,transcriber's ,note ,italic text displayed as3 italic ,,education ,,and ,,life ,,education ,,and ,,life ,,papers ,,and ,,addresses ,,by ,,james ,h4 ,,baker1 ,m4,a41 ,,ll4,d4 ,,president ,,of ,,the ,,university ,,of ,,colorado1 ,,and ,,formerly ,,principal ,,of ,,the ,,denver ,,high ,,school2 ,,author ,,of 8,,elementary ,,psychology0 ,,longmans1 ,,green1 ,,and ,,co4 #ia ,,and #ic ,,fifth ,,avenue1 ,,new ,,york ,,london ,,and ,,bombay #aijj ,,copyright1 #aijj1 ,,by ,,longmans1 ,,green1 ,,and ,,co4 ,all rights reserved ,press of ,j4 ,j4 ,little ,co4 ,astor ,place1 ,new ,york4 ,,preface4 ,the papers and addresses constituting this volume were prepared for various occasions4 ,they naturally fall into two groups3 papers on ,education1 and addresses that come under the broader title of ,education and ,life4 ,the subjects of the first group are arranged in a somewhat logical order1 namely3 a general view of the field1 especially as seen by ,plato2 secondary education and its relation to the elementary and higher2 some principles and problems of the elementary and secondary periods2 higher education2 the practical bearing of all mental development4 ,some of the leading views presented in this book may be expressed in the following propositions3 ,while our educational purpose must remain ideal1 all education must be brought in closer touch with the work and the problems of to-day4 ,for the safety of democracy and the welfare of society1 the social aim in the preparation for citizenship must be given more prominence4 ,although methods that make power are the great need of the schools1 mental power without a content of knowledge means nothing2 each field of knowledge has its own peculiar value1 and1 therefore1 the choice of studies during the period of general training is not a matter of indifference4 ,studies belonging to a given period are also good preparation for higher grades of work--a view to be more fully considered by the colleges4 ,in the readjustments of our educational system1 the entire time between the first grade and college graduation must be shortened4 ,some common-sense concepts which have always dwelt in human consciousness1 properly kept in view1 would often prevent us from wandering in strange pedagogic bypaths4 ,we have suffered from false interpretation of the doctrines of pleasure1 pursuit of inclination1 punishment by natural consequences1 and following lines of least resistance4 ,evolution and modern psychology1 in their latest interpretations1 are reaching a safe philosophy for school and life4 ,at the close of this century we have almost a new insight into the doctrine of happiness through work4 ,the heroic1 ethical1 and sthetic elements of character are of prime importance4 ,we often find some of the best principles of teaching and rules of life in literature which does not rank as scientific1 but contains half-conscious1 incidental expression of deep insight into human nature1 and in some of the writers referred to in the addresses we find1 not only good pedagogics1 but fresh hope for both romance and practical philosophy4 ,for our view of life and for our theory of education1 we are to interpret evolution and judge the purpose of creation1 not by the first struggle of a protozoan for food1 but by the last aspiration of man for ,heaven4 ,,contents4 ,,education4 ,,page ,i4 ,,heritage ,,of ,,the ,,scholar #c ,greek and ,teuton1 #c4 ,our heritage1 #e4 ,education1 #i4 ,force of ideas1 #ad4 ,the material and the spiritual1 #ah4 ,the ,american student1 #ai4 ,literature of the nineteenth century1 #ba4 ,romance not dead1 #bc4 ,aspect of science1 #be4 ,practical side1 #bf4 ,,ii4 ,,plato',s ,,philosophy ,,of ,,education ,,and ,,life #bi ,historical1 #bi4 ,plato and the influence of ,platonism1 #cb4 ,philosophy1 #cd4 ,religion1 #ch4 ,ethics1 #ci4 ,education1 ,the state1 #dc-df4 ,comments1 #df4 8,plato1 thou reasonest well10 #di4 ,,iii4 ,,secondary ,,education3 ,a ,,review #ej ,introductory1 #ej4 ,summary of recommendations1 #eb4 ,beginning certain studies earlier1 #ee4 ,the high-school period1 #eg4 ,identity of instruction1 ,better teachers1 ,postponing final choice of a course1 #fj-fa4 ,uniformity1 #fa4 ,connection between high schools and colleges1 ,standard of professional schools1 ,adequate work for each subject1 ,reducing number of subjects1 #fc-fd4 ,rational choice of subjects1 #fd4 ,analysis of the nature and importance of each leading subject of study1 #ff4 ,,iv4 ,,educational ,,values #fi ,criterion1 #fi4 ,values1 #fi4 ,theory of equivalence1 #gb4 ,deviation from ideal courses1 ,self-activity1 ,interest1 ,apperception1 ,correlation1 ,cordination1 ,culture-epochs1 ,concentration1 ,laws of association1 #gd-gh4 ,pleasure1 #gh4 ,v4 ,,power ,,as ,,related ,,to ,,knowledge #hj ,attempt to distinguish between power and knowledge1 #hj4 ,illustrations and inferences1 #ha4 ,review of article on methods that make power1 #hd4 ,the recluse and the man of action1 #hf4 ,exaggeration of power1 ,specializing too early1 ,kind of knowledge important1 ,specific and general power1 ,argument for higher education1 #hf-hi4 ,power to enjoy1 ,energy of character1 #hi-ia4 ,,vi4 ,,moral ,,training #ib ,introductory1 #ib4 ,habit1 #ib4 ,leadership1 #ie4 ,historic examples1 ,literature1 #if-ih4 ,precept1 ,objects for activity1 #ih-ii4 ,duty1 #ii4 ,what the schools are doing1 #aja4 ,,vii4 ,,can ,,virtue ,,be ,,taught8 #ajc ,protagoras' view1 #ajc4 ,ethical problem of secondary schools1 #ajc4 ,analysis of impulses to action1 #aje4 ,relation of whole school curriculum to moral development1 #ajg4 ,some specific ways of teaching practical ethics1 #ajh4 ,interest1 #aab4 ,romanticism1 #aac4 ,moral growth a growth in freedom1 #aae4 ,,viii4 ,,college ,,and ,,university #aaf ,summary of answers to inquiries1 #aaf4 ,the college and preparation1 #aag4 ,liberal education1 #aba4 ,the college and active life1 #abd4 ,ethical ideals1 #abe4 ,university standards1 #abg4 ,,ix4 ,,university ,,ideals #acj ,historical1 #acj4 ,the ,state ,university1 #acb4 ,some university problems1 #aci4 ,x4 ,,general ,,education ,,practical #ade ,practical bearing of all education1 #ade4 ,world still demands liberal education1 sthetic and ideal elements1 #adh-aea4 ,,elements ,,of ,,an ,,ideal ,,life4 ,i4 ,,the ,,modern ,,gospel ,,of ,,work #aee ,philosophy of work1 #aee4 ,some exemplars1 #afa4 ,modern romance1 #afc4 ,work for others1 #afe4 ,the complete man1 #afg4 ,epic and idyl1 #afi4 ,,ii4 ,,the ,,psychology ,,of ,,faith #agb ,question stated1 #agb4 ,some latest views of evolution1 #age4 ,some grounds of faith1 #agf4 ,poetic insight1 #ahc4 ,the practical life1 #ahd4 ,,iii4 ,,evolution ,,of ,a ,,personal ,,ideal #ahg ,illustration and law of growth1 #ahg4 ,stationary ideals1 ,advance1 #ahh-aic4 ,means of development1 #aic4 ,be of to-day1 #aie4 ,a creed1 #aif4 ,,iv4 ,,the ,,greek ,,virtues ,,in ,,modern ,,application #aii ,essential conditions for a satisfactory life1 #aii4 ,a sound body1 #bjj4 ,courage1 #bja4 ,wisdom1 #bjc4 ,justice1 #bje4 ,reverence1 #bjg4 ,the practical world1 #bji4 ,v4 ,,the ,,student ,,as ,,citizen #baa ,hebrew and ,greek standards of citizenship1 #baa4 ,each a part of the whole1 #bac4 ,responsibility of the scholar1 #bad4 ,the student's obligation to the state1 #baf4 ,political standards1 #bah4 ,,vi4 ,,optimism ,,and ,,interest #bba ,ground and nature of interest1 #bba4 ,many interests1 #bbb4 ,validity of instinct1 #bbc4 ,moral grades1 #bbe4 ,cultivation of interest1 #bbg4 ,happiness1 #bcj4 ,occupation1 #bcb4 ,,vii4 ,,the ,,ethical ,,and ,,sthetic ,,elements ,,in ,,education #bcd ,baccalaureate ,day1 #bcd4 ,courage and opportunity1 #bcd4 8,laughter of the soul at itself10 #bcg4 ,attitude toward religion1 #bch4 ,love of art1 #bda4 ,,viii4 ,,progress ,,as ,,realization #bdc ,theme illustrated1 #bdc4 ,individual history1 #bdd4 ,ideals and development1 #bde4 ,significance of higher emotional life1 #bej4 ,future of history and philosophy1 #beb4 ,realization1 #bec4 ,,education4 ,,education4 ,,heritage ,,of ,,the ,,scholar4 ,for a thousand years before the ,teuton appeared on the scene of civilization1 the sages had been teaching in the agora of ,athens and in the groves and gardens of its environs4 ,there profound subjective philosophies were imparted to eager seekers for truth1 and in the schools geometry1 rhetoric1 music1 and gymnastics gave to the ,attic youth a culture more refined than was ever possessed by any other people4 ,the ,athenians were familiar with a literature which1 for purity and elegance of style1 was never surpassed4 ,the ,greeks believed with ,plato1 that 8rhythm and harmony find their way into the secret places of the soul1 on which they mightily fasten1 bearing grace in their movements1 and making the soul graceful of him who is rightly educated40 ,there temples rose with stately column and sculptured frieze1 and art fashioned marble in the images of the gods with a transcendent skill that gave an enduring name to many of its devotees4 ,meantime our ancestors were wandering westward through the forests of ,europe1 or were dwelling for a time in thatched huts on some fertile plain1 or in some inviting glade or grove4 ,but these children of the forest1 almost savages1 possessed the genius of progress1 a power that turned to its own uses the civilization of the past1 and almost wholly determined the character of modern history4 ,they highly esteemed independence and honor4 ,in their estimate of woman they stood above the people of antiquity1 and the home was held sacred4 ,they possessed a practical and earnest spirit1 an inborn dislike for mere formalism1 and a regard for essentials that later developed in scientific discovery and independence of thought4 ,the ,teuton had a nature in which ideas took a firm root1 and he had a profoundly religious spirit1 impressible by great religious truths4 ,he listened to the rustle of the oak leaves in his sacred groves1 as did the ,greeks at ,dodona1 and they whispered to him of mysterious powers that manifested themselves through nature4 ,the scalds1 the old ,teutonic poets1 sang in weird runic rhymes of the valorous deeds of their ancestors4 ,how the ,teutons hurled themselves against the barriers of the ,roman ,empire1 how they overran the fields of ,italy1 how they absorbed and assimilated to their own nature what was best in the civilization of the ancients1 how they formed the nuclei of the modern nations1 how the renaissance of the ancient literature and art in ,italy spread over ,western ,europe and reached ,england1 and later an offshoot was transplanted to ,american soil--these and similar themes constitute some of the most interesting portions of history4 ,not least important is the fact that the ,roman world gave the ,teutons the religion of ,christ1 that highest development of faith in things not seen1 which1 to the mind of many a searcher in rational theology1 is a necessary part of a complete plan1 to a belief in which we are led by a profoundly contemplative view of nature and human life4 ,we study the past to know the present4 ,man finds himself only by a broad view of the world and of history1 together with a deep insight into his own being4 ,our present institutions are understood better when viewed historically2 in the light of history our present opportunities and obligations assume fuller significance4 99 99 99 99 99 ,by the mingling of two streams1 one flowing from the sacred founts of ,greece and ,rome1 the other springing from among the rocks and pines of the ,german forests1 a current of civilization was formed which swept onward and broadened into a placid and powerful river4 ,let us view the character of the present period1 and learn to value what has come down to us from the past--our heritage of institutions and ideas1 a heritage derived from the two sources1 ,greco-,roman and ,teutonic4 ,the independent1 practical1 investigating energy of the ,teutonic character has made this an age of scientific discovery and material progress4 ,the forces of nature are turned to man's uses4 ,science discovers and proclaims the laws of nature's processes1 and evolution admits that1 in view of every phenomenon1 we are in the presence of an inscrutable energy that orders and sustains all nature's manifestations4 ,the ideas of the ,christian religion1 universally received by the new peoples1 in the course of centuries have forced themselves in their full meaning upon the minds of men1 and they determine more than all else the altruistic spirit of the age4 ,altruism is the soul of ,christianity2 it has become a forceful and practical idea1 and it promises greater changes in political and social conditions than the world has ever seen4 ,the religious revolt of the sixteenth century is a ,teutonic inheritance--a revolt which transmitted some evils1 but which abjured formalism and based merit upon the essential1 conscious attitude of man4 ,if the impulse that grew into the revolution of the eighteenth century and led to political emancipation was not of ,teutonic origin1 it was received and cherished everywhere by ,teutonic peoples1 and was carried by them to permanent conclusions4 ,the modern ,teuton is found in his highest development in the intelligent ,american of to-day4 ,the ancient ,teuton caught up the torch of civilization1 and in the fourteen centuries since has carried it far4 ,it is1 perhaps1 a return kindly made by fate that the light of that torch was for many years a beacon to benighted ,italy4 ,the modern ,teuton extends to her the hand of enlightened sympathy1 and remembers in gratitude the great gift received from her in the early centuries4 ,and we inherit from the ancients1 those master minds that were the authors of great conceptions when the world was young4 ,greece was the ,shakespeare of the ancient world4 ,it transmuted all that it had received from the nations of the ,orient into forms of surpassing genius1 even as the great master of the ,elizabethan period of our era turned all that he touched into precious metal4 ,when the world was crude1 and there were no great originals to imitate1 it meant much to create1 and create so perfectly that many of the results have ever since been ideals for all peoples4 ,phidias and ,apelles1 ,pericles and ,demosthenes1 ,homer and ,euripides1 ,herodotus and ,xenophon1 ,aristides1 ,socrates and ,plato and ,aristotle--artists1 statesmen1 orators1 poets1 historians1 men great and just1 philosophers6 ,can we wonder that the glory of their names increases with time8 ,they were men whom no truly independent worker ever surpassed4 ,no wonder the soil of ,greece is sacred1 and that men of to-day go back in imagination across the chasm of ages and visit it with reverential spirit4 ,no wonder we still go to the original sources for culture and inspiration4 ,no wonder the great and noble men of ,greece are still among the best examples for the instruction of youth4 ,the pass at ,thermopyl1 where perished the three hundred1 the ,parthenon1 are hallowed by sacred memories4 ,the ,greeks had a marvellous love for nature4 ,they saw it instinct with life1 and in fancy beheld some personal power moving in the zephyr1 or flowing with the river1 or dwelling in the growing tree4 ,their mythology has become the handmaid of literature4 ,parnassus1 ,apollo and the ,sacred ,nine command almost a belief with our reverence4 ,if the seats on the sacred mount are already filled with the great men of the past1 at least we can sit at their feet4 ,the study of the humanities has a peculiar value1 because it develops distinctively human possibilities4 ,thought and language are mysteriously connected4 ,one of the most noted philologists of the age claims that thought without language is impossible4 ,the use of language helps to develop concepts4 ,fine literature1 with its thoughts1 its beauty of expression1 constructs1 as it were1 the best channels for original expression4 ,art strives for perfection1 cultivates ideals1 refines and ennobles4 ,it creates an understanding of all the ideals that may be included in the categories of the ,true1 the ,beautiful1 and the ,good2 hence the interpretation of the aphorism of ,goethe1 8,the beautiful is greater than the good1 for it includes the good and adds something to it40 ,art gives strength to the aspirations1 and lends wings to the spirit4 ,the study of the humanities is a grand means of real development4 ,the present offers the student two sides of education--the modern and the classic1 the sciences and the humanities4 ,ever since the ,baconian method was given to the world the interest in science has steadily increased1 until now there is danger of neglecting the classic side4 ,each side of education has its value2 either alone makes a one-sided man2 let neither be neglected4 ,in this country to-day the student moves in the vanguard of progress2 he is heir to all that is best in the past1 and his heritage makes for him opportunities full of promise4 ,all the soul growth of our ancestors modifies the mechanism of our intellectual processes1 and gives us minds that fall into rhythm with the march of ideas4 ,we profit by all the past has done2 the active factors in this age of freedom--intellectual1 spiritual1 and political--are multiplied by millions1 and each profits by the efforts of all4 ,intellectual acquirement is a duty2 to be ignorant is to be behind the spirit of the time4 ,there are problems yet to be solved2 there are duties to ourselves and the age4 ,every individual tendency1 fitness1 and inclination can be met by the diversity of occupations1 of knowledge1 and of fields of investigation4 ,men of moral stamina are still needed to stand for all that is best4 ,new ideals are to be created that shall typify an age which yet lacks poetic expression4 ,when we consider the evolution of man and of institutions1 we see that we are very far from perfection1 and that each period of history is a period of development4 ,we read of the brutal traits of our ancestors1 their ignorance1 and their superstition1 and we can still discover the same tendencies1 only more refined and better controlled4 ,along the avenue of progress we march toward the high destiny of the race4 ,evolution is the law both of ,spencer and of ,hegel4 ,every struggle of an earnest soul gives impetus to the movement4 99 99 99 99 99 ,a ,shakespeare1 reared on the steppes of ,central ,asia1 among the ,tartar hordes of ,genghis ,khan1 would have been a savage--a poetic savage1 perhaps1 but still a savage--bloodthirsty1 restless1 and wild4 ,born of a primitive race1 in some sunny clime1 he would have looked dreamily upon the world and life1 somewhat as an animal of the forest2 he would have fed on the spontaneous products of nature1 and have reposed under the shadow of his palm tree4 ,shakespeare of ,england1 by a long process of education1 gained the ideas of his age and the culture of the great civilizations of the past4 ,his education and the forceful ideas of a period of thought and reformation and investigation stimulated the distinctively human intelligence1 and awakened subjective analysis and poetic fancy1 and he made true pictures of human character1 world types1 in history1 tragedy1 and comedy4 ,education enables man to begin real life where the previous age left off4 ,it is an inherited capital4 ,ideas1 fancies1 principles1 laws1 discoveries1 experience from failures1 which were the work of centuries1 are furnished ready at hand as tools for the intellectual workman4 ,the present is understood in the light of history2 the methods of investigating nature are transmitted4 ,the growth of the race is epitomized in the individual4 ,let us look at the sphere of education4 ,here is the world of infinite variety1 form1 and color4 ,the savage looks upon it with superstitious wonder1 and1 perhaps1 with a kind of sensuous enjoyment4 ,he knows not how to wield nature to practical ends4 ,but the book of science is opened to him through education4 ,he learns the secrets of nature's laboratory and1 as with magic wand1 he marshals the atoms and causes new forms of matter to appear for his uses4 ,he learns the manifestations and transmutations of nature's forces1 and he trains them to obey his will and do his work4 ,he observes how1 under the influence of a distinct order of forces1 organic forms rise on the face of nature and develop into higher and higher classes1 and1 incidentally1 he learns the uses of vegetable products4 ,he knows the laws of number2 commodities1 structures1 and forces are quantitatively estimated1 and material progress becomes possible4 ,he traces the history of nations and understands the problems of the present4 ,he catches the inspiration of the geniuses of literature1 and he rises to a level with the great minds of the earth2 he becomes a creature of ideas1 sentiments1 aspirations1 and ideals1 instead of remaining a mere animal4 ,he learns the languages of cultured peoples1 and gets at their inner life2 learns their concepts1 the polish of their expression1 and becomes more enlightened and refined4 ,he studies the subjective side of man1 that which is a mirror of all that is objective1 and he understands his own powers and possibilities1 and the laws of human growth4 ,he studies philosophy1 and he stands face to face with the ultimate conceptions of creation and gains a basis for his thought and conduct4 ,this is a practical view1 and pertains to the making of a useful and strong man--master over the forces of nature1 able to use ideas for practical ends1 and capable of continuous growth4 ,but knowledge as such1 and its use for manhood and happiness1 are often underestimated4 ,to know the processes and history of inorganic nature1 to trace the growth of worlds and know their movements1 and number the starry hosts1 to study the structure and development of all organic life1 to know the infallible laws of mathematics1 to live amid the deeds of men of all ages1 to imbibe their richest thoughts1 to stand in presence of the problems of the infinite1 make a mere animal man almost a god1 direct him toward the realization of the great possibilities of his being4 ,imagine a man born in a desert land1 and shut in by the walls of a tent from the glories of nature4 ,imagine him to have matured in body with no thought or language other than pertaining to the needs of physical existence4 ,imagine him1 since we may imagine the impossible1 to have a fully developed power for intellectual grasp and emotional life4 ,then open up to him the beauty of the forest1 the poetry of the sea1 the grandeur of the mountains1 and the sublimity of the starry heavens2 let him read the secrets of nature2 present to him the writings of men whose lives have been enriched by their own labor1 and whose faces radiate an almost divine expression born of good thoughts2 reveal to him the glowing concepts that find expression through the chisel or brush of the artist1 and give him a view from the summit of philosophy4 ,would he not look upon nature as a marvellous temple of infinite proportions1 adorned with priceless gems and frescoed with master hand8 ,would he not regard art and thought as divinely inspired8 ,and this picture is hardly overdrawn2 such a contrast1 only less in degree1 lies between the vicious1 ignorant boor1 given to animal pleasures1 and the scholar4 ,learning draws aside the tent folds and reveals the wonders of the temple4 ,man must have enjoyment2 if not intellectual1 then it will be sensuous and degrading4 ,here is an enjoyment that does not pall1 a stimulus that does not react1 a gratification that ennobles4 ,moreover1 education trains the powers through knowledge4 ,the power to observe accurately the world of beauty and wonder2 the power to recombine and modify in infinite kaleidoscopic forms the percepts and images of the mind1 making possible all progress2 the power to elaborate1 verify1 and generalize2 the power to feel the greatness of truth1 the rhythms and harmonies of the world and the beauty of its forms2 the power to perceive and feel the right2 the power to guide one's self in pursuit of the best--these are worth more than mere practical acquisitions and mere knowledge1 for they make possible all acquisition and growth and enjoyment4 ,the thoughtless person who argues against education little knows how much he and all men are indebted to it4 ,the demand for general intelligence is increasing1 and the capabilities of the race for knowledge are greater with each educated generation4 ,earnest men are endeavoring to make a degree of culture almost universal1 as is shown by the 8,chautauqua ,scheme0 and the plan of 8,university ,extension40 ,education adheres less rigidly to the old lines1 and men can gain a more purely ,english training1 including scientific preparation for industrial and commercial pursuits4 ,these schemes are useful because they tend to popularize education1 and they reach a class which would not be reached by the usual courses of study4 ,but there is danger of departing from the ideal type of education--education for general training and knowledge and manhood4 ,not that traditional courses must be rigidly adhered to1 for a new field of learning has been opened in which may be acquired a knowledge of material nature4 ,but1 in the zeal for the modern side of education1 there is danger of neglecting the ancient1 the classic side1 the humanities4 ,language and literature1 history and philosophy and art1 since they train expression and cultivate ideals1 and teach the motives of men and the nature and destiny of the human race1 since they deal with the spiritual more than with the material1 since they belong exclusively to man1 since they stimulate the activity of divine powers and instincts1 since they are peculiarly useful as mental gymnastics1 since they are culturing and refining--they still have and always will have a high value in ideal education4 ,the ancient side and the modern side should fairly share the honors in a college course4 ,the arguments for so-called practical education are fallacious1 whenever the nature1 time1 and possibilities of the pupil will enable him to develop anything more than the bread-winning capabilities4 ,when one knows the pure mathematics1 his knowledge can be applied in the art of bookkeeping with a minimum effort4 ,bookkeeping is a mere incident in the line of mathematical work4 ,a year in a school of general education1 even to the prospective clerk or merchant1 should be worth ten times as much as a year spent in the practice of mechanical processes4 ,united ,states history is valuable to an ,american youth1 but1 while with one view ,america is in the forefront of progress1 there is another view in which our century of history is only an incident in the march of events4 ,the present can be understood only historically1 and the elements of our civilization should be known in the light of the world's history4 ,not only should we adhere to our faith in university education1 but we can find reasons for raising the standard of a part of university work4 ,even now1 no student should receive a professional degree who has not previously obtained at least a complete high-school education2 and the time may come when1 in all institutions1 at least two years of college life will be required as a basis for a doctor's or a lawyer's degree4 ,graduate courses have become a prominent feature of many ,american universities1 and year by year larger numbers of students seek higher degrees4 ,as the race advances1 the preparation for active life will necessarily enlarge4 99 99 99 99 99 ,many know but little of the forces that move the world4 ,material progress does not make the spirit of the age1 but the spirit of the age makes material progress4 ,the outward works of man are a result of the promptings of the inner spirit4 ,it is the spirit of a nation that wins battles1 the spirit of a nation that makes inventions4 ,take away ideals and the world would be inert4 ,it is spirit that makes the difference between the ,american soldier fighting for his liberty and the ,hessian hireling or the old ,italian condottieri who played at war for the highest bidder4 ,here is the difference between a slave and a freeman1 between the oppressed of old countries and the free ,american4 ,ideas move the world4 ,it is related that in the second ,messenian war the ,spartans1 obeying the ,delphic oracle1 sent to ,athens for a leader1 and the ,athenians in contempt sent them a lame schoolmaster4 ,but the schoolmaster had within him the spirit of song1 and he so inspired the ,spartans that they finally gained the victory4 ,in the contests with ,england1 during the time of the ,edwards1 the national spirit of ,wales was aroused and sustained by the songs of her bards4 ,the ,marseillaise ,hymn helped to keep alive the fire on the altar of ,french liberty4 ,it is only as man has hope1 aspirations1 courage1 that he acts1 and1 in order to progress1 he must act towards ideals4 ,the mind imagines higher things to be attained1 and endeavor follows4 ,natural features of sea or forest or mountain or desert have something to do with the character and ideas of a people2 so1 also1 the material wealth in lands and buildings4 ,but to understand the great movements of history1 we must look at the great psychical factors4 ,our heritage of ideas1 our love of liberty1 our ,puritan standards1 our hatred of tyranny1 our independence of spirit1 are strong characteristics that make us a distinctive and progressive people4 ,it was an idea that gave ,england her ,magna ,charta2 an idea that made us a free and independent nation2 an idea that preserved our ,union4 ,a man makes a labor-saving invention1 and the ease and luxury of physical living are increased1 and men bless the inventor and proclaim that the practical man alone is of use to the world4 ,another gives to the world a thought--a great work of art1 a song1 or a philosophy--and it takes possession of men and becomes an incentive to noble living1 and the race has truly progressed4 ,let the spirit that possesses our people die out and all material prosperity would perish4 ,in primitive times1 when men lived in caves1 and1 as ,charles ,lamb humorously says1 went to bed early because they had nothing else to do1 and grumbled at each other1 and1 in the absence of candles1 were obliged to feel of their comrades' faces to catch the smile of appreciation at their jokes--then1 if a great man had a thought1 he related it to his neighbor1 and his neighbor told it to a friend1 and it did good4 ,later1 a great man had a thought1 and he wrought it out laboriously on a parchment and loaned it to his neighbor1 and he sent it to a friend1 and many came1 sometimes from far1 to read it1 and it did more good4 ,in our age a great man had a thought and he printed it in a book1 and thousands read it1 and it was translated into many tongues1 and his words became household words1 and the race had taken a step forward4 ,the world advances more rapidly to-day because ideas spread with such facility4 ,what is called contemptuously 8book learning10 the education of young men in the schools1 helps to preserve1 increase1 make useful1 and transmit all the discoveries and the best thoughts of past generations4 ,the student is likely to be a man of ideas1 of ideals1 and hence he is the great power of the world4 ,the man of affairs says to the ideal man3 ,there is nothing of value but railroads1 houses1 inventions1 and creature comforts4 ,of what use are your history1 poetry1 philosophy1 and stuff8 ,the scholar replies3 ,every man contributes something to the common good4 ,i am improved by your practical view and skill1 and you are unconsciously benefited by my ideas4 ,you live1 without knowing it1 in an atmosphere of ideas1 and the practical men of to-day breathe it in and are inspired and stimulated by it4 ,without the atmosphere of ideas1 your inventions and material progress would not be4 ,the culture of the ancients directly encourages ideal standards4 ,it was a happy thought of the ,greek that personified principles and ideas1 that created muses to preside over the forms of literature4 ,let us deify our best ideals and set up altars for their worship4 ,men laugh at the nonsense of poetry and ideal standards1 but thoughtful men pity them4 ,i