The Search for the truth

Title

Creator

Conant, James Bryant

Language

English

Year

1969

Subject

Education.

Schools.

Universities and colleges.

Rights

In Copyright - Educational Use Permitted

Abstract

From Vital Speeches of the Day, July 1936.

Fulltext

THE SEARCH FOR THE TRUTH Even the most idealistic of those who lead public opinion too often insist on examining educational insti tutions through the dull glasses of immediate utility. To be sure the promotion of learning usually appears to be worth saving even when viewed through such an unfavorable medium. The most relentless reform ers are at least partially con vinced that at some time almost all research may be materially rewarding. There is, however, a growing de mand for more and more professional training, and there is a tendency to stretch the word “profession” until it comprises every vocation. The utilitarian demand for specialized vocational train ing and the practical man’s contempt for useless know ledge go hand in hand. When su' h influences gain control, an institution of higher learning supplies training, not education, and the promotion of learning is degraded to a vehicle for providing material well-be ing. The liberal arts con ception of a general educa tion disappears and with r the institution’s most im portant contribution to the land. The universities of a country are the sanctuaries of the inner life of the na tion. When they cease to be concerned with things of the spirit, they cease to ful fill their most important function. If I am correct, then, in my interpretation of acade mic history, the future of the university tradition in America depends on keeping a proper balance between the four essential ingredients — the advancement of learn ing, the liberal arts college, professional training, and a healthy student life. None must be neglected; no one must be allowed to predo minate unduly. If this bal ance can be maintained, the March 1969 17 universities of this country, privately endowed and pub licly supported alike, will function both as instruments of higher education and as centers for developing a na tional culture worthy of this rich and powerful land . . . To bring order out of an educational chaos is the mis sion of the liberal arts cur riculum of our universities — that is why it is important that this ancient tradition be not overwhelmed. Those of us who have faith in hu man reason believe that in the next hundred years we can build an educational basis for a unified, coherent culture suited to a democra tic country is a scientific age; no chauvinistic dogma, but a true national culture fully cognizant of the in ternational character of learning. In this undertak ing the schools are involved quite as much as the uni versities, but the latter must lead the way. The older educational discipline, whe ther we like it or not, was disrupted before any of us were born. It was based on the study of the classics and mathematics; it provided a common background which steadied the thinking of all educated men. We cannot bring back this system if we would, but we must find its modern equivalent. Like our ancestors we must study the past, for “he who is ignor ant of what occurred before he was born is always a child.’’ In my opinion it is primarily the past devel opment ©f our modern era which we must study and study fnosC exhaustively and critically. We must examine the immediate origins of our political, economic, and cul tural life and then work backwards. We must now, however, spread the inquiry over so wide a range that the average men will obtain only a superficial knowledge. It does not seem to me to be a step in the right direc tion to dip our children first in one barrel of tinted whitewash and then in an other. The equivalent of the old classical discipline is not to be found in a bow ing acquaintance with, uni versal history and general science, and an exposure to scattered examples of art and literature. Our present educational practice which insists on the thorough study IS Panorama of at least one discipline is certainly sound. For the development of a national culture based on a study of the past, one condi tion is essential. This is ab solute freedom of discussion, absolutely unmolested in quiry. We must have a spi rit of tolerance which allows the expression of all opinions however heretical they may appear. Since the seven teenth century this has been achieved in the realm of re ligion. It is no longer pos sible for some bigoted Pro testant to object if any per son within the universities or without expounds sympa thetically the philosophy of St. Thomas Aquinas. It is no longer possible for a member of the Roman Ca tholic Church to take of fense at a critical discussion of Galileo’s trial. Statements believed to be erroneous are met only and fairly by coun ter arguments. But there is no persecution; there has been an end to religious bi gotry in this country, and there are no signs of its re turn. Will the same conditions prevail in the furture when politiral and economic pro blems are examined? Unfor tunately there are ominous signs that a new form of bigotry may arise. This is most serious, for we cannot develop the unifying educa tional forces we so sorely need unless all matters may be openly discussed. The origin of the Constitution, for example, the functioning of the three branches of the Federal Government, the forces of modern capitalism, must be dissected as fearless ly as the geologist examines the origin of the rocks. On this point there can be no compromise; we are either afraid of heresy or we are not. If we are afraid, there will be no adequate discus sion of the genesis of our national life; the door will be shut to the development of a culture which will sa tisfy our needs. Harvard was found by dissenters. Before two gen erations had passed there was a general dissent from the first dissent. Heresy has long been in the air. We are proud of the freedom which has made this possible even when we most dislike Mabch 1969 19 some particular form of heresy we may encounter. In a debate in the House of Commons, Gladstone re viewed the history of Ox ford and spoke of the la mentable condition of that institution during th® reign of Queen Mary. Quoting a historian of that period he continued: “The cause of the failure is easy to dis cover. The Universities had everything, except the most necessary element of all — Freedom: which by the im mutable laws of nature, is always an indispensable con dition of real and permanent prosperity in the higher in tellectual cultivation and its organs.” With this conclu sion all who cherish our he ritage must agree: without freedom the prosperity most important for this country cannot be achieved — the prosperity of our cultural life. — By James Bryant Co nant in Vital Speeches of the Day, July, 1936. OF PHILIPPINE TOURIST SPOTS Filipinos should be thankful for the wonderful scenery and tourist spots that your country offers. We don’t have those beautiful sceneries in Japan. If properly developed, the tourist spots in the Phil ippines will greatly enhance your tourist industry. — Atsumi Ikeno, Miss Japan of 1968 20 Panorama

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