Doors to the Past
In a survey of the history of such an institution as this, the following
question is often asked: Why the church college in the program of
education? In the concern to be rid of the dictatorial system of education
at the hands of the medieval, and sometimes, the later church; the
pendulum has swung to the other extreme, and an almost equally dictatorial
and intolerant scientific system has taken its place.
The modern church college stands for investigation and advancement. It
also stands for the development of the soul along all lines. The aim is
broad. While one student is being prepared to enter advanced technical
courses, another is being equipped to pursue liberal arts. Both students
acquire a broader outlook by association; besides the influence of
religion is brought to bear on each. The church college, while recognizing
the demands of the state boards of education, preserves the equilibrium of
society in a scientific and mechanical age by keeping a one-sided view of
education from becoming predominant. In all fairness, in this connection,
the church must recognize the state schools, university and colleges, in
the maintenance of educational equipoise by preventing the return of any
sort of scholasticism.
Development in education has run a cycle. At first colleges, secular or
religious, were small but in the course of time the growth resulted in the
great university. Now, the tendency is, in some universities to emphasize
the college unit once more. In some universities the college is used as
the basis of government because large student bodies are unwieldy and
impersonal, or as in some instances, unmanageable and inefficient. The
small college cultivates the more intimate fellowship of student with
student, and of professor and student.
The alumni of Morris Harvey College have been going into big higher
institutions of learning, especially is this true of more recent years.
These graduates have made good and are now serving state and church
Thus Morris Harvey College is justified in her existence by the aims and
ideals of her curriculum, by the tendency of modern education, and by the
records of her alumni.
( 10 )