A Broader

A Broader 1
Mission for

Mission for 2
Liberal Education ...

Baccalaureate Address,
Delivered in
Agricultural College Chapel,
Sunday, June 9, 1901.

By....
J. H. WORST, LL. D.
President.

A Broader Mission for Liberal

Education.

Baccalaureate Address, Delivered in Agricultural

College Chapel, Sunday, June 9, 1901.

BY J. H. WORST, LL. D.

AGRICULTURAL COLLEGE P. O.,

North Dakota.

Liberal Education ... 3

 The Project Gutenberg eBook of A Broader Mission for Liberal Education.... by J. H. Worst.

A BROADER MISSION FOR LIBERAL EDUCATION.

BACCALAUREATE ADDRESS, DELIVERED IN AGRICULTURAL

COLLEGE

CHAPEL, SUNDAY, JUNE 9, 1901.

BY J. H. WORST, LL. D., PRESIDENT.

In America we recognize no aristocracy except that of genius or of character. Our countrymen are all citizens.
Our government was founded upon the principle that "all men are created free and equal" and though
intellectual endowments differ widely in individuals, yet special privileges are accorded to no one as a
birthright. Therefore the college graduate, as well as any other aspirant, must carve his way to fame and
fortune by energy and perseverance, or lose his opportunity in the tremendous activities going on about him.
His only advantage is superior training which must nevertheless be pitted against practical minds in strenuous

North Dakota. 4
 The Project Gutenberg eBook of A Broader Mission for Liberal Education.... by J. H. Worst.
rivalry for every desirable thing he would accomplish. The mere fact of education is considered no badge of
merit. Education represents power, but until it manifests itself in action, it is merely static, not dynamic,
potential, not actual. It conveys to its recipient no self-acting machinery which, without lubricant or engineer
will reel off success or impress mankind, as a matter of course.

The question is no longer asked by practical men "what does a man know" but "what can he do?" Knowing
and doing have thus become so intimately associated by common consent as to be inseparable; for knowing
without doing is indolence and doing without knowing is waste of energy. The former is sinful, the latter
wasteful. For many years progressive educators have been striving against the culture-alone theory and
advocating the education of the whole man—hand as well as head, body as well as mind. As a result the
ancient educational structure is pretty well broken down, and the erstwhile curriculum has become a
reminiscence. Many wealthy parents still educate their children for the larger pleasure which they believe
education of the old type will afford them in life, but parents generally have come to look upon life as a period
of intense activity rather than a brief round of pleasure, and hence provide an education for their children that
will fit them for the every day demands that duty or necessity may make upon them. Since it is a matter of
common observation that wealth is easily dissipated, especially when inherited, farseeing parents prefer an
education for their children that is adapted to some useful end rather than the education that is largely
ornamental or fashionable.

The vicissitudes of life are many. Fortune is fickle and but few young people can hope to command perpetual
leisure even should their bad judgment make such a thing desirable. There can never be real independence of
thought and action apart from one's conscious ability to cope with others on equal terms in any human
emergency. The young man who rejoices in the provident hoardings of his ancestors which exempt him from
strenuous exertion on his own part has but a small mission in life. Work is the normal condition of man. The
stern necessity that compels him to labor, to think and to plan, lifts him into the pleasurable atmosphere of
usefulness and imparts zeal and ambition to his energies. There can be no "excellence without great labor",
and "hard work is only another name for genius."

A young man cannot begin life with a richer heritage than good health, good habits and a liberal
education—an education that imparts culture to his mind and power to his body. If he should never have
occasion to use his hands in some useful vocation, the training they have received will never prove
burdensome. On the other hand, the fact of being in possession of reserve powers will prove a source of
pleasure. It will dispel many a dark cloud and remove positive forebodings of possible want. The world is
strewn with the wrecks of men who inherited fortunes before they had developed the mental poise or business
experience necessary to estimate money at its true value. If they had earned their money by honest effort they
would not have fallen into habits that led to unbridled extravagance and ultimate disgrace. The inheritance of
unearned wealth quite frequently proves a curse rather than a blessing.

