AN ADEQUATE EDUCATION

HISTORY tells us that a few centuries ago only a small part of the public gave any very perceptible amount of attention to education. Scholars were men set apart from mere mankind and were either revered or reviled, depending upon whether or not their learning and beliefs were commonly accepted—that is, depending upon their orthodoxy. Galileo found his head would have been much safer without having in it the conviction that the earth rotates around the sun. Learning was limited in extent, prescribed as to content, restricted in application. An education adequate to those times was a feeble affair!
 
It scarcely touched the common man, and he used so little of it that he was a serf, a vassal, almost a chattel.

But, one of the foundation stones laid in our early American colonial life was the emphasis put upon education. It was a companion to religious liberty. The "little red schoolhouse" has become a traditional phrase in our country. "The three R's" are equally famous. Education is recognized as a source of power and of gain. How far can it take us? How much of it do we need?

In the first place, we can all agree that we need more than our colonial ancestors did for we are dealing with more complicated systems of living. But, how much more do we need? Do we all, as individuals, need this increase, or is it sufficient that a few top-notchers be produced?

Let me make some brief challenging statements which are so bald that you may not be willing to accept them off-hand.
(a)—All of the ills which beset us today are man-made! (I will except the floods, but not the dust-storms).                '          '         '.
(b)—Man does not desire to get into trouble, and he does so only through ignorance.
(c)—The more man knows, the less likely is he to breed difficulties, and the more apt is he in avoiding their consequences.

Now, you will see at once that my definition for learning must include both factual knowledge and moral responsibility. I have in mind the development of person's talents and capabilities, and also a training of his moral and social being. In fact, I do not believe that an education is proper or fair unless it instructs and disciplines the whole man, with a view to improving him as a member of society. The educated man must be something worth while, and be able to do something worth while, Lord Kelvin has said that the first object of an education is to enable a man to live; the second, to assist other men to live. He would interpret his statement physically, mentally, and spiritually.

It is evident that an educated person should therefore, be superior to the uneducated in the two fundamental particulars—he should be able to make a living; he should know how to live.

Whatever his occupation may be, he should be a better operator, for having an education; wherever his home, he should be a better member of the community; whatever the field of thought under discussion, he should be more capable of giving fair judgment to its proofs, and more open-minded in accepting proven tenets.

To be worthy, education, when appraised with reference to its sufficiency, should secure a good rating in many particulars:

It should be adequate to give a person an assured ability to feed, clothe and shelter himself and those depending upon him. This is his right to exist.

It should be adequate to prepare him to serve society safely and well in his chosen calling or profession. This is by way of payment to society.

It should be adequate to equip him to profit by and to enjoy human relationships and companionships. This is his entrance ticket to the society of his fellows.

It should be adequate to give him some under-standing of the wisdom of the ages, and an appreciation of its significance. This is scholarship.

It should be adequate to press, or even goad, him to explore new fields of knowledge and to search out new ideas and truths. This is inspiration.

And any man must decide for himself how far along this path he will travel. Will he content himself with mere existence? Does he desire to know? To serve? To "live"? Does he yearn for wisdom? Does he aspire to extend the boundaries of our world and explore where man never before has trod?

Let each choose for himself, what is adequate to his own soul.