The meaning of a liberal educationMartin, Everett Dean
Philosophy
The meaning of a liberal education
Martin, Everett Dean
Education
It is interesting to note the place assigned to work by the Hebrew and
Christian religions which, having their origin in the folkways and the
daydreams of the masses, are very sympathetic to the poor toilers of
earth. Yet we are told that to keep the Sabbath holy, the day must not
be defiled with labor. There is no mention of the blessedness of labor
in the Beatitudes; the command to consider the birds of the air and the
lilies of the field which toil not neither do they spin and yet are
clothed and fed, reveals a spirit very remote from that of industry.
Heaven is thought of as a place of eternal rest.
A similar popular valuation of labor is revealed in the myths of
antiquity. The gods do not work. Vulcan, the exception to this rule,
is always made to appear ridiculous among the gods; they are said to
laugh at his awkwardness. The “labors” of Hercules are not really
toil but exhibitions of miraculous strength. For the most part in the
legends which have expressed the wish-fancies of mankind, the hero
does everything but work; he fights, makes love, kills dragons, goes
on strange voyages, wins a kingdom, in fact, his adventures may be
interpreted as symbolic expressions of the wish of mankind to escape
the common burden of toil.
I think, moreover, men belittle their work when they accept the
broad distinction between the “brain” worker and the “hand” worker.
Psychologists say that thinking is as truly bodily activity as is any
other form of labor, and there is very little so-called work that does
not require thought. There is every conceivable gradation from that
labor which is almost wholly routine, to that which consists of nothing
but solving problems. No one knows the point where labor ceases to be
brain work and becomes manual. The world’s work requires of men many
kinds of activity, some of great importance, some of little. There is
no use either of idealizing it or in despising it. Men do their work
because they have to and are neither noble nor ignoble because of it.
The problem is how can I in my situation make my position a place
where a man has really lived and toiled and thought and realized
values through his effort, and has not permitted himself to become an
automaton or a fool. The labor problem however tends to become one
primarily not of the significance of work at all, but of improving the
material conditions of those who toil. This latter problem is wholly
justifiable. But because of the prevailing mental confusion about labor
itself, it is generally assumed that if a man works he should receive a
different sort of “education” from that of other educated people, and
that his training should be the means to ends that have little to do
with interest in education as such.
Public-domain text, read in full here on John Shaqi.
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