The Marks of an Educated Man

The Marks1 of an Educated Man

Alan Simpson

Alan Simpson (1912-), president of Vassar College, was born in England but became a

naturalized citizen of the United States in 1954. He was educated at Oxford University and

Harvard University and was a professor of history at the University of Chicago from 1946-1964.

His books include Puritanism in Old and New England (1961) and Readings in the Formulation

of American Policy (1949), of which he was co-editor.

Simpson’s description of an educated man goes back to the Renaissance ideal that placed equal

stress on the mental, moral, and physical excellence of human beings.

Introduction: Genuine education as liberal education

1. Any education that matters is liberal. All the saving truths and healing graces that

distinguish a good education from a bad one or a full education from a half-empty one are

contained in that word. Whatever ups and downs that term ―liberal‖ suffers in the

political vocabulary, it soars above all controversy in the educational world. In the

blackest pits of pedagogy the squirming victim has only to ask, ―What’s liberal about

this?‖ to shame his persecutors. In times past a liberal education set off a free man from a

slave or a gentleman from laborers and artisans. It now distinguishes whatever nourishes

the mind and spirit from the training, which is merely practical, or professional, or from

the trivialities which are no training at all. Such an education involves a combination of

knowledge, skills, and standards.

Discussion Question: What does this statement mean: “Whatever ups and downs that term

“liberal” suffers in the political vocabulary, it soars above all controversy in the educational

world”?

There is no specific canon for liberal education.

2. So far as knowledge is concerned, the record is ambiguous. It is sufficiently confused for

the fact-filled freak who excels in quiz shows to have passed himself off in some

company as an educated man. More respectable is the notion that there are some things

which every educated man ought to know; but many highly educated men would

cheerfully admit to a vast ignorance, and the framers of curriculums have differed greatly

in the knowledge they prescribe. If there have been times when all the students at school

or college studied the same things, as if it were obvious that without exposure to a

common body of knowledge they would not be educated at all, there have been other

times when specialization ran so wild that it might almost seem as if educated men had

1 ―Marks‖ here seems to refer to the ―skills‖ manifested by an educated man.

Comment [R1]: ped•a•go•gy \"pe-de-'go-je also -

'ga-, esp Brit -'ga-ge\ noun (1583)

: the art, science, or profession of teaching; esp :

education 2

(C)1997, 1996 Zane Publishing, Inc. All rights

reserved

Comment [R2]: ar•ti•san \"ar-te-zen, -sen, chiefly

Brit 'ar-te-"zan\ noun [MF, ultim. fr. OIt artigiano, fr. arte art, fr. L art-, ars] (1538)

: craftsman


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Comment [R3]: am•big•u•ous \am-"bi-gye-wes\ adjective [L ambiguus, fr. ambigere to be undecided,

fr. ambi- + agere to drive — more at agent] (1528)

1 a : doubtful or uncertain esp. from obscurity or

indistinctness <eyes of an ambiguous color>

b : inexplicable

2 : capable of being understood in two or more

possible senses or ways syn see obscure


reserved

abandoned the thought of never talking to each other once their education was completed.

3. If knowledge is one of our marks, we can hardly be dogmatic about the kind or the

amount. A single fertile field tilled with care and imagination can probably develop all

the instincts of an educated man. However, if the framer of a curriculum wants to

minimize his risks, he can invoke an ancient doctrine which holds that an educated man

ought to know a little about everything and a lot about something.

4. The ―little about everything‖ is best interpreted these days by those who have given

most thought to the sort of general education an informed individual ought to have. More

is required than a sampling of the introductory courses which specialists offer in their

own disciplines. Courses are needed in each of the major divisions of knowledge – the

humanities, the natural sciences, and social sciences- which are organized with the

breadth of view and the imaginative power of competent staffs who understand the needs

of interested amateurs. But, over and above this exciting smattering of knowledge,

students should bite deeply into at least on subject and taste its full flavor. It is not

enough to be dilettantes in everything without striving also to be craftsmen in something.

Discussion questions: Does the saying “Jack-of-all-trades, master of none” apply to what this

section is trying to say? How is it that “If knowledge is one of our marks, we can hardly be

dogmatic about the kind or the amount.”

The skills needed for liberal education are quite certain: the first is the capacity to think

clearly. There are several ways to train the mind for this.

