The Social Value of the CollegeBred英语演讲稿.docx

1、The Social Value of the CollegeBred 英语演讲稿The Social Value of the College-Bred - 英语演讲稿目录第一篇：The Social Value of The College-Bred - 英语演讲稿第二篇：英语演讲稿The Social Value of The college第三篇：3分钟英语演讲稿 免费 The Value of friends第四篇：The Value of cooking烹飪cooking英语演讲稿第五篇：英语 演讲 The Social function of The news provide e

2、ntertainment更多相关范文正文第一篇：The Social Value of The College-Bred - 英语演讲稿of what use is a college training? we who have had it seldom hear The question raised might be a little nonplussed to answer it offhand. a certain amount of meditation has brought me to this as The pithiest reply which i myself can

3、give: The best claim that a college education can possibly make on your respect, The best thing it can aspire to acplish for you, is this: that it should help you to know a good man when you see him. this is as true of womens as of mens colleges; but that it is neiTher a joke nor a one-sided abstrac

4、tion i shall now endeavor to show. what talk do we monly hear about The contrast between college education and The education which business or technical or professional schools confer? The college education is called higher because it is supposed to be so general and so disinterested. at The schools

5、 you get a relatively narrow practical skill, you are told, whereas The colleges give you The more liberal culture, The broader outlook, The historical perspective, The philosophic atmosphere, or something which phrases of that sort try to express. you are made into an efficient instrument for doing

6、 a definite thing, you hear, at The schools; but, apart from that, you may remain a crude and smoky kind of petroleum, incapable of spreading light. The universities and colleges, on The oTher hand, although They may leave you less efficient for this or that practical task, suffuse your whole mental

7、ity with something more important than skill. They redeem you, make you well-bred; They make good pany of you mentally. if They find you with a naturally boorish or caddish mind, They cannot leave you so, as a technical school may leave you. this, at least, is pretended; this is what we hear among c

8、ollege-trained people when They pare Their education with every oTher sort. now, exactly how much does this signify?it is certain, to begin with, that The narrowest trade or professional training does something more for a man than to make a skilful practical tool of him鈥攊t makes him also a judge of

9、oTher mens skill. wheTher his trade be pleading at The bar or surgery or plastering or plumbing, it develops a critical sense in him for that sort of occupation. he understands The difference between second-rate and first-rate work in his whole branch of industry; he gets to know a good job in his o

10、wn line as soon as he sees it; and getting to know this in his own line, he gets a faint sense of what good work may mean anyhow, that may, if circumstances favor, spread into his judgments elsewhere. sound work, clean work, finished work; feeble work, slack work, sham work鈥攖hese s express an identi

11、cal contrast in many different departments of activity. in so far forth, Then, even The humblest manual trade may beget in one a certain small degree of power to judge of good work generally.now, what is supposed to be The line of us who have The higher college training? is There any broader line鈥攕i

12、nce our education claims primarily not to be narrow鈥攊n which we also are made good judges between what is first-rate and what is second-rate only? what is especially taught in The colleges has long been known by The name of The humanities, and These are often identified with greek and latin. but it

13、is only as literatures, not as languages, that greek and latin have any general humanity-Value; so that in a broad sense The humanities mean literature primarily, and in a still broader sense The study of masterpieces in almost any field of human endeavor. literature keeps The primacy; for it not on

14、ly consists of masterpieces but is largely about masterpieces, being little more than an appreciative chronicle of human master-strokes, so far as it takes The form of criticism and history. you can give humanistic Value to almost anything by reaching it historically. geology, economics, mechanics,

15、are humanities when taught with reference to The successive achievements of The geniuses to which These sciences owe Their being. not taught thus, literature remains grammar, art a catalogue, history a list of dates, and natural science a sheet of formulas and weights and measures. The sifting of hu

16、man creations! 鈥攏othing less than this is what we ought to mean by The humanities. essentially this means biography; what our colleges should teach is, Therefore, biographical history, that not of politics merely, but of anything and everything so far as human efforts and conquests are factors that

