On the Firing Line in Education

by Adoniram Judson Ladd

And how about the future? Are all the victories won? No more such work to do? Ah! the question does not need an answer. Then who are to be the leaders? Why not you? and you? and you? Depend upon it, they are going to be college men and college women, and who more capable or worthy than yourselves?

There are two ways in which I want you young people to look upon this matter; in the first place, from the point of view of your own personal interests. Here are opportunities for advancement, openings the filling of which will bring to you worldly success, and honor and fame. Both by natural endowment and by special training you are fitted for the work. Seize, then, the opportunities and make the most of them, because the world and they that dwell therein belong to him who knows how to use them. From one point of view this is perfectly legitimate, and I urge it. It is not only one's right but one's duty to make the most of himself—to advance his own interests. The program becomes censurable only when it absorbs all else—when one's own interest is sought at the expense of the interest of other people instead of in connection with it or as a step in its realization.

Now, the other way in which I want you to regard the matter is from the point of view of the interests of the people at large. Let me put it like this: here is your body politic, the people of North Dakota, 600,000 strong, or, better yet, the people of the United States, some hundred million in number, partners in ownership of our magnificent country, co-laborers in its administration, and sharers in the work of their own government and in the working out of their destinies—each with a share and an influence and each expected to participate. But so complicated are the matters needing consideration, so difficult of solution many of the problems arising, and so infinitely vast the whole undertaking that the great majority of the people, thru either immaturity or lack of training, often do not know what is best to do. And again, skilful manipulators, dishonest self-seekers, are ever at hand with plausible theories calculated to befog the untrained, deceive the unsuspecting, and to lead them all astray. Taking everything into consideration, the situation is extremely difficult. In a plain word, these untrained people, the product of the elementary schools, can not see far enough ahead to know that oftentimes the policy that seems most attractive is full of danger for the future. They are not qualified to weigh, and estimate, and decide. But there is a class among them, college-bred men and women, a small class, relatively, that is qualified. Thru long years of study, and investigation, and reflection, in institutions freely provided and generously maintained by the people now in need, they have attained such a knowledge of affairs and such an ability to cope with intricate problems as to make them efficient leaders—leaders capable of guiding aright the noble ship of state thru difficult and tortuous channels beset, on every side, by dangerous rocks and calamitous whirlpools. And among that class of efficient leaders you, young men and young women of the University of North Dakota, will soon be numbered. How shall you respond to the call of duty? Your State, by virtue of what she has done and is now doing for you, has a right to expect unselfishness and unstinted service in her own interests and in those of mankind. Shall she get it? Will you rise to the occasion and, even at a sacrifice of personal comfort, ease, esthetic enjoyment, money, give to her what is her due? Will you remember Noblesse Oblige? Of course you will. For there is a well-established principle, clearly stated in Holy Writ and sanctioned by the ages, that of those to whom much hath been given, much will also be required. Noblesse Oblige—your privileges compel you.

Because the theory of the old motto, "Paucis vivat humanum genus," "for the few live the many," is no longer maintained. The many do not live for the few. The reverse is true. The few live for the many. But yet, the service is not unrewarded—only a portion of the reward has come first. In your equipment you are being paid in advance. David Starr Jordan has happily clothed the thought in these words: "It is in the saving of the few who serve the many that the progress of civilization lies. In the march of the common man, and in the influence of the man uncommon who rises freely from the ranks, we have all of history that counts."

And here I might stop. But a general statement, more or less abstract, needs practical illustration: the "how," the "when," and the "where" are perfectly legitimate questions for you to ask. Let us then throw a hasty glance upon some of the great activities that claim men's attention, and discover some of the openings awaiting you.

The teaching profession will draw heavily upon your ranks—that profession, full and rich in opportunities for usefulness beyond any and all others, is more and more looking for you, and waiting impatiently for your full equipment and thoro readiness. All of the higher positions must come to you and others like you. No others are, or will be, adequately prepared. In nearly all of our states the legal requirement for a high school teacher and, of course, for the high school principal and city superintendent is the completion of a full four-year college course including a certain specified amount of professional work. In some of the states, indeed, the requirement is of a full year beyond the undergraduate course, or the possession of a Master's degree, with the emphasis of this added year thrown upon the subjects to be taught and the manner of handling the same.

So the facts are borne upon us that the desk of the high school principal, the office of the city superintendent, the chair of the college professor, the position of college and university president, is soon to be offered you. Are you ready for it? ready in academic equipment? ready in professional attainment? And are you equally well prepared in that even finer element—the possession of your soul by the spirit of Noblesse Oblige?

I can not say, of course, to which of you here to-day a college presidency is to be offered, nor the professor's chair, nor any other specific position. Nor can I say just when the offer will come. But I can say, and with assurance, that all these positions and all others of leadership in the educational field will be offered to college men and college women, and in all probability as soon as they are well ready for them. Moreover, it can doubtless be said that they will be apportioned fairly on the basis of merit and fitness. And then you will have in your hands the shaping of the destinies of a great free people with all the emoluments, the opportunities, and the responsibilities that should accompany a work of such moment.

And the Gospel ministry can no longer look elsewhere. If it is to continue to wield its mighty influence for good, and to play its magnificent rôle of leadership in our developing civilization, especially among our rapidly increasing educated classes, it must more and more come into its rightful inheritance, so long withheld, of that broader conception of brotherhood and Christianity that forgets the letter of the law in magnifying its spirit—that puts life before dogma and character before creed. And this, fellow students, can never be without the broad university equipment.

We have traveled far during these latter years. And no longer do we consider it sufficient that the minister of the Gospel know merely his Bible and his theology. In addition to these, aye, as a basis for these, it is now demanded (that is, if he be accorded a position of real leadership among thinking people) that he know as well his history and his sociology, his psychology and his biology, and indeed that he be acquainted with all the fields of human knowledge. Not only that, he must know life as it is lived to-day, and the thoughts and emotions of men as they are manifested in the give and take of actual life. And none of these can be obtained within the narrow confines of the old theological seminary. The modern university is the only institution in which the minister of the future can get it all and get it in the right order and in the correct admixture. In the laboratories, the libraries, and the classrooms he will delve deeply into the realms of science, literature, and art, and there and on the campus, in its varied activities, touch hands and exchange thoughts with the future lawyer, teacher, physician, engineer, business man, what-not, and thus gain tolerance, humility, catholicity of spirit, and the spirit of true democracy.