5. If there is some ambiguity about the knowledge an educated man should have, there is none at

all about the skills. The first is simply the training of the mind in the capacity to think clearly.

This has always been the business of education, but the way it is done varies enormously.

Marshalling the notes of a lecture is one experience; the opportunity to argue with a teacher is

another. Thinking within an accepted tradition is one thing; to challenge the tradition itself is

another. The best results are achieved when the idea of the examined life is held firmly before

the mind and when the examination is conducted with the zest, rigor, and freedom which really

stretches everyone’ capacities.

6. The vital aid to clear thought is the habit of approaching everything we hear and everything

we are taught to believe with a certain skepticism. The method of using doubt as an examiner is a

familiar one among scholars and scientists, but it is also the best protection which a citizen has

against the cant and humbug that surround us.

Discussion questions: Enumerate some ways by which the mind can be train to think clearly. Do

you agree with the last paragraph of this section? Why or why not?

Second skill: the ability to recognize dishonesty in speech.

Comment [R4]: dog•mat•ic \dog-"ma-tik, dag-\

also dog•mat•i•cal \-ti-kel\ adjective (ca. 1681)

1 : characterized by or given to the use of

dogmatism <a dogmatic critic>

2 : of or relating to dogma syn see dictatorial


reserved

Comment [R5]: am•a•teur \"a-me-(')ter, -'tur, -

'tyur, -'chur, -cher\ noun often attrib [F, fr. L amator

lover, fr. amare to love] (1784)

1 : devotee, admirer

2 : one who engages in a pursuit, study, science, or sport as a pastime rather than as a profession

3 : one lacking in experience and competence in an

art or science (C)1997, 1996 Zane Publishing, Inc. All rights

reserved

Comment [R6]:

Comment [R7R6]:

Comment [R8]: 6cant noun (1640)

1 : affected singsong or whining speech

2 a : the private language of the underworld b obs : the phraseology peculiar to a religious class

or sect c : jargon 2

3 : a set or stock phrase

4 : the expression or repetition of conventional or

trite opinions or sentiments; esp : the insincere use of

pious words


reserved

Comment [R9]: 1hum•bug \"hem-'beg\ noun

[origin unknown] (1751)

1 a : something designed to deceive and mislead b : a willfully false, deceptive, or insincere person

2 : an attitude or spirit of pretense and deception

3 : nonsense, drivel

4 Brit : a hard usu. mint-flavored candy syn see

imposture


reserved

7. To be able to listen to a phony argument and to see its dishonesty is surely one of the marks of

an educated man. We may not need to be educated to possess some of this quality. A shrewd

peasant was always well enough protected against imposters in the market place, and we have all

sorts of businessmen who have made themselves excellent judges of phoniness without the

benefit of a high school diploma; but this kind of shrewdness goes along without a great deal of

credulity. Outside the limited field within which experience has taught the peasant or the

illiterate businessman his lessons, he is often hopelessly gullible. The educated man, by contrast,

has tried to develop a critical faculty for general use, and he likes to think that he is fortified

against imposture in all its forms.

8. It does not matter for our purposes whether to imposter is a deliberate liar or not. Some are,

but the commonest enemies of mankind are the unconscious frauds. Most salesmen under the

intoxication of their own exuberance seem to believe in what they say. Most experts whose

expertise is only a pretentious sham behave as if they had been solemnly inducted into some

kind of priesthood. Very few demagogues are so cynical as to remain undeceived by their own

rhetoric, and some of the worst tyrants in history have been fatally sincere. We can leave the

disentanglement of motives to the students of fraud and error, but we cannot afford to be taken in

by the shams.

9. We are, of course, surrounded by shams. Until recently the schools were full of them - the

notion that education can be had without tears, that puffed rice is a better intellectual diet than

oatmeal, that adjustment to the group is more important than knowing where the group is going,

and that democracy has made it a sin to separate the sheep from the goats. Mercifully, these are

much less evident now than they were before Sputnik startled us into our wits.

Discussion questions: Explain this statement: Very few demagogues are so cynical as to remain

undeceived by their own rhetoric, and some of the worst tyrants in history have been fatally

sincere. Give an example to prove the veracity of the last statement. What do you think was the

purpose of using a “double negative” in the statement you were made to explain?

Dishonesty is present in academia as well as in life. The third skill: the art of self-expression

in speech and on paper.

