Ability to Appraise Achievements by Benjamin

Ability to Appraise Achievements by Benjamin - April 2015 Scholarship Essay

According to former Chief Justice Charles Evans Hughes, "[Liberal education] means the development by careful training of the capacity to appreciate what has been done and thought, the ability to make worthwhile appraisals of achievements, doctrines, theories, proposals. It is liberal because it emancipates; it signifies freedom from the tyranny of ignorance, and, from what is worse, the dominion of folly."

Education opens doors. A man without education finds himself limited in career choices, financial options, and social awareness. Chief Justice Charles Evans Hughes supports this claim by stating that “[liberal education] emancipates; it signifies freedom from the tyranny of ignorance, and from what is worse, the domination of folly. Learning is not its aim so much as intelligence served by learning.” Liberal education imparts opportunity for those who pursue wisdom and trains students to think intelligently.

In my third year of high school my class read and analyzed Frankenstein, written by Mary Shelley. Contrary to popular opinion, Frankenstein is not a story of horror but of social issues. Novels such as Shelley’s allow readers to study and appreciate the thoughts and actions of those from the past, part of Justice Hughes’ educational vision. Shelley speaks out against human nature. She depicts a monster born inherently pure who transforms into a vengeful villain when society scorns him. Rejected by his creator, the monster lashes out and murders innocents, precipitating severe emotional damage to himself and his creator. In our present context, Shelley’s statement about society retains its power. All across the United States people argue over issues of racial inequality. Discrimination based solely on exterior appearances continues. Shelley’s novel provokes questions regarding human nature, particularly about human nature as intrinsically good or evil. Reading Frankenstein and beholding the acute destruction humankind tolerates urges readers to consider sources for this drive to violence. Only readers with a strong literature foundation grasp the novel’s true meaning, an exploration of the nature of evil within humankind.

Considering a different case, Thomas Jefferson, the third president of the United States, believed education to be fundamental for every citizen. Jefferson’s passion for education demonstrates the value of increased intellect referred to by Justice Hughes. He pushed for bills promoting early versions of public education. Throughout his life he advocated for education. In our present age, education philosophy outlined by our country’s third president remains a prominent reference for those asking fundamental questions about developing quality schools. Jefferson utilized his own education to emphasize the value of a quality and expansive education for all and sought to equip commoners with a similar gift.

Authors write books for the edification of the reader. However, readers must possess enough knowledge and literary understanding to grasp the depth of insight the author intended. Such wisdom stems from expansive education. An optimal education emulates Thomas Jefferson’s ideals and allows for critique of scholastic literature such as Mary Shelley’s Frankenstein. Only an education both diverse in topic yet thorough in rigor provides these possibilities. Of course excellent scholarship provides freedom for choice through increased career opportunities. However, the end goal of education is not a well-paying job. Chief Justice Hughes accurately recognizes two significant benefits of a liberal education: an ability to appreciate other’s works and an increased intellect. A distinct education allows for competence in both areas Chief Justice Hughes mentioned, as demonstrated by Jefferson’s ideals and Shelley’s novel.