God never intended, however, that parents should provide a property inheritance for their children that will
deprive them of the natural advantages which reasonable labor and its restraining influence afford both body
and mind. Parental drudgery and self-denial for the purpose of relieving children from the necessity of
wholesome effort is mistaken generosity. It makes parent and child alike fall short of the high purposes for
which life is given. For life is intended for more important purposes than mere money-getting or the pursuit of
objects from which man is utterly divorced at death. Poor indeed must be the soul if, at death, it must part
from all it loved in life. But this frenzy of excitement in which parents live in order that their children may be
heirs leaves no time for the consideration of higher and better things. How much more lamentable, too, is such
striving in the light of the fact that those who are to be benefited by these inheritances are in reality harmed
and checked in their development. Said Senator Dolliver: "If I had a son and $100,000, I would keep the two
apart."

BY J. H. WORST, LL. D., PRESIDENT. 5

 The Project Gutenberg eBook of A Broader Mission for Liberal Education.... by J. H. Worst.
Every man owes a duty to God, to his country, to his family and to himself. To discharge these obligations
honestly, fearlessly and with credit should be his earnest purpose. No ambition should be entertained that does
not embrace these fundamental duties and no career should be considered worthy that even underrates their
sanctity. The fact that men occasionally become prominent in business, social and political affairs by
subordinating conscience and character to position or gain should not swerve a young man from the strict path
of rectitude. Victories won by strategy or injustice, whether in business or politics, seldom remain permanent
and never afford substantial enjoyment. Society has but little use for the man who wears a mask.

In this busy world there is honest work for every man to perform. Civilization has multiplied human wants
and also developed the ingenuity necessary to gratify them. But it requires labor. Not such, however, as was
performed by the slave, but skilled labor—labor where the hand is guided by an intellect, quickened by the
agency of class-room and laboratory for the task assigned; labor, such as will reflect credit upon and elevate a
gentleman. For there is no honest work a gentleman may not do. Work elevates a man. It perpetuates the
manhood he inherited, which was built up by labor and thought in the flesh and blood of his ancestors. The
necessity for labor, therefore is heaven's blessing and to repudiate it is to invite physical and mental decay.

Liberal education should take a far wider range than has ever been assigned to it and exert an influence
affecting matter as well as mind. It has a double mission, that of facilitating earning power to provide for
physical comforts and also to prepare them to live.

In a republic where every able bodied citizen is an equal factor and where one is possessed of mutual
privileges and obligations, society demands that each shall do his part. To be consistent society also should
afford equal educational facilities for all; facilities having as direct bearing upon vocation as upon profession,
and for those desiring it, an educational training as liberal for manual pursuits as is required for law, medicine
or theology.

The standard of manhood must advance to meet the new conditions and the tremendous responsibilities of the
century we have entered upon. Within the present boundaries of the United States there exists the requisite
area, soil fertility and other resources sufficient to support a government of five hundred million people. Our
patriotism, therefore, must be directed toward realizing the largest possible destiny for our country. We should
strive so to conserve the natural resources of the nation that with six or seven times our present population
there will be no abridgment of opportunity to make a living and to fulfill the purpose for which life was
created. The experiment of self-government will have to withstand severer strains in the future than in the past
unless our education is as democratic as our politics. The educational energies of the nation must be so
diffused as to uplift all classes, reducing to the smallest possible minimum the army of unskilled workmen.
Through skill and training, labor must become pleasure. Steam and electricity must take the place of human
energy, lessen waste of raw material and elevate the hand that guides the machine.

The present generation is sinfully extravagant. Forests, mines and soil fertility are wasted with wanton
prodigality. We speak of our coal deposits and oil and gas wells as inexhaustible. We simply mean that it will
be impossible for this and probably for the next generation to exhaust them. But coal mines are not
inexhaustible. Oil and gas wells are problematical as to the length of time they will yield their products. To
such an extent have the forests been destroyed that substitutes for timber are already sought for building
purposes and manufactures. Timber that would be worth millions of dollars to our grand children is burned in
a day to provide a sheep pasture on some western mountain. We seem determined to waste and destroy what
we cannot consume or turn into ready money.