10. In front of the professor are the shams of the learned fraternity. There is the sham science of

the social scientist who first invented a speech for fuddling thought and then proceeded to tell us

in his lock jawed way what we already knew. There is the sham humanism of the humanist who

wonders why civilization that once feasted at his table is repelled by the shredded and desiccated

dishes that often lie on it today. There is the sham message of the physical scientist who feels

that his mastery of nature has made him an expert in politics and morals, and there are all the

other brands of hokum which have furnished material for satire since the first quacks established

themselves in the first cloisters.

11. If this is true of universities with their solemn vows and limited temptations, how much truer

is it for the naughty world outside, where the prizes are far more dazzling and the only protection

against humbug is the skepticism of the ordinary voter, customer, reader, listener, and viewer?

Comment [R10]: cre•du•li•ty \kri-"du-le-te, -

"dyu-\ noun (15c)

: readiness or willingness to believe esp. on slight or

uncertain evidence


reserved

Comment [R11]: gull•ible also gull•able \"ge-le-

bel\ adjective (1818) : easily duped or cheated


reserved

Comment [R12]: ex•u•ber•ant \-b(e-)rent\

adjective [ME, fr. MF, fr. L exuberant-, exuberans,

prp. of exuberare to be abundant, fr. ex- + uber

fruitful, fr. uber udder — more at udder] (15c) 1 : extreme or excessive in degree, size, or extent

2 a : joyously unrestrained and enthusiastic

b : unrestrained or elaborate esp. in style : flamboyant <exuberant architecture>

3 : produced in extreme abundance : plentiful syn see profuse


reserved

Comment [R13]: 1sham \"sham\ noun [perh. fr.

E dial. sham shame, alter. of E shame] (1677)

1 : a trick that deludes : hoax

2 : cheap falseness : hypocrisy 3 : an ornamental covering for a pillow

4 : an imitation or counterfeit purporting to be

genuine 5 : a person who shams syn see imposture

Comment [R14]: dem•a•gogue or dem•a•gog \"de-m€-'gag\ noun [Gk dEmagOgos, fr. dEmos

people (perh. akin to Gk daiesthai to divide) +

agOgos leading, fr. agein to lead — more at tide,

agent] (1648)

1 : a leader who makes use of popular prejudices and false claims and promises in order to gain power

2 : a leader championing the cause of the common

people in ancient times


reserved

Comment [R15]: hu•man•ism \"hyu-me-'ni-zem,

"yu-\ noun (1832) 1 a : devotion to the humanities : literary culture

b : the revival of classical letters, individualistic and

critical spirit, and emphasis on secular concerns characteristic of the Renaissance

2 : humanitarianism ...

Comment [R16]: ho•kum \"ho-kem\ noun [prob.

blend of hocus-pocus and bunkum] (1917)

1 : a device used (as by showmen) to evoke a

desired audience response

2 : pretentious nonsense : bunkum


reserved

Comment [R17]: clois•ter \"klOi-st€r\ noun [ME cloistre, fr. OF, fr. ML claustrum, fr. L, bar, bolt, fr.

claudere to close — more at close] (13c)

1 a : a monastic establishment

b : an area within a monastery or convent to which

the religious are normally restricted

c : monastic life

d : a place or state of seclusion ...

Of course, the follies of human nature are not going to be exorcised by anything that the

educator can do, and I am not sure that they would want to exorcise them if he could. There is

something irresistibly funny about the old Adam, and life would be duller without his antics. But

they ought to be kept within bounds. We are none the better for not recognizing a clown when

we see one.

12. The other basic skill is simply the art of self-expression in speech and on paper. A man is

educated who has mastered the elements of clean forcible prose and picked up some relish for

style.

Verbosity is a sin.

13. It is a curious fact that we style everything in this country - our cars, our homes, our clothes -

except our minds. They still chug along like a Model T- rugged, persevering, but far from

graceful.

14. No doubt this appeal for style, like the appeal for clear thinking, can be carried too far. There

was once an American who said that the only important thing in life was ―to set a chime of

words ringing in a few fastidious minds.‖ As far as can be learned, he left this country in a huff

to tinkle his little bell in a foreign land. Most of us would think that he lacked a sense of

proportion. After all, the political history of this country is full of good judgment expressed in

bad prose, and the business history has smashed through to some of its grandest triumphs across

acres of broken syntax. But we can discard some of these frontier manners without becoming

absurdly precious.