17、have played Their part. studying in this way, we learn what types of activity have stood The test of time; we acquire standards of The excellent and durable. all our arts and sciences and institutions are but so many quests of perfection on The part of men; and when we see how diverse The types of e

18、xcellence may be, how various The tests, how flexible The adaptations, we gain a richer sense of what The terms better and worse may signify in general. our critical sensibilities grow both more acute and less fanatical. we sympathize with mens mistakes even in The act of penetrating Them; we feel T

19、he pathos of lost causes and misguided epochs even while we applaud what overcame Them.such s are vague and such ideas are inadequate, but Their meaning is unmistakable. what The colleges鈥攖eaching humanities by exles which may be special, but which must be typical and pregnant鈥攕hould at least try to

20、 give us, is a general sense of what, under various disguises, superiority has always signified and may still signify. The feeling for a good human job anywhere, The admiration of The really admirable The disesteem of what is cheap and trashy and impermanent鈥攖his is what we call The critical sense,

21、The sense for ideal Values. it is The better part of what men know as wisdom. some of us are wise in this way naturally and by genius; some of us never bee so. but to have spent ones youth at college, in contact with The choice and rare and precious, and yet still to be a blind prig or vulgarian, un

22、able to scent out human excellence or to divine it amid its accidents, to know it only when ticketed and labeled and forced on us by oThers, this indeed should be accounted The very calamity and shipwreck of a higher education.The notion that a people can run itself and its affairs anonymously is no

23、w well known to be The silliest of absurdities. mankind does nothing save through initiatives on The part of inventors, great or small, and imitation by The rest of us鈥攖hese are The sole factors active in human progress. individuals of genius show The way, and set The patterns, which mon people Then

24、 adopt and follow. The rivalry of The patterns is The history of The world. our democratic problem thus is statable in ultra-simple terms: who are The kind of men from whom our majorities shall take Their cue? whom shall They treat as rightful leaders? we and our leaders are The x and The y of The e

25、quation here; all oTher historic circumstances, be They economical, political, or intellectual, are only The background of occasion on which The living drama works itself out between us. in this very simple way does The Value of our educated class define itself. we more than oThers should be able to

26、 divine The worthier and better leaders. The terms here are monstrously simplified, of course, but such a birds-eye view lets us immediately take our bearings. in our democracy, where everything else is so shifting, we alumni and alumnae of The colleges are The only permanent presence that correspon

27、ds to The aristocracy in older countries. we have continuous traditions, as They have; our motto, too, is noblesse oblige; and, unlike Them, we stand for ideal interests solely, for we have corporate selfishness and wield no powers of corruption. we ought to have our own class-consciousness. les int

28、ellectuels! what prouder club-name could There be than this one, used ironically by The party of red blood, The party of every stupid prejudice and passion, during The anti-dreyfus craze, to satirize The men in france who still retained some critical sense and judgment! critical sense, it has to be

29、confessed, is not an exciting term, hardly a banner to carry in processions. affections for old habit, currents of self-interest, and gales of passion are The forces that keep The human ship moving; and The pressure of The judicious pilots hand upon The tiller is relatively insignificant energy. but

30、 The affections, passions and interests are shifting, successive, and distraught; They blow in alternation while The pilots hand is steadfast. he knows The pass, and, with all The leeways lie is obliged to tack toward, he always makes some headway. a small force if it never lets up will accumulate e

31、ffects more considerable than those of much greater forces if These work inconsistently. The ceaseless whisper of The more permanent ideals, The steady tug of truth and justice, give Them but time, must warp The world in Their direction.this birds-eye view of The general steering function of The Col

32、lege-Bred amid The driftings of democracy ought to help us to a wider vision of what our colleges Themselves should aim at. if we are to be The yeast-cake for democracys dough, if we are to make it rise with cultures preferences, we must see to it that culture spreads broad sails. we must shake The

33、old double reefs out of The canvas into The wind and sunshine, and let in every modern subject, sure that any subject will prove humanistic, if its setting be kept only wide enough. stevenson says somewhere to his reader: you think you are just making this bargain, but you are really laying down a link in The policy of mankind. well, your technical school