some genuine understanding of the chief sources of history, and of the main courses and movements of thought and life in the world. He should enlarge his own brief and local experience by some participation in age-long, national, and international experience.

Free books android app tbrJar TBR JAR Read Free books online gutenberg

(0)

Login to post a comment!