Cedarville College Bulletin, October 1915

14 CEDARVILLE COLLEGE BULLETIN The colleges, though not lowering their standards, are making their entrance requirements more flexjble and furnishing largex freedom in the studjes required for admission. Thus the once scornful attitude of the public schools towa-rd the colleges and the fa!sc feeling of su- periority on the part of the colleges over the public schools have been broken down. The bond of sympathy in a common work fo1· the gen- exal 6rood has created a co-operation which is making for the highest efficiency. The problem of the relation between the colleges and universities, so pe1:plexing and serious, is gradually and wisely being solved. The colleges, in order to meet the just demands o:f the universities, are adding to their equipment and broadening thefr courses as :fu~ly as circumstances will justify; but not with the idea that they shall either imitate the universities or undertake their particular functions. The colleges no longer cling to the over-conservative and narrow notions which, so far, weakened their influence and hinde:red them from rendering the fullest service. The universities, in their rapid growth of endowments and equipment, and in their onward strides of investigation and extension, threatened to render the C?lleges valueless to them and thus to deprive themselves of one of the1x nat- ural feeders, and would have done so if they had not assumed an attitude toward the colleges similar to that of the colleges toward the public schools. The colleges, with their· ideals of broadening the mind, shaping the character, and fitting for a life-work; and the unive1·sities with their ideals of sharpening the mind, crystallizing the character, and con- centrating the energ·ies of life., are the mighty complements in higher education. The public schools should open the mind, the colleges expand it, and the universities give depth t-0 it. The public schools should dis- cover the character, the colleges mold it, and the universities give intensity to it. The public scho61s should point out and lead toward a life-work, the colleges impress the value and neeessity of a life~ work, and the universities and other higher schools equip for a, par• ticular life-work; thus all three have and should contribute their full part in fitting for a life-work. With each thus realizing and giving its share t-0 the cause of edu- cation, there need be no reason to fear that the public schools will become severed from the highe1· institutions of learning, nor can there be any ground to dread- that the colleges will be crushed between the upper and nether millstones of publicly fostered education, namely, the universities and the public schools, while the grist. shall be scat- tered and lost to the winds of confusion and misguided opinion. Nor is there need for alarm that the universities shall so far out- strip the public schools and colleges as to assume an independent and commanding attitude toward them. The three are essential factors o:f one and the same indispensable system of education. They have interests and aims in common. They are so associated by the nature of the work in which they are engaged that their absolute inde- pendence of each other is impossible, and their hostility to one another would prove disastrous to all of them. The spirit of all is co-opera- tion; and this is especially true of the colleges because of their cen- tral and unique place in the general system of education. A precious trust has thus -been committed to the co11eges, a stupendous task h!ls been imposed upon them. A mighty responsibility rests with them. In view of these trenchant truths it is 1·equisite that the colleges be ideal in all that enters into their constitution and influence. But what is an ideal college? Diffet·ent answers may be given. Yet, certain it is that there are elements of an ide_al college upon which all correct thinkers should agree; and ·