European countries abound in sad memories of wasted soil fertility and forest destruction. Slowly but surely
they are rebuilding and rehabilitating worn out tracts at tremendous expense. The ruin which ignorance
accomplished with alacrity, education is slowly and painfully undoing. Americans should heed the lessons of
history and profit by the mistakes of other countries. The production of food, clothing and other necessaries of

BY J. H. WORST, LL. D., PRESIDENT. 6

 The Project Gutenberg eBook of A Broader Mission for Liberal Education.... by J. H. Worst.
life which is of vital importance to a nation, cannot, with safety, be left to blind forces or to revered but
ignorant traditions. For it is a singular fact that science had quite as much to do with ridding agriculture and
the manufacture of commodities of debilitating superstitions that not only retarded progress but were
positively injurious to both man and material, as it had to do with the introduction of rational ideas. The rapid
increase of the world's population and the very general occupancy of arable lands throughout the world,
presupposes that the maximum of food production will soon be reached. A liberal and general diffusion of
scientific information among agriculturists alone can augment the productive power of the soil and at the same
time conserve its fertility for the support of future generations. This subject demands a real awakening of
public sentiment as to its importance. Provision must be made for thorough training that will direct the labor
which produces the fruits of the earth. Thus to broaden the scope of liberal education it must be divested of all
aristocratic limitations and rendered sufficiently democratic to meet the wants of the sons of toil.

The question naturally arises, will the general introduction of science studies in American schools tend to
lower the standard of scholarship? If so, will the more democratic and hence utilitarian influence it exerts,
compensate for the change? To the first question the classical schools will quite generally and naturally give
an affirmative answer. But the answer must not be considered as conclusive in settling the question even if
believed to be true, in view of the contention that surrounds the second question. More than scholarship is
needed to direct and control the affairs of men. Mere scholarship—book-learning—is seldom effective in the
solution of intricate national and economic problems. For profound judgment and constructive ability, such as
frequently become imperative in great crises are qualities which are not evolved through classical
investigations. They are born rather of experience and contact with the rugged every day affairs of life. To
exert a guiding influence in the affairs of state one must feel the throb of living forces and come in touch with
the great heart of humanity.

The study of ancient languages has long held the honored place in the universities of Europe and America as
peculiarly essential to mature scholarship. They answered the purpose intended, for the sciences were
unknown or in the infancy of their development and there was but little besides the ancient languages with
which to train the student mind. But should they dominate the curricula of the twentieth century? Do they
meet the requirements of this intensely practical age?

Whatever may be said against the materialistic tendency of the present time, the scholarship of the idealists at
least did not retard its growth. Materialism abounds everywhere at present. The object sought by introducing
scientific in lieu of classical studies in some of the higher institutions of learning is that facilities may be
afforded the children of the productive classes, such as they can accept and which will have a directing
influence upon labor. Whether such change will tend to increase or lessen materialistic tendencies, remains to
be seen. The conditions will certainly be made no worse. For to balance educational forces and more nearly
to, equalize educational opportunities can only result in improvement. Equilibrium of intelligence tends to
unify and harmonize American interests and to strengthen patriotism. And should liberal scientific education
thus extend its beneficence to all conditions of men, especially to those hitherto unprovided with facilities for
preparation for their vocations, we can at least endure the innovation, for it does not aim at the impairment of
educational opportunities so long maintained for students able or desirous to take classical training. Some of
the foremost educators of the day admit that the study of the sciences possess as much disciplinary value as
that of the ancient languages, and the information obtained, even though incidental to the culture sought after
is of inestimable value in the practical affairs of life. The fact that but few instructors are prepared to teach the
sciences as creditably as they are to teach the ancient languages, does not weaken the claims set up for
scientific education. In the opinion of many sound educators, the cultural advantages of the dead languages,
all things considered, are received at the expense of more important subjects. Says The World's Work: "The
easier and better way of retaining, restoring and greatly broadening the culture-studies of a college course is to
recognize the culture of our own language and literature. A broader and saner and more humane and thorough
and loving study of the literature of our own race is the obvious way out of the dilemma. And it is more than
an escape from a dilemma. It is a better means of broadening and deepening our culture than we have over

BY J. H. WORST, LL. D., PRESIDENT. 7

 The Project Gutenberg eBook of A Broader Mission for Liberal Education.... by J. H. Worst.
utilized or tried."