remember listening some years since to a prominent lecturer in a large town4 ,he began with a prelude1 in which with masterly strokes he pictured the admirable location of the city1 its relation to the environing regions1 the whole country1 and the world1 its probable growth1 its material promise1 and its opportunity for social1 intellectual1 and moral development1 and he pointed to the picture as an inspiration for young men4 ,then he entered upon his main theme1 8,proofs of ,immortality40 ,as with dramatic distinctness he made one point after another1 he held his vast audience breathless and spellbound4 ,the next morning ,i took up my paper at the breakfast table and noted the glaring headlines and details of robberies1 murders1 and domestic scandals1 while1 in an obscure corner1 expressed in a contemptuous manner1 were a dozen lines upon the magnificent oratory and supreme themes of the evening before4 ,is there not room for the scholar with his ideals8 99 99 99 99 99 ,rudyard ,kipling1 that ,englishman in a strange oriental garb1 visited one of the great and prosperous cities of our country4 ,he was met by a committee of citizens and shown the glory of the town4 ,they gave him the height of their blocks1 the cost of their palace hotels1 and the extent of their stockyards1 expecting him to express wonder and admiration4 ,he surprised them by exclaiming1 8,gentlemen1 are these things so8 ,then1 indeed1 ,i am sorry for you20 and he called them barbarians1 savages1 because they gloried in their material possessions1 and said nothing of the morals of the city1 nothing of her great men1 nothing of her government1 her charities1 and her art4 ,he called them barbarians because they valued their adornments1 not for the art in them1 but for their cost in dollars4 ,a lecturer not long ago said derisively that of all the ,athenians who listened with rapt attention to the orations of ,demosthenes1 probably not one had a pin or a button for his cloak4 ,it would be a curious problem to weigh a few orations of ,demosthenes against pins and buttons4 ,it is said of men of olden time that they conspired to build themselves up into heaven by using materials of earth1 and began to erect a lofty tower1 but the ,almighty1 seeing the futility of their endeavor1 thwarted their attempt at its inception1 and thus showed that men could never ascend to the heavens by any material means4 ,it is a wonderful invention1 but no flying machine will ever give wings to the spirit4 ,there is a material and a spiritual side to the world1 and the spiritual can never be enhanced by the material4 ,the lower animals1 through their instincts1 perform material feats often surpassing the skill of man4 ,for his purpose the beaver can build a better dam than man2 no skill of man can make honey for the bee4 ,that which distinguishes man is his manhood1 his thought1 his ideals1 his spirituality4 ,there is a glory of the present and a glory of the past4 ,the glory of the past was its literature1 its art1 its examples of greatness4 ,let us retain the glory of the ancient civilization and add to it the marvellous scientific and practical spirit of the present4 ,then shall we have a civilization surpassing any previous one4 ,let us not only tunnel our mountains for outlets to our great transcontinental railway systems1 but let us also find among our mountain ranges1 and domes1 and caons1 some sacred grottoes4 ,let us not only explore our peaks for gold and silver1 but find some ,parnassus1 sacred to the ,muses1 whom we shall learn to invoke not in vain4 99 99 99 99 99 ,shall we venture to characterize the ,american student of the near future8 ,he will hardly be a recluse1 nor will he wholly neglect the body for the culture of the mind4 ,he will be a man of the world1 a man of business2 on the one hand1 not disregarding the uses of wealth1 and1 on the other1 not finding material possessions and sensuous enjoyment the better part of life4 ,he will be an influence in politics and in the solution of all social problems4 ,his ideals will be viewed somewhat in the light of their practicality4 ,he will know the laws of mental growth in order to use them1 and will find the avenues of approach to men's motives4 ,his religion will add more of work to faith4 ,he will secure a high growth of self by regarding the welfare of others1 instead of worshipping exclusively at the shrine of his own development4 ,the scientific knowledge of nature's materials and forces1 and the skill to use them1 will invite a large class of minds4 ,in brief1 the coming student will take on more of the traits of the ideal man of affairs4 ,but1 while we may not expect a revival of the almost romantic life of the early literary clubs of ,london1 there will be many a group devoted to the enjoyment of thought and beauty in literature4 ,if no ,socrates shall walk the streets proclaiming his wisdom on the corners1 at imminent risk from cable cars and policemen1 there will be a philosophy1 disseminated through the press of the coming century1 which will still strive to reach beyond the processes of nature to the unknown cause1 will rexamine those conceptions of the ,absolute1 which are thought to stand the test when applied to explain the problems of human life4 ,if no ,diogenes shall be found with his lantern at noontide1 seeking1 as it were1 in a microscopic way1 the honest man which the brilliant luminary failed to reveal1 many a one1 living courageously his principles and convictions1 will endeavor by precept and example to make an age of honest men who will find the golden rule in the necessities of human intercourse1 as well as in the concepts of ethics and the teaching of religion4 ,the student owes much to the world4 ,the ideal scholar is too intelligent to be prejudiced1 one-sided1 or superstitious4 ,he should avoid the path of the political demagogue4 ,he should know the force of ideas and the value of ideals2 he should be too wise to fall into the slough of pure materialism4 ,the literature of the future will not try the bold1 metaphorical flights of ,shakespeare1 but there will be a literature that will show the poetry of the new ideas4 ,whatever philosophy finally becomes the prevalent one1 there are certain transcendental conceptions1 from which the human mind cannot escape1 that will still inspire poetry4 ,there must always be men who will open their eyes to the wonders of the world and of human existence--who must know that any1 the commonest1 substance is a mystery1 the key to which would unlock the secrets of the universe4 ,the beauty of the starry heavens will ever be transcendent2 every natural scene and object remains a surpassing work of art2 life is filled with tragedy and comedy1 and the possibilities of human existence are as sublime as the eternal heights and depths4 ,such conceptions beget a poetry which rises to a faith above reason2 that instinctively looks upon the fact of creation and of existence as sublime and full of promise1 and clings to a belief1 however vague1 in the ultimate grand outcome for the individual4 ,the right view of the world is essentially poetic1 and the truest poetry includes faith and reverence4 ,it is the privilege of the earnest and profound scholar to know that literature refines1 that philosophy ennobles1 that religion purifies1 that ideals inspire1 and that the world can be explained in its highest meaning only by the conception of a personal ,god4 99 99 99 99 99 ,notwithstanding its practical tendencies1 this century is not wanting in the highest literary power4 ,it has given us the universal insight and sympathy of ,goethe1 whose writings ,carlyle describes as 8,a ,thousand-voiced ,melody of ,wisdom40 ,he thus continues1 8,so did ,goethe catch the ,music of the ,universe1 and unfold it into clearness1 and1 in authentic celestial tones1 bring it home to the hearts of men40 ,this century has revealed the grandeur of metaphysical thought through ,hegel1 and found a wonderful expounder of science in ,spencer4 ,each an exponent of a great philosophy1 both giants in mental grasp1 they greatly influence the thought of the age1 and become co-workers in the investigation of many-sided truth4 ,next stands ,carlyle1 in the midst of this mechanical and seemingly unpoetic age1 and proclaims it an age of romance2 in inspired words teaches the beauty of the genuine1 the sublimity of creation1 the grandeur of human life4 ,wordsworth1 ,nature's priest1 interprets her forms and moods with finest insight1 and finds them expressive of divine thought4 ,he looks quite through material forms and feels 8,a sense sublime ,of something far more deeply interfused1 ,whose dwelling is the light of setting suns1 ,and the round ocean and the living air1 ,and the blue sky1 and in the mind of man3 ,a motion and a spirit1 that impels ,all thinking things1 all objects of all thought1 ,and rolls through all things40 ,our own ,emerson to this generation quaintly says1 8,hitch your wagon to a star10 and thousands strive to rise superior to occupation1 rank1 and habit into the dignity of manhood--to rise above the clouds of sorrow and disappointment1 and bathe in the pure sunlight4 ,the spiritual beauty of his face1 the calm dignity of his life will live in the memory of men and add to the force of his writings4 ,longfellow has said1 8,look1 then1 into thine heart1 and write40 ,every aspiration1 every care and sorrow1 every mood and sentiment1 finds in him a true sympathy2 he stands foremost1 not as a genius of the intellect1 but as a genius of the heart4 ,how often he enters our homes1 sits at our firesides1 touches the sweetest1 tenderest chords of the lyre1 awakens the purest aspirations of our being4 ,then comes ,dickens1 and tells us that fiction may have a high and noble mission2 that it may teach love1 benevolence1 and charity2 that it may promote cheerfulness and contentment2 that it may expose injustice and defend truth and right4 ,all these1 each a master in his field1 are powerful in their influence2 but beyond this fact is the more significant one that they index some of the better tendencies of the century4 ,never before were so many fields of thought represented2 never did any possess masters of greater skill4 ,we may hope that1 even in the midst of this period of material prosperity1 invention1 and scientific research1 the spiritual side of man's nature will ultimately gain new strength1 and thought a deeper insight4 99 99 99 99 99 ,with our exact thought and practical energy1 is there not danger of losing all the romance which clothes human existence with beauty and hope8 ,the gods are banished from ,olympus2 ,helicon is no longer sacred to the ,muses2 ,egeria has dissolved into a fountain of tears2 the ,dryads have fled from the sacred oaks2 the elves no longer flit in the sunbeams2 ,odin lies buried beneath the ruins of ,walhalla2 8,pan is dead40 ,that wealth of imagination which characterized the ,greek1 enabled him to personify the powers that rolled in the flood or sighed in the breeze1 has passed away4 ,we would turn ,parnassus into a stone quarry and hew the homes of the ,dryads into merchantable lumber4 ,the spear of chivalry is broken in the lists by the implements of the mechanic1 the tourney is converted into a fair4 ,romance is for a time clouded by the smoke of manufactories4 ,but a seer has arisen1 who finds in remotest places and in humblest life the essence of romance4 ,carlyle is our true poet and we do well to comprehend his meaning4 ,to his mind we have but to paint the meanest object in its actual truth and the picture is a poem4 ,romance exists in reality4 8,the thing that is1 what can be so wonderful80 8,in our own poor ,nineteenth ,century 444 he has witnessed overhead the infinite deep1 with lesser and greater lights1 bright-rolling1 silent-beaming1 hurled forth by the hand of ,god2 around him and under his feet the wonderfullest earth1 with her winter snow storms and summer spice airs1 and 7unaccountablest of all7 himself standing there4 ,he stood in the lapse of ,time2 he saw eternity behind him and before him40 ,i cannot lead you to the end of that wonderful passage1 but it is worth the devotion of solitude4 ,we have left the superstitions of the past1 but the beauty of mythology is transmuted into the glory of truth4 ,in the valley of ,chamounix1 ,coleridge sang for us a grander hymn than any ancient epic1 ,wordsworth has read the promise of immortality in a humble flower1 science reveals to us the sublimity of creation4 ,romance has not passed away2 if we will but look nature becomes transparent and we see through to ,nature's ,god4 99 99 99 99 99 ,many good men fear the results of independent thought and scientific research1 but such fear is the outgrowth of narrow views4 ,every pioneer in an unexplored field should be welcomed4 ,the ,darwins and the ,spencers are doing a grand work4 ,only the widest investigation can possibly affirm the truth of any belief4 ,let men doubt their instincts and go forth to seek a foundation for truth4 ,let them trace the evolution of organized being from the simplest elements4 ,let them resolve the sun and planets and all the wonderful manifestations of force into nebul and heat4 ,let investigation seek every nook and corner penetrable by human knowledge4 ,all this will but show the processes and the wonders of creation without revealing the cause or end4 ,the intellect of man1 for a time divorced from the warm instincts of his being1 sent forth into chill and rayless regions of discovery1 having performed its mission1 will return and speak to the human soul in startling1 welcome accents3 ,far and wide ,i have sought a basis for truth and found it not4 ,any philosophy that recognizes no ,god is false4 ,search your inner consciousness4 ,you are yourself ,god's highest expression of truth4 ,you see beauty in the flower1 glory in the heavens4 ,you have human love and sympathy1 divine aspirations4 ,life to you is nothing without aim and hope4 ,trust your higher instincts4 ,the ancient ,romans read omens in the flight of birds1 and ordered great events by these supposed revelations of the deities4 ,in our day1 a ,bryant has watched by fountain and grove for the revelations of ,god1 and has read in the flight of a 8,waterfowl0 a deeper augury than any ancient priest1 for it relates not to political events1 but to an eternal truth1 implanted in the breast and confirming the hope of man4 8,there is a power whose care ,teaches thy way along that pathless coast-- ,the desert and illimitable air-- ,lone wandering but not lost4 8,thou'rt gone1 the abyss of ,heaven ,hath swallowed up thy form2 yet on my heart ,deeply has sunk the lesson thou hast given1 ,and shall not soon depart4 8,he who1 from zone to zone1 ,guides through the boundless sky thy certain flight1 ,in the long way that ,i must tread alone1 ,will lead my steps aright40 ,the student is asked to take a view from the height to which he has already attained1 and catch a glimpse here and there of the world1 of history1 and of the meaning of human life4 ,the fuller significance of what appears in the fair field of learning will come with maturer years4 ,it is not enough for the student to enjoy selfishly his knowledge and power2 he should be a mediator between his capabilities and his opportunities4 ,it is one thing to have power1 another to use it4 ,the mighty engine may have within it the potency of great work1 but it may stand idle forever unless the proper means are employed to utilize it4 ,let the student convert his power into active energy1 and study the best ways of making it tell for the highest usefulness4 ,education but prepares to enter the great school of life1 and that school should be a means of continuous development towards greater power and higher character1 and knowledge and usefulness4 ,progress is the condition of life2 to stand still is to decay4 ,one with a progressive spirit gains a little day by day and year by year1 and in the sum of years there will be a large aggregate4 ,employ well the differentials of time1 then integrate1 and what is the result8 ,an old and honored college instructor was