SCARLET AND BLACK Friday, March a. I970 The Nature Of A Liberal Education: Part 3 Bmhfian Romeo‘ Didacfic The Principles of Definition Are Discussed Lover. Polificizes Viewers By Professor ll. G. Apostle In framing a definition, one may proceed (a) inductively or (b) analytically; and each of these methods has its advantages and disadvantages. For example, in drafting a constitution for a nation inductively, one may study the past and existing constitutions, compare them and contrast them, and then choose what appears to be the best of all, or else choose the best elements in them and form What might appear to be the best synthesis of those elements. History tends to teach us in- ductively what is probable, but otten it does not reveal all the alternatives. Analysis, on the other hand, tends to exhaust the alternatives or possibilities, but withouthistory and experience it may not point to what is probable. Older men tend to Cling to what has been probable; younger men, especially when existing institutions fall far short of die ideal, tend to direct their imagination to simple alter- natives and possibilities which on the surface seem to be the true solutions to problems. So a combination of both methods appears desirable. First, we shall proceed inductively. An examination of the requirements and goals of a liberal education as given by Amherst, Carleton, Oberlin, Williams, and Grinnell Colleges reveals items which appear to come under five general headings: 1. Intellectual competence, excellence of intellectual training, breadth of un derstanding, academic ex~ cellence, search for truth, development of qualities of mind, intellectual adventure, etc., all come under ”development of intellect." 2. Personal and social responsi 'lity, moral integrity, qualities 0! character, social justice, service to others, etc., all come under “development oi eharacler.” 3. A third aim, suggested only by Grinnell in the phrase ”to achieve a personally satisfying and worthwhile life” but required by all, may be said to come in some way under “appreciation of arts." 4. Knowledge of some field in depth, preparation for a useful career, etc., may be considered as coming under “a career." Spring Brings SUEDE —wrap around shirts with matching ponchos —.3 colors: rest, beige, brown Bang's Apparel 5, Physical education (though not explicitly stated, required by all the above colleges) is for the sake of health, and we may consider this under “health.” is this set of goals arbitrary? Perhaps there is a prior question: What is the ultimate purpose of a liberal education',l If this be happiness, and if happiness is what is desired most, then we still have to inquire what is likely to make us most happy, Whether we call this allrinclusive aim “happiness” or “a most en- joyable life" or “a worthwhile life” or “a life with positive response” makes no difference, for names do not change the nature of our desires or of their fulfillment; so we may as well use the term “happiness," for this has been used most universally. Next, we may proceed analytically. rirst, man is a complex being, and as such he is capable of many kinds of pleasures. Second, he cannot go on throughout life with only one kind of pleasure, for he has more than one kind of need. For example, he cannot eat all one time, or drink all the time, or play baseball all the time, or do nothing but research work all the time; the returns [If one kind of pleasure are diminishing, and the pressure for another kind of pleasure by its corresponding need necessitates a change in activity, This being are case, the greater the number oi things he can take pleasure in, the more likely he is to make a better choice and so assure himself of a continuous life of pleasure. Third, the variety of needs and their corresponding pleasures call for a certain kind of choice and hence of an ordering among‘ them. One often has to choose one kind oi pleasure and let another go; and if he is to get “the most out of life," he must think not only of today, but of tomorrow and the year ahead, or still better, of the whole span of his existence, and so he must reflect, make plans, use prin- ciples of evaluation, and, ultimately, impose a proper ordering among the kinds of For School or Typewriter Supplies Grinnell Office Supply GIINNELL Iowa Across hunt the Post Ollie. pleasuresavailaole, Fourth, the various kinds of pleasures are not ready made to be chosen at will; there are pleasures, but there are also pains, and certain pleasures reinforce or are in harmony with other pleasures, while certain other pleasures also cause pains and bar other desired pleasures. You may take pleasure in being rude to people; but you deprive yourself of other ‘social pleasures, such as that of iriendship, and you cannot expect people to be ready to help you when you need them. A hare monious set or pleasures resulting in no pain may be likened to a scientific system in which all the propositions are true. The analogy may be stated in the form oi a proportion, namely, pleasure:pain::truth: talsity. ln the scientific system, the principles are axioms, and what follows from these are the theorems; and if the axioms are true, the theorems will be true also, and the whole system will be free from contradiction. Similarly in a man, his principles are his habits, and what follows from these are his actions which correspond to those habits; and if those habits are right or By Nada Mangialetti In keeping with the Brechtian tradition of instructive theater, the Drama Department’s par ticipation in the Weimar Symr posium was both informative and entertaining. The various short readings were overshadowed by the three complete scenes from Romeo and Juliet and The Caucasian Chalk Circle. The scenes were not offered as polished, finished products, but as demonstrations of Brechtian theater and as points of depar- ture for discussion. Even so, they were very well received by full houses ior two nights. The two versions of Romeo and Juliet showed how Brecht in- troduced an element of comic but severe didacticism into the usually straight, romantic in- terpretation of the balcony scene. This is a typical example of how Brecht used drama, not to invoke pity and tears, not to display ) Quintet Continued from page 3 Russian music. The first piece performed after the intermission was "Suite for Brass Quartet and Piano” by Robert Nagel, the first trumpet oi the quintet. The work consisted proper the actions carresrond- Lor five movements and tour of ing to those habits taken as a group will be pleasurable, and there will be no pain or very little- pain. or course, the accuracy in a scientific system, such as mathematics, is not to be found in man’s actions; nevertheless, one must set up an ideal as a basis for action, for without an ideal in mind, one has no way Liberal Education— Coutinuod 03 page 6 these presented the brass in- struments individually with the piano accompaniment. The final movement was a finale cons certante in which all the four brasses and the piano joined forces. The soloistic nature of this piece provided ample op- portunity for each musician to exhibit his technical and musical skills. The last work on the program, WE CARE! Iowa Barber Shop 724 5th Ave. It You Think That Ahrvano’s Make Pizza, YOU’RE RIGHT! 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I would en- courage more programs similar to this, not only for their benefit to the actors, but alsoito all who would like to sample one par- ticular author, his plays, and die, cultureinwhichheiived. ”Sonatine" by Eugene Eozzia, was perhaps the most technically demanding of the periormance. The faster movements were lively and rhytlunic and were contrasted by the largo and adagio sections. In this com- position as in the others, I found little to criticize. In brief, the level ot performance was very high and ‘nothing but the most laudable terms could be used to describe the New York Brass Quintet. GRINNELL IiiIIlIIII Servieei Direct to: DES MGINES. IA. $2.15 one/way CHICAGO. ILL. $11.10 one/way v Ask about convenient return service. 6 Why lug luggage? Send it by Greyhound. - Buses leave from IATTEY'S TEXACO STA. For ticket and information. phone 236-5122 5W ‘lflflflfif Ii GREYHOUND am > wand leave the driving to us”