15. The road ahead bristles with obstacles. There is the reluctance of many people to use one

word where they can get away with a half dozen or a word of one syllable if they can find a

longer one. No one has ever told them about the first rule of English composition: every

slaughtered syllable is a good deed. The most persuasive teachers of this maxim are undoubtedly

the commercial firms that offer a thousand dollars for the completion of a slogan in twenty-five

words. They are the only people who are putting a handsome premium on economy of statement.

How do I begin acquiring good language sense? Here’s an example of bad writing.

16. There is the decay of the habit of memorizing good prose and good poetry in the years when

tastes are being formed. It is very difficult to write a bad sentence if the Bible has been a steady

companion and very easy to imagine a well turned phrase if the ear has been tuned on enough

poetry.

17. There is the monstrous proliferation of gobbledy-gook in government, business, and the

professions. Take this horrible example of verbal smog.

Comment [R18]: ex•or•cise also ex•or•cize \"ek-

'sor-'siz, -ser-\ ex•or•cised also ex•or•cized

ex•or•cis•ing also ex•or•ciz•ing [ME, fr. MF

exorciser, fr. LL exorcizare, fr. Gk exorkizein, fr. ex-

+ horkizein to bind by oath, adjure, fr. horkos oath]

(1539)

verb transitive

1 a : to expel (an evil spirit) by adjuration

b : to get rid of (something troublesome, menacing,

or oppressive)

2 : to free of an evil spirit


reserved

Comment [R19]: fas•tid•i•ous \fa-"sti-de-es, fe-\

adjective [ME, fr. L fastidiosus, fr. fastidium disgust,

prob. fr. fastus arrogance (prob. akin to L fastigium

top) + taedium irksomeness — more at tedium] (15c)

1 archaic : scornful 2 a : having high and often capricious standards :

difficult to please <critics. . . so fastidious that they

can talk only to a small circle of initiates —

Granville Hicks>

b : showing or demanding excessive delicacy or care

c : reflecting a meticulous, sensitive, or demanding

attitude <fastidious workmanship>

3 : having complex nutritional requirements

<fastidious microorganisms>


reserved

Comment [R20]: pre•cious \"pre-sh€s\ adjective

[ME, fr. MF precios, fr. L pretiosus, fr. pretium price

— more at price] (13c)

1 : of great value or high price

2 : highly esteemed or cherished

3 : excessively refined : affected

4 : great, thoroughgoing <precious scoundrel>

(C)1997, 1996 Zane Publishing, Inc. All rights reserved

― It is inherent to motivational phenomena that there is a drive for more gratification than is

realistically possible, on any level or in any type of personality organization. Likewise it is

inherent to the world of objects that not all potentially desirable opportunities can be realized

within a human life span. Therefore, any personality must involve an organization that allocates

opportunities for gratification that systematizes precedence relative to the limited possibilities.

The possibilities of gratification, simultaneously or sequentially, of all need-dispositions are

severely limited by the structure of the object system and by the intra systemic incompatibility of

the consequences of gratifying them all.‖

Multiple choice tests are not necessarily the best tests.

18. What this smothered soul is trying to say is simply, ―We must pick and choose, because we

cannot have everything we want.‖

19. Finally, there is the universal employment of the objective test as part of the price which has

to be paid for mass education. Nothing but the difficulty of finding enough readers to mark

essays can condone a system which reduces a literate student to the ignoble necessity of

―blackening the answer space‖ when he might be giving his mind and pen free play. Though we

have managed to get some benefits for these examinations, the simple fact remains that the

shapely prose of the Declaration of Independence or the ―Gettysburg Address‖ was never learned

under an educational system which employed objective tests. It was mastered by people who

took writing seriously, who had good models in front of them, good critics to judge them, and an

endless capacity for taking pains. Without that sort of discipline, the arts of self-expression will

remain as mutilated as they are now.

The standards for the skills are three: the first is sophistication, the second is moral values.

The standards which mark an educated man can be expressed in terms of three tests:

20. The first is a matter of sophistication. Emerson put it nicely when he talked about getting rid

of ―the nonsense of our wigwams.‖ The wigwam may be an uncultivated home, a suburban

conformity, a crass patriotism, or a cramped dogma. Some of this nonsense withers in the class

room. More of it rubs off by simple mixing with people, provided they are drawn from a wide

range of backgrounds and exposed within a good college to a civilized tradition. An educated an

can be judged by the quality of his prejudices. There is a refined nonsense which survives the

raw nonsense which Emersion was talking about.