accustomed to say1 8,education is valuable1 but good character is indispensable10 and the force of this truth grows upon me with every year of experience4 ,i well remember a sermon by ,henry ,ward ,beecher upon the theme 8,upbuilding10 in which he spent two hours in an earnest and eloquent appeal1 especially to the young1 to thrust down the lower nature and cultivate the nobler instincts1 and thus evolve to higher planes4 ,happy is he who can keep the buoyancy and freshness and hope of early years4 ,the 8vision splendid10 which appears to the eye of youth1 too often may 8fade into the light of common day40 ,too often ,wordsworth's lines become a prophecy1 but let them be a warning3 8,full soon thy soul shall have her earthly freight1 ,and custom lie upon thee with a weight1 ,heavy as frost1 and deep almost as life40 ,age should be the time of rich fruition4 ,not long since the ,rev4 ,william ,r4 ,alger1 on his visit to ,denver1 after an absence of a dozen years1 addressed a congregation of his old friends1 and among other things he spoke of his impressions when he first approached these grand mountains4 ,it was at set of sun1 and1 as he looked away over the plains1 he beheld on an elevation a thousand cattle1 and in the glory of the departing day they seemed to him like 8golden cattle pasturing in the azure and feeding on the blue40 ,upon his last visit he again approached these scenes at the close of day1 and his impressions were as vivid as in earlier years2 his enjoyment in life was deeper1 his faith was stronger1 and his hope brighter4 ,there is no need to grow old in spirit2 it is only the dead soul that wholly loses the hope and the joy of youth4 ,there are three grand categories1 not always understood by those who carelessly name them--the ,true1 the ,beautiful1 and the ,good4 ,may the thoughts and deeds which give character to life be such as to fall within this trinity of perfect ideals4 ,,plato',s ,,philosophy ,,of ,,education ,,and ,,life4 ,it is the calm judgment of history that1 in artistic1 literary1 and philosophical development1 the world shows1 relatively1 nothing comparable to the ,golden ,age of ,greece4 ,attica was the ,shakespeare of the ,ancient ,world4 ,as the ,bard of ,avon gathered the material of legend1 romance1 and history1 and crowned the intellectual activity of the ,elizabethan ,age with results of enduring value1 so the leading city of ,greece centred in herself many influences of the ,orient1 and1 in a period of great intellectual awakening under favorable conditions1 became the genius that produced results of surpassing power and beauty4 ,the ,greeks created when ,european civilization was young1 and as yet there was little of the ideal that1 in the ,attic ,period1 blossomed into the conceptions of the ,true1 the ,beautiful1 and the ,good4 ,in any other period never has so great a master as ,socrates found so great a pupil as ,plato2 never has so great a master as ,plato encountered so great a pupil as ,aristotle4 ,each pupil grasped and enlarged upon the mighty work of his instructor4 ,the world still wonders how any age could become so suddenly and highly creative4 ,like the century plant1 the ,greek race seemed to have been accumulating1 through a long period1 power for a quick and startling development4 ,the thoughtful historian enumerates many favoring conditions4 ,the ,greeks as a race were active1 eager for knowledge1 and had a capacity for healthy ideal conceptions4 ,the beneficent climate brought them in contact with nature1 and the peculiar charm of their sky1 air1 mountains1 and sea filled them with a sense of wonder and a sense of beauty4 ,we may also mention the stimulus of their intercourse with their own colonies and with other peoples2 their religion1 which contained the germs of ethical and philosophical thought1 and was favorable to freedom of view2 the respect for law that sought for the rules of the state and for individual conduct a foundation in permanent principles4 ,socrates is a more favorite theme than ,plato1 partly because he is the first of the three heroic figures that mark the beginning of philosophy4 ,then his name is surrounded with a halo that was constituted by the events of ,athens' greatest period of fame4 ,he lived just after the glory of victory over the ,persian invaders had stimulated the ,greek pride and every activity that is born of pride and hope4 ,he lived in the period of ,athenian supremacy and was contemporary with ,phidias1 ,sophocles1 ,euripides1 ,aristophanes1 ,herodotus1 ,thucydides1 and ,pericles4 ,plato1 on the contrary1 beheld the beginning of the misfortunes of ,attica and of the decay of ,greece4 ,it was the period of the ,peloponnesian ,wars1 of the ,spartan and the ,theban ,supremacy4 ,it was the time of the ,thirty ,tyrants and of the restored ,democracy4 ,but while the time of ,plato was not that of the greatest national glory1 it permitted the free development of philosophical thought which later culminated in ,aristotle4 ,socrates1 with earnestness of soul1 with contempt for the extreme democratic spirit of his time and the growing disregard of divine and human law1 with contempt for the ,sophists1 whose teachings were no higher than prudential preparation for practical life and cultivation of the morals and manners of a ,lord ,chesterfield1 devoted himself to exposing the ignorance and false reasoning of the day and to the search for truth1 setting up for his ideal the ,supreme ,good which included the ,true and the ,beautiful4 ,he1 however1 was practical in that he taught that all good was good for something2 whatever was ideal was to be applied in real life1 and he was a notable example of closely following ideals with practical action4 8,know thyself0 was his maxim1 and1 in knowing thyself1 know the good and follow it4 ,socrates is the practical man1 ,plato the idealist and literary man1 ,aristotle the scientific man4 ,socrates left us no writings1 and1 while ,plato in his works uses ,socrates as his chief interlocutor1 the dialogues are to be regarded as expressing ,socrates' philosophy as changed and enlarged by the views of ,plato4 ,xenophon's 8,memorabilia0 is the source of more nearly accurate views of the life and teachings of ,socrates4 ,plato uses ,socrates' method of induction and exact definition to reach the truth aimed at4 ,many of the scenes are like plays1 some of which would take on a stage setting1 with characters that are very much alive and very human4 ,although in pursuit of the most serious subjects1 a dramatic tone runs through the discussions4 ,in the first book of the 8,republic10 ,thrasymachus in argument gets angry1 grows red in the face1 and fairly roars his views at ,socrates1 who pretends to be panic-stricken at his looks4 ,later ,thrasymachus asks1 8,i want to know1 ,socrates1 whether you have a nurse40 ,to ,socrates' look of astonished inquiry he more than intimates that the philosopher is too childish to go about unattended4 ,many of the dialogues are in part historical facts4 ,the characters are the neighbors and friends or intellectual antagonists of the philosopher4 ,the doctrines he combats are doctrines of the day1 the scenes are real and in or about ,athens4 ,the tyranny he hates and the extreme democracy he satirizes are forms of government whose evils he has observed1 and from which he has suffered4 ,you read the dialogues1 follow their thought1 get into their spirit1 and you are brought in touch with the great1 throbbing life of the ,athenian commonwealth4 ,a few dialogues1 carefully read1 are worth a hundred volumes of the commentators4 99 99 99 99 99 ,it is related that at a certain time ,socrates dreamed he saw a young swan perched on his knee4 ,soon it gained strength of wing and flew away1 singing a sweet song4 ,the next day ,plato appeared and became the intimate pupil of ,socrates4 ,this is one of many myths1 later invented to enlarge the halo of a great name4 ,it was said that ,plato was the son of ,apollo and that the bees of ,hymettus fed him with honey1 giving him the power of sweet speech4 ,myths aside1 the chance that made ,plato the intimate friend and disciple of ,socrates became of vast significance to the future history of philosophy4 ,plato was of aristocratic parentage2 he showed in his youth a poetic temperament1 which was later displayed in the dramatic art of his writings4 ,after the death of ,socrates in #cii ,b4 ,c41 he travelled and resided at various courts4 ,at the age of forty he returned to ,athens and opened his school in the ,gymnasium of the ,academy1 where with one or two intervals he taught for a period of forty years4 ,aristotle was for twenty years his pupil1 and there are many interesting accounts of the relation between pupil and master4 ,plato had in him somewhat of the ,puritan1 while ,aristotle was more a man of the world1 and we may suppose that he often maintained his opinions with his customary sarcastic smile4 ,he offended the more austere tastes of his master by nicety of dress1 care of his shoes1 display of finger rings1 and a dudish cut of his hair4 ,contemporaries speak of ,plato with admiration for his intellect and reverence for the beauty of his character1 which was 8elevated in ,olympian cheerfulness above the world of change and decay40 ,in our purpose to touch upon some points of ,plato's doctrines1 we are treating of a transcendent genius whose work has profoundly affected the thought of the world4 ,platonism reappears as ,neo-,platonism in the second and third centuries of our era2 is largely adopted in its new form a century later by ,st4 ,augustine1 the great expounder of ,christianity and teacher of the ,middle ,ages2 arises again in the seventeenth century proclaiming that moral law is written in fixed characters in every rational mind2 culminates in the grand idealism of ,schelling and ,hegel2 is transmitted to-day in the magnificent idealistic ethics of such men as ,caird1 ,green1 and ,bradley2 gives the cardinal virtues to ,christianity2 furnishes a broad and inspiring ethical code for the present2 speaks with an inspiration that largely meets the approval of the ,christian world2 inspired the ,utopia and the ,new ,atlantis and all ideal schemes of government and society2 was1 following ,socrates1 the father of the inductive method2 became the starting point for the scientific study of nature and psychology in the eleventh century2 was a large element in the humanistic movement1 which at the close of the middle ages created modern natural science2 created conceptions which1 developing down through the centuries in two diverging lines1 indirectly found highest expression in the idealism of ,hegel and the evolution of ,spencer1 and is likely to furnish in broad outlines1 especially as presented by ,aristotle1 ground for the reconciliation of the opposite poles of philosophy in a spiritual evolution4 99 99 99 99 99 ,what was ,plato's central idea8 ,it was the existence of fixed principles in the universe1 principles realized in the consciousness of man1 through pursuit of knowledge4 ,socrates aimed at a permanent ground for ethical wisdom in a time when the old foundations of conduct and of divine and human law were shaken4 ,he was the progenitor of the inductive method1 in that he sought in numerous instances and opinions the essential common ground or principle1 and aimed at exact definition4 ,the class concept1 general notion1 universal truth1 was the object of his search4 ,and we find him1 for instance1 in ,plato1 tracing through the ten books of the 8,republic0 the essential character of justice4 ,plato1 following ,socrates1 sought a foundation for ethical conceptions in a metaphysical theory1 the ,doctrine of ,ideas1 a magnificent illustration of the truth that speculative philosophy grows out of man's earnest desire to know why he is here1 and what is the meaning of his moral nature4 ,it will help much any view in the field of philosophy to keep uppermost the thought of distinct classes1 types1 or kinds of things in nature2 the thought of the corresponding class concepts1 general notions or universals in the human mind2 and the thought of original ideas in the mind of ,god1 as constituting principles or laws or modes of action in nature4 ,this is not a world of chaotic chance1 it is a world of rational and progressive order1 and we are compelled to seek for the architecture an architect and a plan embodying rational ideas4 ,plato's ideas are eternal entities existing neither in nature nor in the mind of ,god1 but nevertheless the archetypes1 forms1 or patterns after which every kind of things to which may be applied a common name was fashioned4 ,plato here held in an imperfect way the mighty truth of all philosophy1 and the 8,ideas0 have reappeared in many guises1--as the forms or essences of ,aristotle1 existing only as realized in nature1 as ideas in the mind of ,god1 as the self-evolving categories of ,hegel1 as the perfecting principle and the fashioning laws in the doctrine of evolution4 ,man in his prexistent state dwelt in the region of immaterial ideas and gazed on the fulness of their truth4 ,at his human birth he was made oblivious of his past existence1 and growth in wisdom was a gradual realization in the consciousness of the eternal verities formerly known4 ,as in ,wordsworth1 man's birth was but a 8sleep and a forgetting20 growth in knowledge was a remembering4 8,trailing clouds of glory do we come from ,god1 who is our home40 ,the truth in this metaphor of philosophy1 we may believe1 is that man is of divine origin1 and hence may know the divine revelations in his own being and in the material world4 ,here was foreshadowed in rough outlines the spiritual idealism which in its fresh form appears to be gaining new ground to-day4 ,god writes the book of nature2 man is the son of ,god and reads and vaguely understands the meaning of the mighty volume4 ,sensations are not knowledge1 but the signs of knowledge1 as words are the signs of thought1 and the mind is innately active and rational1 else there could be no interpretation of those signs4 ,this appears to be the true explanation of the fact that we are educated by contact with nature4 ,without the signs1 no communication of knowledge2 without the native power of the reader1 no reception of knowledge4 ,plato held that the ideas were manifest in nature and were also innate in the mind2 hence by self-examination and comparison with the copies of the ideas in nature1 man arrived at essential truth which was the work of philosophy4 ,plato identified the ,idea of ,ideas with ,cause1 ,mind1 the ,good or ,god4 ,god was a personality and supreme above the gods4 ,he was named by his chief attribute1 the ,good1 and of this the ,true and the ,beautiful were qualities4 ,cousin says1 8,the ,true1 the ,beautiful1 and the ,good are only revelations of the same ,being2 that which reveals them to us is reason40 8,if all perfection belongs to the perfect being1 ,god will possess beauty in its plenitude4 ,the father of the world1 of its laws1 of its ravishing harmonies1 the author of forms1 colors1 and sounds1 he is the principle of beauty in nature4 ,it is he whom we adore without knowing it1 under the name of the ideal1 when our imagination1 borne on from beauties to beauties1 calls for a final beauty in which it may find repose40 ,this passage is thoroughly ,platonic in spirit and throws much light on the meaning of these absolute ideas of ,plato4 ,with change of terms the same passage would apply to ,truth and ,goodness4 ,we trace them as they appear in the conscious reason and disposition1 as they are manifested in the relations of society or are suggested by the reality and beneficence of the world1 and we are led to the conception of the perfect ideals whose truth exists in ,god4 ,plato has four principles whose interrelation and process of the active elements determine the world1 as the laws of modern evolution are conceived to work out the results discovered by science3 7#a7 unlimited1 unformed1 or chaotic nature2 7#b7 law1 imposing limits and forms upon nature2 7#c7 the resulting1 definite types and ideas of a