Labor and Life

Labor and Life* BY LOWRY NELSON, MEMBER SENIOR CLASS, AND EDITOR STUDENT LIFE" The position of the college graduate, with respect to his community and to his life's work, is one of the most perplexing and important questions which he is called upon to answer. And the manner in which he answers this part of his examination, will determine in large measure his success or failure, when he enters upon his post-graduate duty. Every person is a candidate for success. A senior is more than that — he is a nominee and whether— or not he is awarded his degree in this field, will depend upon the amount of tact and force which he is able to summon in the solution of this problem. The proposition, as suggested, has two parts. The first deals with the relationship of the college gra luate to his community the second ; has to do with his relationship to his life's work. The solution of either part must not be sought through the application of certain hard and fast rules. It is not a question of intellectual gymnastics — of juggling figures and mathematical ratios. It is purely and solely a question of attitude. Eight years, the major part of which is spent in the schoolroom, tend very strongly to alienate us from the life of the world outside. The atmosphere of the college is different from that of the commuLOWRY NELSON nity. It is the difference between theory and practice, the abstract and concrete, the sentimental and the real. This condition has its *An address delivered before the Student Body and Faculty, during the Senior Chapel exercises, at the Utah Agricultural College, May 17, 1916.

1072 IMPROVEMENT ERA influence on our lives. The education of the present century is tending to lessen this difference. The tendency is to bring the college and the community into closer touch. The time was, but happily it is past, when college made "sissies" of men. Instead of preparing them for the practical responsibilities of life, it sent them out into the world strong in theory, perhaps, but pitifully and tragically helpless when it came to the application of those theories to the exigencies of life. There was insufficient correlation between education and living. The mind and the hand pursued divergent ways. That tendency is being removed, but still our educational system is not free from it, and it is doubtful if it ever can be, so long as it is necessary for us to spend nine months out of every year, for eight years and more, inside the schoolroom poring over books and searching through documents. That tendency is the natural consequence of our necessary concentration of theory. simply call your attention to these facts to emphasize the I possibility and the probability of a college graduate, even of our so-called practical education, going out unfitted to cope with the emergencies of life. He has been living in an environment different from the one into which he is about to step, and his success in that new field will depend upon his ability to adapt himself and accommodate his life to the needs and the life of that new environment. If he lacks the tact and the plasticity to accomplish these ends, his success is uncertain indeed. This question of adaptability is peculiarly a demand upon the graduates of the agricultural colleges. Many of them go out into farming communities, proverbial for their conservatism. These men and women must watch their steps, lest they stub their toes or bump their heads against the "stand-pat" rocks alon^ these country thoroughfares. The conflict between conservatism and progressivism is an old one, and one that is common to all the race. The college man is usually progressive, or at least, he ought to be. One of his chief concerns will be to see that he does not cause friction in the community. This question of success is almost entirely a matter of the individual striking the proper attitude. If a person can hit upon exactly the rieht attitude, the world will hand him success on a silver tray. If he cannot, he has a hard row to hoe. The college man or woman must learn, above all other things, to correlate theory and practice, and assign to each its proper place in the scale of importance. An attitude of finality is dangerous. You cannot assume that everything is solved, that you hold the secret^ of the universe in your head. "Rather your motto should be this: "The last word has not yet been spoken." We are receiving our trainin j in an institution that boasts

LABOR AND LIFE 1073 of its ability to prepare men and women for the practical life to ; do the necessary work of the world; and, to use another phrase often heard from this platform, "to dignify the common pursuits of life." It is splendid to be a part of this great national movement, with such high ideals of service; so far-reaching in its scope and influence so prophetic in its aim, so sound in its principles. ; Thousands and thousands of men and women are receiving training annually under this system. Some are studying agriculture, some commerce, some home economics, and some engineering and mechanic arts, with a view to preparing themselves to perform better the work of the world. This technical training is very important and highly necessary. We draw our inspiration from other sources than the thought. We draw our inspiration from other sources than th^ work in which we are actually engaged. We do not get it from our major subject. I believe that it is true that our enthusiasm to do the work connected with agronomy, engineering, mechanic arts, and home economics, does not emanate from those subjects themselves, but from the halo of art, literature, religion and philosophy with which we surround these ordinary things. Inspiration is power. It is the motive force of human life. There's power in art there's power in literature there's power in philoso- ; ; phy and religion. William James realized this fact, when he said that the people of this age were ceasing to pray, and as a i esult, a great source of energy had gone out of the world. No student can afford to neglect the development of his — imagination his seeing sense. No educational scheme, if it hopes to accomplish its ideals, can afford to ignore this part of college training. The seal of this institution says that ''Labor is Life," and if I can interpret it correctly, that is the message of the agricultural colleges. But labor without vision is not life it is only existence. The workers of the worl who lack vision, 1 are victims of the monotony of their toil. The difference between drudgery and work, is imagination. And this is the dignifying element in these common pursuits of life. The highest life is lived only through the imagination, when we make dreams the concomitants of our work. LOGAN, UTAH Pay Your Fare Success comes to him who waits, to him who labors and strives to do what is right, and never falters, though dark clouds hang over the skies. And yet, one may get disheartened, for heart-aches, all have to bear. So, watch each tender moment, improve it with kind deeds. This plan will pay the price of a fare on the road to Success. LOGAN, UTAH J. B. BeARNSON.