The ancient classics as taught in high schools are of but little cultural value. Not one student in a hundred
reaches the degree of attainment that presupposes a positive benefit. If the time were devoted to acquiring a
more thorough understanding of our mother tongue it would be more creditable. To give time to translating
good Latin into poor English is paying an extravagant homage to a fetish. Training in the ancient languages
must be long-continued and far-reaching, or it seems to be of little value. The needs of culture cannot be
satisfied by mere discipline any more than they can be satisfied by merely utilitarian subjects. But where the
training is essentially practical and directly helpful in discharging the highest of all human duties, that of
providing the necessaries of life, while at the same time affording abundant opportunity for the study of the
language and literature of our own race, the blending thus of cultural and practical training should possess a
clientage immeasurably larger, because more useful, than where only the purely cultural is sought. Where the
head is educated away from the hand and the number fitted for ministerial and professional duties far overruns
the demand for service, a heavy burden is imposed upon the producing masses. At the same time thousands
are graduated every year for positions that have only a prospective existence. The professions are
overcrowded to a degree that challenges the sanity of the country's educational energies. And were it not for
the gravity of the theme, the strenuous defense that is set up for the system and the efforts put forth every day
to still further augment the number of neophytes for professional honors, it would seem ridiculous.

But why this overcrowding? Because the atmosphere of the professional institution fills the student with
prejudice against physical labor. It is menial. His education has fitted him for something nobler than to toil in
the field or in the work-shop. Institutional rivalry also does its share, sending out alluring advertisements and
thus filling the college classes with recruits from the farms and from the homes of labor with candidates for
positions in life of greater respectability than their parents were able to enjoy. The seeds of prejudice against
rural life and manual labor are often scattered in the country schools by teachers innocently imbued with the
"ideal condition." The fascinations and allurements of the city readily impress themselves upon the youthful
mind, and the fact that facilities for liberal education were not offered for the relief of the toiling millions,
unless to transform them into a different social element, naturally turned the eyes of those who were able to
obtain a liberal education toward the cities.

It remained for the federal government to attempt to turn the tide that was setting too strongly toward urban
life. The government's remedy is not prohibitive legislation, but what should have been afforded without
direct government interference—a liberal education with a direct bearing upon agriculture and the mechanic
arts for those who naturally desire to fit themselves for such pursuits; to place the farmer and the artisan upon
an intellectual and social plane that will attract rather than repel those who would develop the country's
resources. At the same time no effort should be made, for the sake of patronage or for institutional advantage
to influence a student from the calling his heart honestly indicates as the one for which natural taste and native
ability, quickened by educational training, fits him. The thing to be avoided, rather, is the inculcation of
prejudice against useful vocations and desirable pursuits as being undignified and consequently beneath the
notice or ambition of a gentleman.

Do scientific inquiry and scientific knowledge generally diffused augment human greed? Do they tend to
promote avarice? Most certainly they do not. The man of science can see so much beyond—so much of
beauty and design that even the drudgery of toil is forgotten in contemplation of the forces which he aids or
controls.

No thoughts can arise above the thoughts of God as written in the growing plant or painted upon the bow that
arches the sky. To the man of science, even the raw material which he reconstructs into useful commodities
contains a revelation in every grain and fiber. The swelling bud, the opening flower, the growing plant, the
greeting shower, each is a chapter from Nature's open book, full of inspiration. Beyond them and above them
he sees the hand and hears the voice of God. And since he lives and works thus close to Nature's throbbing

BY J. H. WORST, LL. D., PRESIDENT. 8

 The Project Gutenberg eBook of A Broader Mission for Liberal Education.... by J. H. Worst.
heart and in close communion with forces that link the finite to the Infinite, who dares to spurn the dignity of
his toil or characterize his associations as menial.