rational world2 7#d7 the ,cause which effects these results4 ,the ,good is that which imparts truth to the object and knowledge to the perceiving subject1 and is the cause of science and truth2 hence1 to know the ,good is the ethical aim1 for to know the ,good is to act in harmony with it1 and knowledge is virtue4 ,plato was fully aware that the philosopher1 then as to-day1 was regarded by the many as a useless star-gazer1 and in the celebrated ,allegory of the ,cave he shows the relation of true insight to the common view of life and the world4 ,he imagines dwellers in a cave so placed that they see only the shadows of passing objects and hear only the echoes of sounds from the outer world4 ,if released and brought to the full light of the sun they are dazzled and pained1 and think they are in a world of false appearance1 and believe the realities are the familiar shadows in the cave4 ,after a while they become accustomed to the day and the real objects1 and see their truth and beauty4 ,and if they return to the cave1 they are half blind and appear ridiculous to the dwellers there4 ,he concludes1 8,whether ,i am right or not1 ,god only knows2 but1 whether true or false1 my opinion is that in the world of knowledge the idea of good appears last of all1 and is seen only with an effort2 and1 when seen1 is also inferred to be the universal author of all things beautiful and right1 parent of light and lord of light in this world1 and the source of truth and reason in the other3 this is the first great cause which he1 who would act rationally either in public or private life1 must behold40 ,to the ,sophist1 who follows the opinion of the many instead of regarding fixed principles of truth1 he pays his respects with the searching satire of a ,carlyle4 99 99 99 99 99 ,his theology1 which is a part of his philosophy1 has many striking features that have commanded the astonishment of the ,christian world4 8,god the ,creator changes not2 ,he deceives not40 ,it is wrong to do good to friends and injure enemies1 for the injury of another can be in no case just4 ,if you have a quarrel with any one1 become reconciled before you sleep4 ,in heaven is the pattern of the perfect city4 ,all things will work together for good to the just4 ,he advocates the severest abstract piety that1 as in the conduct of the sternest ,roman or the severest ,puritan1 swerves not from duty4 ,the myth of ,er1 the ,armenian1 reminds us in many points of the judgment day2 and his exhortation to pursue the heavenly way that it may be well with us here and hereafter1 may be our salvation if we are obedient1 is one of the most striking in the history of religious belief4 ,in the fifth book of the 8,laws0 is an exhortation to right living that partakes of the spirit of the ,christian philosophy4 ,every man is to honor his own soul with an honor that regards divine good1 to value principle higher than life1 to place virtue above all gold1 to glory in following the better course1 to count reverence in children a greater heritage than riches1 to regard a contract as a holy thing1 to avoid excess of self-love and to adhere to the truth as the beginning of every good4 ,we need no further illustration of the fact that ,platonism was naturally welcomed by the early ,christian ,church4 99 99 99 99 99 ,the ethical ideals of ,plato are the most valuable phase of his writings4 ,in the ,first ,book of the 8,republic10 ,thrasymachus1 in a dialogue with ,socrates1 defines justice to be ,sublime ,simplicity1 and argues that the unjust are discreet and wise1 as some may argue to-day that shrewd dishonesty is commendable4 ,the ethics of ,plato is the opposite pole of this philosophy1 and as such stands for the rational and moral order of the world4 ,his system is not hedonistic1 but ideal4 ,it aims at a good1 but the good is attained by a life of virtue4 ,in a famous passage of the 8,republic10 the transcendently just man is described4 ,he is to be clothed in justice only4 ,being the best of men1 he is to be esteemed the worst1 and so continue to the hour of his death4 ,he is to be bound1 scourged1 and suffer every kind of evil1 and even be crucified2 still he is to be just for righteousness' sake4 ,no wonder some ,christian fathers believed this referred to ,him who was to come1 as described in the celebrated chapter of ,isaiah4 ,the best man is also the happiest1 whether seen or unseen by gods and men4 ,in the 8,crito0 ,socrates will not escape from prison if it is not right1 though he suffer death or any other calamity4 8,virtue is the health and beauty and well-being of the soul1 and vice is the disease and weakness and deformity of the soul40 ,he is a fool who laughs at aught but folly and vice4 ,the possession of the whole world is of no value without the good4 ,no pleasure except that of the wise is quite true and pure4 8,is not the noble that which subjects the beast to the man1 or rather to the god in man80 8,how would a man profit if he received gold and silver on the condition that he was to enslave the noblest part of him to the worst80 8,the ,holy is loved of ,god because it is ,holy40 ,not pleasure1 but wisdom and knowledge and right opinions and true reasonings are better1 both now and forever4 ,the good ruler considers not his own interest1 but that of the state4 ,the governing class are to be told that gold and silver they have from ,god2 the divine metal is in them4 ,any one who finds in these views a doctrine of pleasure must seek with a prejudiced eye4 ,plato1 as usual1 anticipates later ethical discussions1 and points to the fact that there is a quality in pleasure2 and quality in conduct is the very contention of absolute moralists4 ,he speaks of the soul whose dye of good quality is washed out by pleasure4 ,the attainment of genuine well-being1 the development of divine qualities within men1 was the aim1 and the consciousness of this priceless possession of rational manhood was the incidental reward4 ,his doctrine places before men abstract ideals of ,truth1 ,beauty1 and ,goodness1 which invite the better nature by their supreme excellence4 ,plato enumerates four virtues3 ,wisdom1 ,courage1 ,temperance1 ,justice4 ,professor ,green interprets them in modern form1 and maintains their fixed standard of excellence and universal application4 ,any modern analysis of the principles of conduct which contribute to health of soul and are favorable to success in life1 would confirm the enumeration of the ,greek virtues4 ,professor ,green says3 ,the ,good ,will is the will 7#a7 to know what is true and to make what is beautiful2 7#b7 to endure pain and fear2 7#c7 to resist the allurements of pleasure2 7#d7 to take for one's self and to give to others1 not what one is inclined to1 but what is due4 ,not only does he enjoin the spirit of justice1 but the cultivation of moral courage1 and1 as contrasted with lazy ignorance1 the growth in wisdom which is realization of virtue4 ,wisdom played a peculiar and important part in the ,greek ethics4 ,vice was ignorance1 because the wise man could but live according to his best knowledge4 ,and the ,greeks1 properly interpreted1 were right4 ,did we see virtue in all its truth and beauty1 and vice in all its deformity1 we could but choose the best4 ,growth in wisdom was a gradual realization in the soul of the heavenly ideas that were the true heritage of man1 and in this development the soul was gradually perfected4 ,this beautiful and satisfying philosophy reappears to-day in some of the most ennobling systems of ethics the world has produced4 ,it makes individual and race progress an increase in consciousness of the knowledge of truth and virtue1 a revelation of the divine within us4 ,the ,jewish and the ,christian conception of divine law as binding man to the performance of his moral obligations was not strongly characteristic of the ,greek mind4 ,but responsibility1 without which conduct can have no ethical significance1 was by no means foreign to ,plato's system4 ,in the myth of ,er the soul has its choice of the lot of life1 and its condition at the end of the earthly career is a requital for the deeds done in the body4 ,throughout ,plato's writings the implications of personal merit or guilt are prominent4 ,it is a doctrine of virtue rather than of duty4 ,he who sees the right and does not do it is a fool1 but that is his matter4 ,he is not bound by any moral law to be wise4 ,if he is virtuous it is well2 if not1 so much the worse for him4 ,love of ,god is the essential of the ,christian ethics2 knowledge of the ,good1 of the ,greek4 ,to pursue the ,good was virtue1 and virtue he sets forth in world-wide contrast with vice4 ,plato's conception of justice1 or right1 was so exalted that some have thought he attained in later years an insight into the nature of conscience1 or the ,moral ,faculty4 ,the ,greek idea of beauty must be touched in passing4 ,the wise life was a beautiful life4 ,the ,beautiful was an attribute of the ,deity4 ,they had the love of ,beauty which ,goethe possessed when he had become fascinated with the study of ,greek art1 and exclaimed1 8,the ,beautiful is greater than the ,good1 for it includes the ,good1 and adds something to it40 ,plato calls the ,beautiful the splendor of the ,true4 ,the youth should learn to love beautiful forms1 first a single form1 then all beautiful forms and beauty wherever found2 then he will turn to beauty of mind1 of institutions and laws1 and sciences1 and he will gradually draw toward the great sea of beauty1 and create and contemplate many fair thoughts1 and he will become conscious of absolute beauty1 and come near to ,god1 who is transcendent beauty and goodness4 99 99 99 99 99 ,plato's philosophy makes education a process of developing the power and knowledge latent in the mind1 rather than a process of teaching4 ,the ,socratic method of drawing out is one of time-honored use among pedagogues4 ,plato defines a good education as 8,that which gives to the body and to the soul all the beauty and all the perfection of which they are capable40 ,the ideal aim is the harmonious or symmetrical development of the physical1 mental1 and moral powers4 ,physical training is for the health of the soul1 as well as for the strength and grace of the body4 ,the training of the reason is of first importance4 ,the sthetic emotions are to be cultivated as a means of moral and religious education4 ,memory is little emphasized4 ,the artisans and laborers were simply to learn a trade2 the warrior class were to be trained in gymnastics and music4 ,the complete education of the highest class1 or the magistrates1 was to include music and literature1 gymnastics1 arithmetic1 geometry and astronomy1 and finally philosophy4 ,all this was to be supplemented by practical acquaintance with the details of civil and military functions4 ,education is the foundation of the state1 and in the 8,laws0 he would make it compulsory4 ,the women are to receive the same training as the men4 ,children are to be taught to honor their parents and respect their elders4 ,the direction in which education starts a man will determine his future life4 ,in early childhood education is to be made attractive1 although to unduly honor the likings of children is to spoil them4 ,the tales which children are permitted to hear must be models of virtuous thought4 ,harmful tales concerning the gods and heroes are prohibited1 but noble traits and deeds of endurance are to be emphasized4 ,youth should imitate no baseness1 but what is temperate1 holy1 free1 and courageous2 for 8imitations1 beginning in early youth1 at last sink into the constitution and become a second nature40 ,children must not be frightened with ghost stories and reference to the infernal world4 ,excessive athletics makes men stupid and subject to disease4 ,the kinds of music employed in education must inspire courage1 reverence1 freedom1 and temperance4 ,art should present true beauty and grace1 to draw the soul of childhood into harmony with the beauty of reason4 8,rhythm and harmony find their way into the secret places of the soul1 making the soul graceful of him who is rightly educated40 ,good language and music and grace and rhythm depend on simplicity4 ,arithmetic cultivates quickness1 and teaches abstract number and necessary truth4 ,geometry deals with axiomatic knowledge and will draw the soul toward truth4 ,astronomy compels the mind to look upward4 ,it is to be studied not so much for practical use1 as in navigation1 but because the mind is purified and illumined thereby4 ,in this connection ,plato maintains his position against those who carp at the so-called useless studies4 ,plato's ideal state offends the thought of conservative men more than all else in his writings1 but it was conceived in view of the highest ideas of virtue and justice4 ,it was simply bad psychology4 ,he enumerates and describes five kinds of states and the corresponding five types of individual character4 ,indeed he studies justice first in the ideal state1 and then in the individual4 ,the three impulses of the soul are compared with the three classes of citizens in the state1 and to each he ascribes its excellence1 thus forming his list of virtues4 ,but we cannot dwell upon this phase of ,plato's teachings4 ,we may1 however1 refer to his caricature of extreme democracy2 it has a useful modern application4 ,in this state the father descends to his son and fears him1 and the son is on a level with his father and does not fear him4 ,the alien is equal to the citizen1 and the slave to the master4 ,the master fears and flatters his scholars1 and the scholars despise their masters4 ,the young man is on a level with the old1 and old men1 for fear of seeming morose and authoritative1 condescend to the young and are full of pleasantry and gayety4 ,even the animals in the democracy show the spirit of equality1 and the horses and asses march along the streets with all the rights and dignities of freemen1 and will run at you if you do not get out of their way1 and everything is just ready to burst with liberty4 ,the citizens become sensitive and chafe at authority1 and cease to care for the laws4 ,surely the statesman can turn to ,plato for wisdom1 for out of this condition grows tyranny4 ,and1 correspondingly1 the democratical young man1 a kind of fin de sicle type1 is described4 ,insolence he terms breeding1 and anarchy liberty1 and waste magnificence1 and impudence courage4 ,no wonder ,plato saw that his ideal state would not be realized until kings became philosophers1 that is to say--never4 ,modern dreamers might profit by his wise predictions4 99 99 99 99 99 ,plato's doctrine is one of ideas and idealism as contrasted with sensations and sensationalism4 ,it is spiritualism as contrasted with materialism4 ,the higher produces the lower1 instead of the lower the higher4 ,it is the doctrine that recognizes the rational order of the world1 the transcendent nature of conscious man1 and his ethical aim4 ,it places ideals before man1 in the attaining of which he comes to realization of his true being4 ,it is a doctrine of rational explanation of man's existence4 ,as such it has always strongly invited the adherence of philosophers and ,christians4 ,the founders of the church regarded ,plato as directly inspired or as having derived inspiration from the ,hebrew scriptures4 ,the doctrine of ,universals may be taken with allowance1 but we may believe that it represents the right side of philosophical thought4 ,it matters not much whether we hold to the view of ,plato's ideas or native truths of the mind developed by experience or the creative activity of the mind in knowing the outer world or the doctrine of participation in the divine nature and divine thought or the power to generalize from the facts of subjective and objective nature1 a power above1 and not of1 material nature--all these views imply man's spiritual and ideal character4 ,behind man and behind nature is the same reality4 ,in some sense 7not the pantheistic1 as commonly understood7 both are manifestations of that reality4 ,hence the power of man to know the world1 because it is a