The meaning of a liberal educationMartin, Everett Dean
Philosophy
The meaning of a liberal education
Martin, Everett Dean
Education
Erasmus during the most trying time kept his sanity. And both sides
denounced him bitterly. He was accused of taking a cowardly middle of
the road position. What neither group of militant partisans could
see was that Erasmus, far from being in the middle of the road, was
not on their wretched highway at all. He remained true to the issue
for which he had struggled from the first. Erasmus saw that what was
wrong with Europe, indeed what really gave rise to the abuses of
mediæval society, was barbarism sanctioned by religious superstition.
He knew that vice and folly and brutality and hypocrisy were not to
be removed by religious warfare, but rather deepened. He saw the same
spirit of doctrinaire scholasticism, the same intolerance and cruelty
and pious ignorance on both sides of the coming controversy. He knew
that conditions could be improved only when the leading minds of
contemporary Europe could acquire the decencies which characterize the
liberally educated of all times. Whether history has vindicated Erasmus
in this conviction of his is a matter concerning which opinions differ.
I think it has. Such liberty and cultural progress as the modern world
enjoys it would seem to have derived from the Erasmian tradition, not
that of Luther, Calvin or Wesley. Protestantism without the humanism
of Erasmus is Fundamentalism. And conversely, Paris and Vienna and
Munich are nominally Catholic, but they have known the influence of
Erasmus and Voltaire to a degree that many Protestant communities have
not known such influence, and so far as the advance of civilization is
concerned, I think that life in such localities will compare rather
favorably with that of certain strictly Protestant communities. I
believe that those movements of the present day which have greatest
spiritual significance and value--modernism in religion, liberalism in
education, the dawning recognition of the necessity of intelligence and
of individual responsibility in matters of belief and conduct, efforts
for the humanization of industry and the state--are but the belated
resumption of the humanizing work begun in northern Europe by Erasmus
and others and broken off by the Reformation. From this point of view
the Reformation is not the continuation of the Renaissance, but would
appear to have been something of a bourgeois reaction against it.
Public-domain text, read in full here on John Shaqi.
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