To live is man's first duty; to live well his privilege. But the world has its severe as well as delightful aspects.
The divine law which commands man to subdue and replenish the earth is not less mandatory than that other
law which commands him to "lay up treasure in heaven." And just as material wants antedate the soul's
awakening or reason's dawning, so throughout all life, physical well-being precedes and contributes to the
growth of the higher life.

But, in the language of Herbert Spencer: "That increasing acquaintance with the laws of phenomenon which
has through successive ages enabled us to subjugate Nature to our needs, and in these days gives the common
laborer comforts which a few centuries ago, kings could not purchase, is scarcely in any degree owed to
appointed means of instructing our youth. The vital knowledge—that by which we have grown as a nation to
what we are, and which now underlies our whole existence, is a knowledge that has got itself taught in nooks
and corners; while the ordained agencies for teaching have been mumbling little else but dead formulas."

But we may hope for better things. We may, some of us, live even to see liberal education divest herself of
exclusive restrictions and eighteenth century idealism and walk hand in hand with twentieth century progress;
this will be when the "overwhelming influence of established routine" shall give way to practical knowledge
and love for the ornamental in education shall no longer override the useful.

E. P. Powel, in The Arena for April, most beautifully and expressively contemplates the schools which are to
be. He says: "I will picture what I believe to be the common school of the twentieth century. There will be
handsome schoolhouses in abundance, placed in the center of large gardens. The children will study books
half a day, and things the other half. The brain will not get any more training than the hands. Manual culture
which is already a part of the school life of a few towns, will be a part of school life everywhere. The school
will have its shops and its gardens—and to use tools will be the chief end of culture. Man got away from the
monkey by his power to make and use tools. He goes back to the ape when his hands have to be cased in
gloves and his brain is ashamed of decent labor. In these school-gardens botany will be applied to horticulture.
In the shops our boys and girls will learn to create things. The trouble with education now is that it divorces
knowledge from work—the brains from the hands. In the twentieth century the glory of American education
will also be a thorough knowledge of economics, civics and history, applied to good citizenship. Colleges will
surely be a part of the common school system, and just as full of modern life. I believe we shall see the day
when boys and girls who are in the common school together; without damage, can be co-educated in all other
grades of school life. The farmer will then not have a separate and specific college for agriculture, while the
rest have one for 'mental culture;' nor will college boys in those days be ashamed to look ahead to farming as a
profession. There is no occupation that requires so much wit and educated tact, and so much positive
knowledge as farming. When we get the schools, we shall get a style of farming that will be as keenly
intellectual as our present style is wasteful and unintelligent."

And yet, strange as it may appear, the mission and purpose of an agricultural college must be constantly
defended in a state almost wholly devoted to agriculture.

In conclusion I quote from Herbert Spencer again: "How to live?—that is the essential question for us. Not
how to live in the material sense only, but in the widest sense. The general problem which comprehends every
special problem is—the right ruling of conduct in all directions under all circumstances. In what way to treat
the body; in what way to treat the mind; in what way to manage our affairs; in what way to bring up a family;
in what way to behave as a citizen; in what way to realize all those sources of happiness which nature
supplies—how to use all our faculties to the greatest advantage to ourselves and others—how to live
completely. And this being the great thing needful for us to learn, is, by consequence, the great thing which
education has to teach. To prepare us for complete living is the function which education has to discharge; and

BY J. H. WORST, LL. D., PRESIDENT. 9

 The Project Gutenberg eBook of A Broader Mission for Liberal Education.... by J. H. Worst.

the only rational mode of judging of any educational course is, to judge in what degree it discharges such
functions."

Transcribers Note: The following words were corrected from the author's original spelling:

problemetical changed to problematical

neophites changed to neophytes

End of the Project Gutenberg EBook of A Broader Mission for Liberal Education,
John Henry Worst

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