Ernest L. Boyer (1928-1995) is the most distinguished graduate of Messiah College and one of the most influential educators of the last century. He was a Brethren in Christ pastor, the chancellor of the State University of New York (SUNY) system, Jimmy Carter’s U.S. Commissioner of Education, and the president of the Carnegie Foundation for the Advancement of Teaching. He also served several terms on the Messiah College Board of Trustees. My colleague Cynthia Wells, the director of Messiah College’s Ernest L. Boyer Center, writes:
Across context, Boyer created educational pathways for those disadvantaged by economic disparity and those left out of the education system. He initiated a nationwide community service program whereby students could could earn credit by participating in hands-on experiences in their communities. He advocated for a general education program that helped students integrate their educational experiences and make connections between their education and their lives beyond college. He also developed a concern for Native American education, and worked to improve the Native American school system and to support tribal colleges. His concern for those on the margins of American society became a hallmark of his educational vision. Boyer deeply believed that education shaped society.
Throughout his career, he maintained a deep and abiding Christian faith, and there is clear evidence that his Christian faith influenced his commitments. His convictions to serve those on the margin of society, as one example, reflects his Christian commitment to serve the “least of these.”
Yesterday, my Created and Called for Community (CCC) class read Boyer’s 1984 Messiah College convocation speech, “Retaining the Legacy of Messiah College.” In this speech, Boyer identified four virtues that have “shaped the quality and character of Messiah College.” Boyer adds: “In each regard countless colleges and universities across America would be well served by following the model so effectively engaged on this campus.”
First, Boyer calls for a robust liberal arts curriculum. Colleges must seek “connectedness” across disciplines. “Unity, not fragmentation,” Boyer writes, “must be the aim of education, and most especially what one calls Christian education.” He adds: “In the Christian world view the so-called secular and sacred are distinctions without meaning since all truth should ultimately be considered sacred.”
In responding to this “virtue,” I asked my students to think about the difference between a professional school and a liberal arts college. Messiah is not a Bible college or a place where students only focus on a specialized skill. Rather, they are exposed, through a heavy general education curriculum rooted in the liberal arts, to a breadth of knowledge about the world. If God is the source of all truth and beauty, then the study of science, history, psychology, sociology, anthropology, literature, art, philosophy, politics, and language are all ways of exploring God’s created order and ultimately worshiping Him.
Boyer delivered this speech 36 years ago. Has Messiah College retained its legacy on this front? I asked the students to consider this question from their own experiences at the college. Most students could give specific examples of how faith was brought to bear on the liberal arts subjects they study at Messiah. Several students said that their professors introduced faith into the classroom by starting class with a short devotional thought. This is great, but I warned them that if this was the extent of how faith was integrated in the classroom it was not enough. Starting class with a reading of the Bible and then teaching the subject matter in a completely secular fashion was only reinforcing the sacred-secular distinction that Boyer warned against.
Second, Boyer argues that community is an essential part of the Messiah College education experience. Messiah must be a school where students learn how to be dependent on one another. Relationships on campus should be defined by cordiality and compassion. Messiah is a place that enables students to find meaning and purpose in conversation with educators, staff, and, of course, their fellow students.
Ernest Boyer attended Messiah College in the 1940s. His gave this speech in the 1980s. As a historian, I wanted to know if my students saw continuity or change over time as as it relates to community at Messiah. Did the college–now nearly 3000 students strong–still value community? The response was generally positive. Several students said that Messiah students, faculty, and administrators do a good job of talking about community, but they were not sure how consistently they live lives defined by community. Others admitted that the search for community at Messiah College was difficult, but it could be found for those seeking it. The strongest defenders of community at Messiah were transfer students–young men and women who had attended other educational institutions. Several of these transfer students told traditional first-year students about the virtual lack of community at other colleges and universities. Their message was clear: Messiah College is a special place–don’t take it for granted.
By this point, the hour was coming to an end, but I at least wanted to get Boyer’s third and fourth virtues on the table.
Third, Boyer says that Messiah College is committed to teaching. I tried to get the students to consider the differences between a teaching college/university and a research university. Many of them were drawn to Messiah (and smaller teaching colleges in general) because they did not want to take introductory courses from graduate students. They wanted to have relationships with their professors. Many were seeking mentors.
Fourth, Boyer extols Messiah College for inviting students to seek “connections between what they learn and how they live.” Last week I challenged the students to cultivate their minds as spiritual discipline. But Boyer reminds us that good Christian thinking always leads to service. I wish we had more time to discuss this point, but there will be plenty of opportunities during semester to revisit it.