21. The second test is a matter of moral values. Though we all know individuals who have

contrived to be both highly educated and highly immoral, and though we have all heard of

periods in history when the subtlest resources of wit and sophistication were employed to make a

mockery of simple values, we do not really believe that a college is doing its job when it is

simply multiplying the number of educated scoundrels, hucksters, and triflers.

Comment [R21]: so•phis•ti•ca•tion \se-'fis-te-

"ka-shen\ noun (15c) 1 a : the use of sophistry : sophistic reasoning

b : sophism, quibble

2 : the process of making impure or weak :

adulteration

3 : the process or result of becoming cultured,

knowledgeable, or disillusioned; esp : cultivation,

urbanity

4 : the process or result of becoming more complex,

developed, or subtle (C)1997, 1996 Zane Publishing, Inc. All rights

reserved

We are unwittingly disintegrating.

22. The health of society depends on simple virtues like honesty, decency, courage, and public

spirit. There are forces in human nature which constantly tend to corrupt them, and every age has

its own vices. The worst feature of ours is probably the obsession with violence. Up to some

such time as 1914, it was possible to believe in a kind of moral progress. The quality which

distinguished the Victorian from the Elizabethan was a sensitivity to suffering and a revulsion

from cruelty which greatly enlarged the idea of human dignity. Since 1914 we have steadily

brutalized ourselves. The horrors of modern war, the bestialities of modern political creeds, the

uncontrollable vices of modern cities, the favorite themes of modern novelists- all have

conspired to degrade us. Some of the corruption is blatant. The authors of the best sellers, after

exhausting all the possibilities of sex in its normal and abnormal forms and all the variation of

alcoholism and drug addiction, are about to invade the recesses of the hospitals. A clinical study

of a hero undergoing the irrigation of his colon is about all there is left to gratify a morbid

appetite.

23. Some of the corruption is insidious. A national columnist recently wrote an article in praise

of cockfighting. He had visited a cockfight in the company of Ernest Hemingway. After pointing

out that Hemingway had made bullfighting respectable, he proceeded to describe the terrible

beauty of fierce indomitable birds trained to kill each other for the excitement of the spectators.

Needless to say, there used to be a terrible beauty about Christians defending themselves against

lions or about heretics being burned at the stake, and there are still parts of the world where a

public execution is regarded as a richly satisfying feast. But for three or four centuries the West

taught itself to resist these excitements in the interest of a moral idea.

Unfortunately, educators are giving in to a lot of human respect. The third standard: the

unique challenge of our times.

24. Educators are needlessly squeamish about their duty to uphold moral values and needlessly

perplexed about how to implant them. The corruptions of our times are sufficient warning that

we cannot afford to abandon the duty to the home and the churches, and the capacity which

many institutions have shown to do their duty in a liberal spirit is a sufficient guaranty against

bigotry.

25. Finally, there is the test imposed by the unique challenge of our own times. We are not

unique in suffering from moral confusions- these crises are a familiar story- but we are unique in

the tremendous acceleration of the rate of social change and in the tremendous risk of a

catastrophic end to all our hopes. We cannot afford educated men who have every grace except

the gift for survival. An indispensable mark of the modern educated man is the kind of versatile,

flexible mind that can deal with new and explosive conditions.

Comment [R22]: bla•tant \"bla-tent\ adjective [perh. fr. L blatire to chatter] (ca. 1656)

1 : noisy esp. in a vulgar or offensive manner : clamorous

2 : completely obvious, conspicuous, or obtrusive

esp. in a crass or offensive manner : brazen syn see

vociferous


reserved

Comment [R23]: squea•mish \"skwe-mish\ adjective [ME squaymisch, modif. of AF

escoymous] (15c)

1 a : easily nauseated : queasy

b : affected with nausea

2 a : excessively fastidious or scrupulous in conduct or belief

b : easily offended or disgusted


Comment [R24]: unique \yu-"nek\ adjective [F, fr. L unicus, fr. unus one — more at one] (1602)

