THAT PESSIMIST'S HERE AGAIN. In the June Journnl of Higher Education W . H. C. (Assistant Editor W. H. Cowley?) develops a thesis that seems to us to invite further discussion. Under the title "Morgan versus Hutchins" the editorial commentator referees what he conceives as a fundamental conflict in the educational philosophies of these well-known educators and, after getting in a few punches of his own in the clinches (as is the privilege of an editorial referee), leaves one with the impression that Mr. Morgan wins a t least a moral victory. Mr. Hutchins is quoted as saying: "If education is rightly understood, it will be uuderstood as the cultivation of the intellect." It will probably be a matter of profound indifference to Mr. Hutchins if he ever finds i t out, but that once he said something we thought we could both understand and endorse. It is characteristic of Mr. Hutchins' literary style that, whether his pronouncements call forth criticism or approval, they inevitably beget explanations and interpretations. Sometimes he disconcerts his opponents by disclaiming the argument they have set out to refute, and sometimes he confounds his self-appointed allies by repudiating the motion they have seconded. W. H. C. reacts normally; he explains Mr. Hutchins' position further. "Stated briefly it amounts to this: the only function of higher education is the training of the mind. Everything else is extraneous. Colleges and universities have no responsibilities for students aside from the cultivation of their intellects. In a word, the philosophy of higher education must he unmistakenly and frankly intellectualistic." Perhaps Mr. Hutchins
would not hold still for all this. After all, he is also quoted as saying, "This is not to disagree with the attitude that moral values, high ideals, and strong principles must be among the results of education." Mr. Morgan's attitude is set forth in part through the following quotation. "Character in business and in government will solve seemingly inextricable complexities; make unnecessary and meaningless vast systems of checks and balances, of laws, regulations, surveillances, inspections, and prohibitions; eliminate need for constant exercise of shrewdness and suspicion; and release energies for constructive efforts. The limits of character mark the limits of good government and good business." I t is inferred, without substantiating quotation, that since "intelligence is not enough," Mr. Morgan would have education supply the lack. I t may be that the non sequitur in this line of argument is not apparent to Mr. Morgan. To us it appears just as logical to say that, since typed correspondence is not enough, typewriters should be required to sew a fine seam, wash dishes, and darn socks. What has education ever done that it should be called upon to work miracles? Thus far it hasn't even learned to pull rabbits out of opera hats. If in the next few millenia education can teach suckers not to run after confidence men, it will have done wonders. There is little enough hope of that, and still less of teaching confidence men to give suckers a break. One may exterminate wolves with shot, trap, and poison, and one may starve them out by depriving them of their natural prey; we venture to doubt that one can educate them to vegetarianism.
