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Title Two horizons, a report on the race with catastrophe, The
Subject Civilization, Modern; Education
Description Twelfth annual Frederick William Reynolds memorial lecture.
Creator Clapp, Edwin Roosa, 1902-
Publisher Extension Division, University of Utah
Date 1948-02-11
Date Digital 2008-05-29
Type Text
Format image/jpeg
Digitization Specifications Original scanned on Epson Expression 10000XL flatbed scanner and saved as 400 ppi uncompressed tiff. Display images generated in PhotoshopCS and uploaded into CONTENTdm Aquisition Station.
Resource Identifier http://content.lib.utah.edu/u?/reynolds,308
Source LD5526 .U8 n.s. v.38 no.13
Language eng
Relation Digital reproduction of "The two horizons." Willard Marriott Library Special Collections
Rights Digital Image Copyright University of Utah
Metadata Cataloger Seungkeol Choe; Ken Rockwell
ARK ark:/87278/s6d798c9
Setname uu_fwrl
Date Created 2008-07-29
Date Modified 2008-08-04
ID 319606
Reference URL https://collections.lib.utah.edu/ark:/87278/s6d798c9

Page Metadata

Title Page 20
Description 20 THE TWO HORIZONS ways have known: how much maturity means, most of all just in those humane studies I have stressed, where experience is telling. It is not sure that the colleges have done well by the veterans while they have had them, but it is sure that the cessation of schooling at or before the college level is a major tragedy both for the individual and for society. An adult world grappling with adult problems ought to have better resources than warmed-over memories of adolescent thinking. The university needs seasoned students even more than it needs money. Why shouldn't industry, the foundations, and the government agencies send men back to the campus on furlough or sabbatical leave, with the understanding that part of their time be given to general education? And another notion â€" doubtless fantastic: a year's broad instructionâ€" not necessarily in the college and certainly not in the orthodox graduate school â€" for all mature young men and women might be far better insurance for the common defense and general welfare than any amount of universal military training. Be this as it may, we have with us today and tomorrow more experienced and more responsive college student bodies than ever before. There is thus added reason for the best possible undergraduate program, right now. This is step two. Let us get general education moving in Utah. It is moving elsewhere. The aims and spirit I have tried to describe are given substance, in however varied a form, at Columbia, Colgate, Harvard, Union, Chicago, Michigan State, Iowa, Minnesota, Reed, Stanford, Oregon â€" to name only a few. We in this area were once pioneers. When the Lower Division of the University of Utah was established in '32, it represented progressive practice and a move in the right direction, if not far. That direction, to repeat, is toward focused and integrated experience of the knowledge needful to free men. In the intervening sixteen years, the academic world has marched on and left us standing still â€" not, be it added, with the acquiescence of the Division itself. Let us make the next move: organize the basic courses on the pilot principle, live with them a lictle, improve them, and then prescribe them. A third step, more important than the other two, and of concern to every college in the country. I have read somewhere an account of a prize horse. It was a beautiful horse; it had even equine virtue and no defect â€" except one: it was dead. We may have the most beautiful of programs in the most glittering of universities; ks name may be general education; it may be terrific, not to say colossal, with four supersonic courses in front and three extra high-powered humanities behind, but it will be a dud and a turkey without good teaching. The instructor must understand and sympathize with the program; which in turn means that the institution must understand and sympathize with it, find men who can teach in it, and make acequate and honorable places for those who do. All this is not easy, for two reasons. First, to teach general education well requires, beyond breadth of raining or point of view, more than ordinary humility, judgment, and tact. It is simpler to teach segments of one's own narrow field than to relate elements of a broad area while working with and learning from representatives of other departments. It would be easier for me, for example, to teach a special-
Format image/jpeg
Identifier 020-RNLT-ClappER_Page 20.jpg
Source Original Manuscript: The two horizons, a report on the race with catastrophe by Edwin R. Clapp.
Setname uu_fwrl
Date Created 2008-07-29
Date Modified 2008-07-29
ID 319600
Reference URL https://collections.lib.utah.edu/ark:/87278/s6d798c9/319600