1 : being the only one : sole <his unique concern

was his own comfort> <I can't walk away with a

unique copy. Suppose I lost it? — Kingsley Amis>

<the unique factorization of a number into prime factors>

2 a : being without a like or equal : unequaled

<could stare at the flames, each one new, violent,

unique — Robert Coover>

b : distinctively characteristic : peculiar 1 <this is not

a condition unique to California — Ronald Reagan>

3 : unusual <a very unique ball-point pen> <we

were fairly unique, the sixty of us, in that there

wasn't one good mixer in the bunch — J. D. Salinger> syn see strange

unique•ly adverb

unique•ness noun

Usage

Many commentators have objected to the

comparison or modification (as by somewhat or

very) of unique; the statement that a thing is either

unique or it is not has often been repeated by them.

Objections are based chiefly on the assumption that

unique has but a single absolute sense, an

assumption contradicted by information readily available in a dictionary. Unique dates back to the

17th century but was little used until the end of the

18th when, according to the Oxford English Dictionary, it was reacquired from French. H. J.

Todd entered it as a foreign word in his edition (1818) of Johnson's Dictionary, characterizing it as

―affected and useless.‖ Around the middle of the ...

Comment [R25]: ver•sa•tile \"ver-se-tel, esp Brit -'til\ adjective [F or L; F, fr. L versatilis turning

easily, fr. versare to turn, freq. of vertere] (1605)

1 : changing or fluctuating readily : variable <a

versatile disposition> 2 : embracing a variety of subjects, fields, or skills;

also : turning with ease from one thing to another

3 a (1) : capable of turning forward or backward : reversible <a versatile toe of a bird>

(2) : capable of moving laterally and up and down

<versatile antennae>

b of an anther : having the filaments attached at or

near the middle so as to swing freely

4 : having many uses or applications <versatile

building material> ...

We need to reclaim the original meaning of the term “well-rounded man” which has been

perverted down the years.

26. With this reserve, there is little in this profile which has not been familiar for centuries.

Unfortunately, the description which one sufficed to suggest its personality has been debased in

journalistic currency. The ―well-rounded man‖ has become the organization man, or the man

who is so well rounded that he rolls wherever he is pushed. The humanists who invented the idea

and preached it for centuries would recoil in contempt from any such notion. They understood

the possibilities of the whole man and wanted an educational system which would give the many

sides of his nature some chance to develop in harmony. They thought it a good idea to mix the

wisdom of the world with the learning of the cloister, to develop the body as well as the mind, to

pay a great deal of attention to character, and to the specious idea which offered every

hospitality to creative energy. Anyone who is seriously interested in liberal education must begin

by rediscovering it.

Alan Simpson Quotes

"[The word liberal ] distinguishes whatever nourishes the mind and spirit from the training which

is merely practical or professional or from the trivialities which are no training at all."

"A society like ours, which professes no one religion and has allowed all religions to decay,

which indulges freedom to the point of license and individualism to the point of anarchy, needs

all the support that responsible, cultivated homes can furnish. I hope your generation will provide

a firmer shelter for civilized standards."

"An educated man ... is thoroughly inoculated against humbug, thinks for himself and tries to

give his thoughts, in speech or on paper, some style."

"Any education that matters is liberal. All the saving truths, all the healing graces that distinguish

a good education from a bad one or a full education from a half empty one are contained in that

word."

Comment [R26]: spe•cious \"spe-shes\ adjective [ME, visually pleasing, fr. L speciosus beautiful,

plausible, fr. species] (1513)

1 obs : showy

2 : having deceptive attraction or allure

3 : having a false look of truth or genuineness :

sophistic


OUTLINE

I. Introduction: Genuine education as liberal education. Definition of liberal education.

II. The marks of an educated man.

A. Knowledge: There is no specific canon for liberal education.

B. Skills: The skills needed for liberal education are quite certain

1. The first is the capacity to think clearly. There are several ways to train the

mind for this.

2. Second skill: the ability to recognize dishonesty in speech.

3. The third skill: the art of self-expression in speech and on paper.

C. Standards: The standards which mark an educated man can be expressed in terms of

three tests

1. The first is a matter of sophistication.

2. The second test is a matter of moral values.

3. The third standard is imposed by the unique challenge of our times: the

capacity to survive, i.e., flexibility.

III. We need to reclaim the original meaning of the term “well-rounded man” which has been

perverted down the years.

The Marks of an Educated Man

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