The Value of Debating Societies.

"The criticism is often made that a college education tends to unfit young men for much of the hard work, and many of the practical duties, of every day life. While the facts justify an absolute denial of the above statement, yet it is true that many matters of practical importance are too often overlooked. It is only reasonable to expect, that the modern college graduate shall have a comparatively thorough knowledge of questions of common interest, and the rules by which public assemblies should be governed. If unexpectedly called upon, how many students now in college could express an opinion, satisfactory to themselves even, on questions of public interest, or feel qualified to decide on any, but the most common questions of parliamentary usage? The necessity and desirability of something that will stimulate individual investigation on all such matters, cannot fail to be recognized by every thinking student. The most extended college curriculum can furnish but a small proportion of the knowledge necessary for a liberal education, and unless special efforts are made, by the students themselves, to supplement their regular studies, many will find that a diploma may be, in many respects, simply an empty honor."

The above paragraph is taken from the Dartmouth, where it appeared recently as part of a plan for a debating society. The idea, contained in it, namely, that a college course in itself, must necessarily be incomplete, that the students are left to themselves to extend the course so that it shall be complete, is not a particularly original idea, yet it is a truth that can never well be lost sight of. The courses that a college is able to offer, whether in languages, science, philosophy or art, do not satisfy every side of human nature and human intellect. At least one side is left unsatisfied, and not unlikely is better, so left. The responsibility of training themselves in speech and argument, of making themselves informed on the current topics of the day, and of making themselves able intelligently to discuss those topics, is for the most part left with the students; and as a rule they have cheerfully as well as very successfully, taken up this responsibility. The fact that the action has been their own, and not prompted by mandates or regulations of the college authorities, has added to the interest, and consequently to the successes of their efforts. These efforts are seen in the establishment of debating societies; for example, here, at Harvard, in the establishment of the Union. Arguments, clear and forcible, urge that every college should have its society for discussion and debate, and that every college student should at least attend the meetings of such a society, and if possible take part in those meetings. Knowledge of parliamentary practices, power of debate and of rapid and at the same time logical thought and with these the attendant gathering of a something more than mere general information on current topics, are things that will be of no slight importance in later life.