rational world1 and manifestation answers to manifestation1 thought to thought4 ,he who claims that all knowledge is founded in sensation is partly right2 for to know the outer realm is to realize the inner and to know1 in part1 the truth of the ,universe4 ,subjective ideas1 in some form1 must be retained in philosophy4 ,our world1 as a world of evolution1 is orderly and has a progressive plan2 hence1 according to all human conception1 is the product of ideas worked out through what are called the laws of nature4 ,men have always asked what is the use of philosophy1 and to-day they repeat the question with emphasis4 ,we appreciate the state of mind that rejoices in consciousness of standing on the solid earth1 the courageous patience that works out with guarded induction scientific truth1 the honesty that will not substitute hasty conjecture for fact1 and the faith that works toward results to be fully realized only in the distant future4 ,but many scientific men are coming to regard biological and psychological sciences as great laboratories for philosophy4 ,we may believe the coming problems will be solved by the coperation of philosophy and science4 ,science studies the objective side and philosophy the subjective side of the same reality4 ,philosophy has a use as an attempt to satisfy the imperative need of men to ask the meaning of their being4 ,it has a use as forming a rational hypothesis concerning a ,first ,cause1 and a ,final ,aim4 ,it is a ground of belief in ideals4 ,all speculative philosophy has been inspired more or less by ,platonism1 and has given the world the noblest1 most hopeful1 useful1 and influential systems of ethics4 ,philosophical training gives the power to view comprehensively1 connectedly1 and logically any group of facts4 ,it contains the presuppositions of science and of our very existence4 ,the investigator in the forest learns many valuable details2 if he ascends the mountains1 he views the landscape as a whole1 and1 as it were1 finds himself4 ,finally philosophy represents the supreme1 the spiritual1 interests of man and aims at essential truth4 ,will it be relegated to the shelves of archology8 ,the signs of to-day appear to answer no4 ,in the whole history of philosophy1 the mind has never been able to rest permanently in any extreme or one-sided position or in any position that is inadequate to explain essential facts of existence4 ,hence it cannot rest permanently in materialism4 ,a recent writer speaks of the history of philosophy as 8preminently a record of remarkable returns of the human intellect to ancient follies and dreams1 long since outgrown and supposed to have been consigned to oblivion40 ,well6 ,it is strange indeed if nature has evolved a product whose needs1 instincts1 and native beliefs are a lie1 a product without aim or rational ground for existence4 ,if it is so1 then pessimism is our philosophy and annihilation our best solution of the problem of conscious life4 ,most men are too respectful believers in evolution to ascribe to nature any such satanic irony4 ,at any rate one likes to take an excursion in this field2 he feels benefited by the trip4 ,men still like to seek the great fountain head of philosophy1 and take a dip in the ,castalian spring--a mental bath of this sort is a good and useful thing4 ,they like to sit in the shady groves of the ,academy and listen to ,plato or walk with ,aristotle in the environs of the ,gymnasium4 ,the mighty minds of the past have marked out the broad outlines of truth2 it is our work to fill in1 to correct4 ,the ethical conceptions were furnished by the ancients4 ,the modern world has merely made them richer in content and broader in application4 ,the deeper meaning of any philosophy or science is learned by the historic method1 which gives us the trend of events4 99 99 99 99 99 ,the closing words of the 8,republic0 are an appropriate ending to the discussion of ,plato3 8,and thus1 ,glaucon1 the tale has been saved and has not perished1 and may be our salvation1 if we are obedient to the spoken word2 and we shall pass safely over the river of ,forgetfulness and our soul will not be defiled4 ,wherefore my counsel is that we hold fast to the heavenly way and follow after justice and virtue always1 considering that the soul is immortal and able to endure every sort of good and every sort of evil4 ,thus shall we live1 dear to one another and to the gods1 both while remaining here and when1 like conquerors in the games who go round to gather gifts1 we receive our reward4 ,and it shall be well with us both in this life and in the pilgrimage of a thousand years which we have been reciting40 8,plato1 thou reasonest well6-- ,else whence this pleasing hope1 this fond desire1 ,this longing after immortality8 99 99 99 99 99 ',tis the divinity that stirs within us2 ',tis heaven itself that points out an hereafter1 ,and intimates eternity to man40 ,,secondary ,,education3 ,a ,,review4#a ,the manner of investigation of the ,committee of ,ten took a somewhat different turn from what was anticipated when the original report which led to the undertaking was made1 but no one now doubts the wisdom of the plan finally adopted4 ,it would be difficult to find groups of men in ,america better fitted than the members of the conferences appointed by the ,committee to discuss the specific subjects assigned them2 and their recommendations as to choice of matter for secondary schools1 the time element1 place of studies in the curriculum1 and the best methods constitute a most valuable contribution to the educational literature of the period4 ,in the main1 they represent the best thought of practical educators4 ,we shall not enter into a discussion of the details of these conference reports2 each report and1 in many instances1 each section of a report is in itself a large theme4 ,the summary of results and the recommendations of the ,committee of ,ten will occupy the time allotted4 ,it was expected that the report as a whole would excite much discussion and invite extensive criticism2 and if no other result is attained than the sharpening of wits in controversy1 the existence of the report has sufficient warrant4 ,it is impossible to say of any opinions that they are final1 and of any methods that they are the best4 ,some hold that the eternal verities are to be discovered in the consciousness of the few geniuses1 and that obtaining a consensus of opinion is not the way to reach wise conclusions4 ,if we are ,hegelian in our philosophy of history1 we shall hold to the law of development1 shall believe that each stage of thought is a necessary one1 that the best light is obtained by the historic method1 and that the highest evolution of thought is to be found in the belief and practice of the advanced representatives of any line of investigation4 ,the work of the conferences was to correlate the parts of each subject by the method of applying reason to history2 it was the work of the committee proper to correlate these results by the same method4 ,whether the committee was large and varied enough to represent all sides is to be decided by the discussions of those best fitted to form opinions4 99 99 99 99 99 ,after a careful review of the work of our committee1 ,i venture to make a formal list of opinions presented1 most of which1 ,i think1 should be heartily indorsed1 reserving till later the discussion of a few of them3 #a4 ,that work in many secondary-school studies should be begun earlier4 #b4 ,that each subject should be made to help every other1 as1 for example1 history should contribute to the study of ,english1 and natural history should be correlated with language1 drawing1 literature1 and geography4 #c4 ,that every subject should be taught in the same way1 whether in preparation for college or as part of a finishing course4 #d4 ,that more highly trained teachers are needed1 especially for subjects that are receiving increased attention1 as the various sciences and history4 #e4 ,that in all scientific subjects1 laboratory work should be extended and improved4 #f4 ,that for some studies special instructors should be employed to guide the work of teachers in elementary and secondary schools4 #g4 ,that all pupils should pursue a given subject in the same way1 and to the same extent1 as long as they study it at all4 #h4 ,that every study should be made a serious subject of instruction1 and should cultivate the pupil's powers of observation1 memory1 expression1 and reasoning4 #i4 ,that the choice between the classical course and the ,latin-scientific course should be postponed as long as possible1 until the taste and power of the pupil have been tested1 and he has been able to determine his future aim4 #aj4 ,that twenty periods per week should be adopted as the standard1 providing that five of these periods be given to unprepared work4 #aa4 ,that parallel programmes should be identical in as many of their parts as possible4 #ab4 ,that drawing should be largely employed in connection with most of the studies4 #ac4 ,the omission of industrial and commercial subjects4 ,this is mentioned without comment4 #ad4 ,that more field work should be required for certain sciences4 #ae4 ,the desirability of uniformity4 ,not definitely recommended in the report4 #af4 ,that the function of the high schools should be to prepare for the duties of life as well as to fit for college4 #ag4 ,that colleges and scientific schools should accept any one of the courses of study as preparation for admission4 #ah4 ,that a good course in ,english should be required of all pupils entering college4 #ai4 ,that many teachers should employ various means for better preparation1 such as summer schools1 special courses of instruction given by college professors1 and instruction of school superintendents1 principals of high schools1 or specially equipped teachers4 #bj4 ,that the colleges should take a larger interest in secondary and elementary schools4 #ba4 ,that technological and professional schools should require for admission a complete secondary-school education4 #bb4 ,that each study pursued should be given continuous time adequate to securing from it good results4 99 99 99 99 99 ,the points of the report which ,i should question are as follows3 #a4 ,that ,latin should be begun much earlier than now4 7,this is a conference recommendation47 #b4 ,that ,english should be given as much time as ,latin4 7,conference recommendation47 #c4 ,the large number of science subjects recommended1 with loss of adequate time for each4 #d4 ,the omission of a careful analysis of the value of each subject1 absolute and relative1 preparatory to tabulating courses4 #e4 ,the apparent implication that the multiplying of courses is advisable4 #f4 ,the implications that the choice of subjects by the pupils may be a matter of comparative indifference--the doctrine of equivalence of studies4 #g4 ,some parts of the model programmes made by the committee4 99 99 99 99 99 ,an examination of tabulated results of the investigations of the conferences will show that in their opinion the following studies should be begun below the high school3 ,english literature4 ,german or ,french4 ,elementary algebra and concrete geometry4 ,natural phenomena4 ,natural history4 ,biography and mythology1 civil government1 and ,greek and ,roman history4 ,physical geography4 ,there has been much discussion within a few years as to improvements in elementary courses of study1 with a growing tendency toward important modifications4 ,rigid and mechanical methods and an exaggerated notion of thoroughness in every detail have often become a hindrance to the progress of the pupils in elementary schools4 ,the mind of the child is susceptible of a more mature development at the age of fourteen than is usually attained4 ,there are numerous examples of pupils in graded schools1 who1 with very limited school terms1 prepare for the high school at the age of fourteen4 ,under the guidance of painstaking and intelligent parents or private tutors1 children cover1 in a very brief time1 the studies of the grammar school4 ,all have noted1 under favoring conditions1 a surprising development1 at an early age1 in understanding of history1 literature1 and common phenomena1 a growth far beyond that reached at the same age in the schools4 ,these facts simply show the possibilities of the period of elementary education4 ,we understand that ultimately those best prepared to judge must determine the modifications1 if any are needed1 of the elementary courses4 ,some say the courses are already overcrowded1 it is impossible to add anything4 ,is it not true1 however1 that by placing less stress upon a few things1 by arousing mental activity through the stimulus of the scientific method1 and by improving the skill of the teachers1 the work suggested by these conferences may be easily accomplished8 ,all these experiments are already old in many schools in the country4 ,consider the logical order of studies4 ,each child1 almost from the dawn of consciousness1 recognizes relations of number and space1 observes phenomena and draws crude inferences1 records in his mind the daily deeds of his associates1 and employs language to express his thought1 often with large use of imagination4 ,already has begun the spontaneous development in mathematics1 science1 history1 and literature4 ,nature points the way and we should follow the direction4 ,these subjects in their various forms should be pursued from the first4 ,hill's 8,true ,order of ,studies0 shows that there are some five parallel1 upward-running lines representing the divisions of knowledge1 and that development may be compared to the encircling1 onward movement of a spiral1 which1 at each turn1 cuts off a portion of all the lines4 ,if we accept this view1 we must grant that geometry on its concrete side belongs to the earliest period of education2 that the observation of natural phenomena with simple inferences will be a most attractive study to the child2 that the importance of observation of objects of natural history is foreshadowed by the spontaneous interest taken in them before the school period2 that tales of ancient heroes1 and the pleasing myths of antiquity1 together with the striking characters and incidents of ,greek and ,roman history1 belong to the early period of historic knowledge2 that the whole world of substance and phenomena that constitutes our environment should be the subject of study under the head of physiography or physical geography2 that the thoughts of literature1 ethical and imaginative1 appeal readily to the child's mind4 ,we may add that the taste of children may be early cultivated1 and that the glory which the child discovers in nature makes possible the art idea and the religious sentiment4 ,the reason for beginning a foreign language early is somewhat independent1 but all agree that early study of a living language is desirable4 ,should we not reconsider our analysis of the elementary courses8 ,superintendents and teachers will find the necessary changes not impossible but easy4 ,the sum of all that is recommended for the elementary schools by the conferences is not so formidable as at first appears4 99 99 99 99 99 ,in the conference reports to the ,committee of ,ten are some views that have a bearing upon the subject of the high-school period4 ,the ,latin ,conference hopes for a modification of the grammar-school courses1 that the high-school course may be begun earlier4 ,the ,greek ,conference voted that the average age at which pupils enter college should be lowered4 ,the ,conference on ,english was of the opinion that ,english work during the last two years of the grammar-school course should be in the hands of a special teacher or teachers4 ,the ,conference on ,modern ,languages holds that whenever competent teachers can be secured the grammar school should have an elective course in ,french or ,german4 ,the ,physics ,conference recommended that 8,whenever it is possible1 special science teachers or superintendents should be appointed to instruct teachers of elementary schools in the methods of teaching natural phenomena40 ,the ,history ,conference thought it desirable that in all schools history should be taught by teachers who have a fondness for historical studies and have paid special attention to effective methods of imparting instruction4 ,one member of the conference was almost ready to advise omitting history from school programmes because of so much rote1 text-book teaching4 ,these opinions are additional evidence of need of modifications in grammar-school work1 and some think that ultimately the best solution will be found in extending the high-school period downward to include part of the elementary period4 ,it was agreed in the ,committee of ,ten that their task would be less difficult did the high-school period begin1 say two years earlier2 and the reason why the recommendation of the conferences1 that certain studies be introduced below the high school1 was viewed with suspicion was the impossibility1 with the present organization of the schools1 of securing good instruction in these studies4 ,the following view of the high-school period is expressed by a prominent high-school principal3 8,my opinion is that it would be much better for our boys and girls to begin their preparation for college at least two years earlier than they now do4 ,if our high schools could receive the pupils at eleven or twelve1 instead of fourteen1 preparation for college would be completed at sixteen instead of eighteen1 as is now generally the case40 ,the custom in ,european countries supports the view that high-school methods should reach down into the grades4 ,in ,prussia only three years of elementary work precede the gymnasium1 and the pupil can enter the gymnasium at the age of nine4 ,the gymnasium itself covers a period of nine years1 extending five years below the period of our high schools4 ,examining the course of the ,prussian gymnasium1 we find in the first five years1 or before the age of fourteen1 ,latin1 ,greek1 ,french1 history1 geometry1 natural history2 and it is conceded by many educators that more is attained by the age of eighteen in ,germany than in this country2 that at the age of fourteen in ,germany the development of the pupil is more mature1 and that in essential features of education he has made more desirable progress4 ,if our high schools should be made equivalent in length and rank to the ,prussian gymnasium1 the change would involve the entire reconstruction of our school system1 from the primary school to the end of the university4 ,the high schools would become colleges1 and the colleges would become high schools1 and the graduates from them would enter the university prepared to take up professional or other special university work4 ,that there are many leading educators who advocate these changes for the universities is well known1 and there are some strong tendencies toward the ,german system4 ,on the other hand1 many deplore the possibility of losing the ,american college1 which is an institution somewhat peculiar to this country4 ,they think that its broad1 general education and superior culture are worth retaining1 and that specialization should begin at a late period4 ,one significant fact stares us in the face1 namely1 that the average ,american boy no longer will spend four years beyond the high school in general education1 and then pass four years more at the professional school or three years in the graduate course4 ,somewhere the work must be shortened1 in either the elementary school1 the high school1 or the college4 ,the whole subject is of great interest and importance1 but at the present stage of inquiry no definite conclusions can be reached4 99 99 99 99 99 ,the relation of the mind to a study is determined by the nature of the mind and the nature of the study1 and there seems to be no reason in psychology why a college-preparatory subject should be taught differently to one fitting for the duties of life4 ,besides1 it is economy to make identical the work of different courses1 as far as possible4 ,there was perfect unanimity in the opinion that the same studies should be pursued by all in the same way1 as far as taken4 ,every one knows that many teachers are unskilled to present in the elementary schools the beginnings of geometry1 science1 history1 or literature1 and that the failures in this work are due to the mechanical efforts of those who have had no higher or special training4 ,the demands of present methods are imperative for improved power in instruction4 ,science is not well taught in all schools4 ,there is a school which teaches biology from a manual without specimen1 microscope1 or illustrations4 ,it was a humiliating confession of the committee that the classical course is superior1 for the reason that it is difficult to find enough instructors competent to teach modern subjects by modern methods4 ,a very important point1 recognized by the committee1 is the advantage of postponing as long as possible the necessity of making a final choice of courses4 ,in this country we have no fixed conditions of rank1 and the poor man's son has the same privileges as the sons of position and wealth4 ,hence1 the station in life is not determined by the differentiation in courses at an early period4 ,very few parents decide upon the final character of the child's instruction much before the beginning of the college period4 ,for these reasons many would not agree with the conference recommendation to begin ,latin at an earlier period4 ,it would not be economy2 there is enough else that belongs to the elementary stage of education1 and no plan is feasible that is founded upon the foreign view of caste and fixed condition in life4 99 99 99 99 99 ,uniformity in requirements for admission to college was the subject of the report that finally led to this investigation4 ,although uniformity is not prominently urged in the report of the ,committee of ,ten1 doubtless the logical outcome of the latter report will be a tendency toward some kind of uniformity4 ,there is a vigorous conflict of opinion to-day as to nationalism and individualism1 with a strong tendency1 especially in education1 toward individualism4 ,in the opinion of many there exists a harmful slavery of the high and preparatory schools to the erratic and varied demands of different colleges1 and also a slavery to ignorance and caprice in some schools themselves1 which would be removed by a general agreement to uniformity4 ,men are not enslaved1 but are emancipated1 by organization1 and freedom of the individual is found in the good order of society and government4 ,in a facetious criticism of the committee's report1 arguing for extreme individualism in choice of studies1 appears the following query3 8,please tell us if you and your colleagues on the conference considered any methods for the encouragement of cranks80 ,no2 for the encouragement neither of cranks1 nor of crankiness1 but for the encouragement of the best kind of rational education4 ,while there are a few wise1 independent investigators who need no enforced uniformity1 and will not be bound by the recommendations of others1 many of the schools are largely imitators1 or1 worse1 are working independently with limited insight1 and these schools would be vastly improved by adopting courses and methods growing from a consensus of the best opinions of the country4 ,the lowest would thereby tend to rise to the highest1 and from that plane a new advance could be made4 ,meantime the original thinkers would be free to push forward toward higher results1 to be generally adopted later4 ,through contact of various ideas some principles are settled1 and the world is free to move on toward fresh discovery4 ,the selection of studies is to be determined largely by the nature of the mind and by the universal character of natural and civil environments1 and this fact points toward the possibility of uniformity4 ,the period of secondary education is not the period for specializing1 and even if it were1 there should be some uniformity in differentiation4 ,in the ,united ,states there is1 broadly speaking1 uniformity of tradition1 of government1 of civilization1 and the educated youth of ,san ,francisco bears about the same relation to the world as the educated youth of ,boston2 hence1 so far as elementary and secondary education is pursued1 there is no reason why it should not be substantially the same in various schools--not in details belonging to the individual teacher1 but in paper requirements and important features of methods4 99 99 99 99 99 ,nothing in the whole report is more important than the proposed closer connection between high schools and colleges1 and this is clearly and forcibly urged4 ,whatever course of study properly belongs to a secondary school is also a good preparation for higher education1 else either secondary or higher education is seriously in error4 ,whenever a youth decides to take a college course1 he should find himself on the road toward it4 ,no one can doubt that in the coming years pupils having pursued properly arranged high-school courses must be admitted to corresponding courses in higher education4 ,the divorcement between higher education and all lower grade work1 except the classical1 has been a fatal defect in the past4 ,the entire course of education should be a practical interest of college professors1 and there should be a hearty coperation between them and school superintendents and principals in considering all educational problems4 ,it is a fact of significance that a committee1 on which some leading institutions are represented1 urges the professional schools of the country to place their standard of admission as high as that of the colleges2 and we hope that aid will thus be given the institutions endeavoring to raise the requirements of law1 medical1 and divinity schools4 ,the reports of most of the conferences asked for continuous and adequate work for each subject1 that it might become a source of discipline and of valuable insight4 ,no doubt part of the work in high schools is too brief and fragmentary to gain from it the best results4 ,the aim should be to reduce the number of subjects taken by any pupil1 and the number of topics under a subject4 ,it is not necessary that the entire landscape be studied in all its parts and details1 if a thorough knowledge of the most prominent features is gained4 99 99 99 99 99 ,in one important point ,i was constrained to differ from the reading of the report1 as finally submitted1 although the expressions to which exceptions were taken were due rather to the standpoint of the writer of the report than the resolutions of the committee4 ,i refer to those paragraphs in which it is implied that the choice of studies in secondary schools may be a matter of comparative indifference1 provided good training is obtained from the subjects chosen4 ,this view makes education formal1 without giving due regard to the content4 ,here are the world of nature and the world of mind4 ,nature1 when its meaning is realized1 has the same meaning for all1 and in its various phases affects all in substantially the same way4 ,the history of mankind1 in its various kinds and degrees of development1 has the same content for all4 ,the nature of mind in generic characteristics1 and the universal truths that belong to the spiritual world1 are the same for all4 ,mind has the same powers in all human beings4 ,we all know1 feel1 and will2 all persons acquire through attention1 retain in memory under the same conditions1 obey the same laws of association1 reason1 so far as rightly1 from the same principles1 act from motives4 ,men may be classed crudely according to the motives that will appeal to them4 ,while there are infinite variations in details of men's natures1 in power of insight1 degree of development1 methods of acquisition1 predominant motives1 in interests and tendencies1 all persons in their growth obey the laws of human nature4 ,hence1 we may argue that a science of education is possible2 that it is possible to select studies with a view to their universal use in the primary development of the powers1 and with the assurance of superior value as revealing to man his entire environment and the nature of his being4 ,mere form1 mere power1 without content1 mean nothing4 ,power is power through knowledge4 ,the very world in which we are to use our power is the world which we must first understand in order to use it4 ,the present is understood1 not by the power to read history1 but by what history contains4 ,the laws of nature and deductions therefrom are not made available by mere power1 but by the power which comes from the knowledge of them4 ,hence1 the education which does not include something of all views of the world1 and of the thinking subject1 is lacking in data for the wise and effective use of power4 99 99 99 99 99 ,in view of this position1 the committee might well analyze carefully the nature and importance of each leading subject1 representing a part of the field of knowledge1 to the end that a wise correlation of the work of the conferences might be made4 ,the study of number in its concrete form and in its abstract relations1 the study of space relations1 as founded upon axiomatic truths1 are necessary as a basis of many kinds of knowledge1 as representing an essential view of the world1 as a foundation for the possibilities of commerce and structures1 and as furnishing important training in exact reasoning4 ,science includes many things2 but chemistry and physics1 which explain the manifestations of force in the material world1 biology which reveals important laws of plant and animal life1 and physiography1 which acquaints us with our entire environment as to location1 phenomena1 and partial explanation--these are connected with the practical side of civilization and the welfare of humanity1 and are a guard against superstition and error2 they are indispensable for practice in induction1 and they should be well represented in a course of study4 ,history1 in which man discovers the meaning of the present and gains wisdom for the future1 which is a potent source of ethical thought1 must not be omitted4 ,english language1 as the means of accurate1 vigorous1 and beautiful expression1 and ,english literature1 which is the treasury of much of the world's best thought1 are not subjects to leave to the election of the pupil4 ,in addition to the training in observation1 memory1 expression1 and inductive reasoning which most studies offer1 we must consider the development of imagination1 right emotion1 and right will4 ,in other words1 sthetic and ethical training is most essential4 ,secondary schools need not employ formal courses of study to this end1 but various means may be employed incidentally4 ,there are a hundred ways in which taste may be cultivated1 and literature is one of the best means for developing the art idea4 ,moral character is developed by right habit1 by the right use of the powers in the process of education1 by growth in knowledge of ethical principles1 by growth of the spirit of reverence1 and by the ethical code of religion4 ,all of these means1 except the formal use of the last1 may be employed by the schools4 ,and the ethical element is inherent in the very nature of right education4 ,to educate rightly is to educate ethically4 ,history1 biography1 and literature make direct contributions to ethical knowledge4 ,we now reach the study of foreign classical tongues4 ,if there is nothing more than formal training1 for instance1 in ,latin1 the sooner we abandon its study the better4 ,but we find in it also a valuable content4 ,in the process of development some phases of human possibility seem to have been almost fully realized1 while the world has continued to develop along other lines4 ,in such cases we must go back and fill our minds with the concepts that belong to the remote period4 ,the ,greek and ,latin classics give us an insight into the character of ancient peoples and their institutions1 give us the concepts of their civilizations1 the beauty of their literatures1 and make a practical contribution to the knowledge of our own language4 ,from the foreign modern tongues1 ,german may be chosen because of its valuable literature1 its contributions to science1 its dignity1 and its relation to the ,anglo-,saxon element of our own language4 ,we have endeavored to show that the choice of studies is not a matter of indifference1 that mathematics1 science1 history1 language and literature1 and art and ethics all belong to the period of secondary education2 and we have tried to suggest the inference that all should be employed4 ,the relative importance of each cannot be exactly measured1 but experience and reason must guide us4 ,,footnotes3 #a ,in a report on requirements for admission to college1 made to the ,national ,council of ,education in #ahia1 the following recommendation appeared3 8,that a committee be appointed by this ,council to select a dozen universities and colleges and a dozen high and preparatory schools1 to be represented in a convention to consider the problems of secondary and higher education40 ,in accordance with the recommendation1 the committee making the report1 of which the writer was chairman1 was authorized to call a meeting of representatives of leading educational institutions1 at ,saratoga in #ahib4 ,invitations were issued and some thirty delegates responded4 ,after a three days' session a plan was formulated1 which was adopted by the ,national ,council4 ,the ,committee of ,ten1 thus appointed and charged with the duty of conducting an investigation of secondary-school studies1 held its first meeting in ,new ,york ,city in ,november1 #ahib1 with ,president ,eliot of ,harvard ,university as chairman4 ,the committee arranged for nine subcommittees or conferences1 each to consider a principal subject of high-school courses1 and submitted to them definite inquiries4 ,each conference was composed of prominent instructors in the particular subject assigned4 ,the inquiries covered such points as place of beginning the study1 time to be given1 selection of topics1 advisability of difference in treatment for pupils going to college and for those who finish with the high school1 methods1 etc4 ,the reports of these conferences in printed form1 together with a summary of the recommendations1 were in the hands of the ,committee of ,ten at their second meeting in ,new ,york1 ,november1 #ahic4 ,the report of the ,committee of ,ten1 including the conference reports1 through the good offices of the ,commissioner of ,education1 was published by the ,government4 ,as a member of the ,committee of ,ten1 the author was invited to review the ,report before the ,council of ,education1 at a meeting held in ,asbury ,park1 ,july1 #ahid4 ,,educational ,,values4 ,we estimate a man's worth by his intellectual grasp1 his sthetic and ethical insight1 and his power for action toward right and useful ends4 ,if these characteristics make the ideal man1 they should be the ideal aim of education1 and a study is to be valued as it best contributes toward developing them4 ,the same test of efficiency is to be applied to the whole curriculum of a school period4 ,there is a correlation between the field of knowledge and the knowing being4 ,the objective world1 with its varied content1 answers to the mind with its varied powers4 ,it is through the objective world of nature and of man that the subject comes to a consciousness of himself4 ,each important phase of the objective world makes a distinct contribution in extent or kind of knowledge to that consciousness4 ,we do not live in a world where cucumbers grow on trees1 or where human beings fail in their ever-recurring characteristics2 and we believe it possible to discover the kind of value which each source of knowledge may furnish toward the education of the child1 with the expectation that we shall not find the choice of studies to be a matter of indifference4 99 99 99 99 99 ,without laying claim to a best analysis1 we may use a customary division of the field of knowledge3 7#a7 mathematical relations1 7#b7 natural phenomena1 7#c7 human action1 7#d7 human thought1 7#e7 sthetic and ethical qualities4 ,the studies corresponding are 7#a7 mathematics1 7#b7 natural science1 7#c7 history1 7#d7 language and literature1 7#e7 art and ethics4 ,mathematics treats of quantitative knowledge1 furnishes a peculiar intellectual training1 and makes possible all commerce1 all great structures1 and the higher developments of physical science4 ,natural science acquaints us with the field of physical phenomena and of plant and animal life1 is the best training in induction1 and is largely the basis of our material civilization4 ,history reveals the individual and our present civilization in the light of all human action1 is a source of ethical training1 and has high practical value for the problems of government and society4 ,literature reveals the ideal thought and the speculations of men1 gives sthetic and ethical culture1 and in a practical way applies poetry to life4 ,art and ethics deal with distinct types of knowledge1 cultivate the higher emotional powers1 and1 like ideal literature1 set up standards of perfection in execution and in conduct of life4 ,the world in which we live is the world we are to know in order to adapt ourselves to it in thought1 the world we are to know in order to gain power to work therein with success1 the world we are to know as representing the thought of the ,creator and the correlated nature of man1 the world we are to know to gain the soul's highest realization1 and1 for these ends1 to know in its various phases4 ,each department of study makes its own peculiar contribution to knowledge1 each has its peculiar fitness for developing some given power of the mind1 each makes its own contribution in preparing the individual for the practical world4 ,in three distinct ways does each subject have a peculiar value--for knowledge1 for power1 for practical life4 ,while a classification of studies without cross divisions is impossible1 we may say that the first four groups give us the power of knowledge for action2 the fifth1 the feeling for perfection of action and rightness of action2 and these1 in their exercise and their tendency1 create the right kind of power in action4 ,can the exact absolute and relative value of each line of study be determined8 ,no2 but we may make approximate estimates through philosophical study of the relation of the mind to the world1 through the history of education and the experience of practical teachers4 ,every position is tentative and subject to constant readjustment1 with a closer approach to truth4 ,a reinvestigation of many problems through careful observation of children will doubtless make an important contribution to knowledge of values1 if the experiments are conducted with a wisdom that takes them out of the realm of fads1 and if the greatest thinkers are not given a seat too far back4 ,important as this kind of investigation is1 extreme advocates may undervalue the store of educational philosophy that has become common property4 ,from ,cain and ,abel down1 the child has always been the observed of all observers2 the adult man recognizes the nature of the child in his own nature1 and has recollections of many of his first conscious experiences4 ,from the time of the early philosophers1 the data have been sufficient to discover universal truths4 ,child study serves1 not so much to establish principles1 as to bring the teacher's mind in close sympathy with the life of the child1 in order to observe carefully facts for the application of principles4 99 99 99 99 99 ,in an ideal course of general training1 can there be1 in any exact meaning1 an equivalence of studies8 ,as well ask whether one sense can do the work of another sense in revealing the world to the mind4 ,to be sure1 the fundamental conceptions of the material world can be obtained through the sense of touch alone2 but we also attach importance to the revelations of sight and hearing1 and these revelations have a different quality4 ,he who lacks these other senses is defective in sources of soul development4 ,so he who neglects important fields of knowledge lacks something that is peculiar to them4 ,each study helps every other1 and before special training begins each is to be used1 up to the time when the student becomes conscious of its meaning4 ,by contact with nature and society1 the child1 before the school period1 gets an all-around education4 ,he distinguishes numerically1 observes natural phenomena1 notes the deeds of his fellows1 gains the thoughts of others1 and begins to perceive the qualities of beauty and right4 ,the kindergarten promotes all lines of growth2 the primary school continues them4 ,shall the secondary school be open to broad election8 ,at a time when some educators of strong influence are proclaiming the formal theory of education1 that power1 without reference to content1 is the aim of study1 and some universities encourage a wide choice of equivalents in preparation for admission1 and the homes yield to the solicitation of pupils to omit difficult subjects1 it is important to answer the question in the light of the previous analysis4 ,and we say no1 for the simple reasons that not until the secondary period can the meaning of the various departments of knowledge be brought within the conscious understanding1 not until then are the various powers developed to a considerable degree of conscious strength1 not until then has the natural bent of the student been fairly tested4 ,in this period one would hardly advocate the exclusive study1 for instance1 of history to the entire neglect of mathematics and physics2 nor would he advocate the choice of mathematics to the entire neglect of history and literature4 ,the question of college electives is to an extent an open one4 ,but it is clear that when general education ends1 special education should begin1 and that indiscriminate choice of studies without purpose is no substitute1 either for a fixed curriculum or for group election in a special line4 ,we may fully approve the freedom of modern university education1 but not its license4 ,its freedom gives the opportunity to choose special and fitting lines of work for a definite purpose2 its license leads to evasion and dilettanteism4 ,we hear of a senior who took for his electives ,spanish1 ,french1 and lectures in music and art1 not because they were strong courses in the line of his tastes and tendencies1 but because they were the lines of least resistance4 ,there appears to be a reactionary tendency toward a more careful guarding of college electives1 together with a shortening of the college course1 in order that genuine university work may begin sooner4 ,if this tendency prevails1 it will become possible to build all professional and other university courses upon a substantial foundation1 and we shall no longer see law and medical students entering for a degree upon the basis of a grammar-school preparation4 ,the opportunity to specialize1 which is the real value of college election1 is necessary even for general education4 ,to know all subjects one must know one subject4 ,the deepening of one kind of knowledge deepens all knowledge4 ,the strengthening of power in one direction strengthens the whole man4 ,an education is not complete until one is fairly master of some one subject1 which he may employ for enjoyment1 for instruction1 and for use in the world of practical activity4 ,here we reach the ultimate consideration on the intellectual side in estimating educational values4 99 99 99 99 99 ,we who are sometimes called conservative know that we have before us new problems or a reconsideration of old problems4 ,we believe the trend of educational thought is right1 however some may for a time wander in strange paths4 ,we know that mental capacity1 health1 time1 money1 home obligations1 proposed occupation1 and even deviation from the normal type are all to be considered in planning the education of a pupil4 ,but the deviations from ideal courses and standards should be made with ideals in view1 a different proposition from denying the existence or possibility of ideals4 ,we know that the mind is a unit-being and a self-activity1 that it develops as a whole1 that there are no entities called faculties4 ,but suppose the various psychical activities had never been classified1 as they now are1 in accordance with the facts of consciousness1 the usage of language and literature1 and the convenience of psychology1 what a herald of fresh progress would he be who would first present mental science in clear groupings6 ,we may call the world one1 but it has many phases2 the mind is one1 but it has many phases2 these are more or less correlated1 and our theory of educational values stands4 ,we know that interest is the sine qua non of success in education1 and nothing is more beneficent than the emphasis given this fact to-day4 ,we also know that pleasure is not the only1 not even the most valuable1 interest2 and that the disagreeable character of a study is not always a criterion for its rejection4 ,the pleasure theory will hardly overcome the importance of a symmetrical education4 ,in regard to some things1 however1 some of us must be permitted to move slowly4 ,we must use the principle of 8apperception10 and interpret the new in the light of that which has for a long time been familiar--attach it to the 8apperception mass02 we must be indulged in our right to use the 8culture-epoch0 theory and advance by degrees from the barbaric stage to that of deeper insight2 we must 8concentrate0 7concentre7 with established doctrines other doctrines that present large claims1 and learn their 8correlations0 and 8cordinations40 ,a new object or idea must be related to and explained by the knowledge already in mind2 it must be so placed and known1 or it is not an idea for us4 ,if 8apperception0 means the act of explaining a new idea by the whole conscious content of the child's mind1 then it is the recognized process of all mental growth4 ,in a given study1 topics must be arranged in logical order1 facts must be so organized as to constitute a consistent whole2 important relations with other studies must be noted1 and one subject must be made to help another as opportunity arises4 ,if 8correlation0 means to unite and make clear parts of subjects and subjects by discovery of valuable mutual relations1 then it is a vital principle of all good teaching4 ,studies1 while preserving their integrity1 must be adjusted to each other in time and sequence so that a harmonious result may be produced4 ,if 8cordination0 means the harmonious adjustment of the independent functions of departments of study1 we recognize it as an old acquaintance4 ,if the theory of 8culture-epochs0 finds a parallel1 in order of development1 between race and individual1 and throws light upon the selection of material for each stage of the child's growth1 then let the theory be used for all it is worth4 ,its place1 however1 will be a subordinate one4 ,here are the world and the present civilization by means of which the child is to be educated1 to which he is to be adjusted4 ,select subjects with reference to nature as known by modern science1 with reference to modern civilization1 and the hereditary accumulation of power in the child to acquire modern conceptions4 ,if 8concentration0 means subordinating all other subjects of learning to a primary subject1 as history or literature1 which is to be used as a centre throughout the elementary period1 we refuse to give it a place as an important method in education4 ,intrinsically there is no such thing as a primary centre except the child himself4 ,he possesses native impulses that reach out toward the field of knowledge1 and in every direction4 ,it is difficult to imagine a child to be without varied interests4 ,did you ever see a boy who failed to enumerate his possessions1 investigate the interior of his automatic toy1 delight in imaginative tales1 applaud mock-heroic deeds1 and appreciate beautiful objects and right action8 ,if the child lacks normal development and has not the apperceiving mind for the various departments of knowledge1 create new centres of apperception and interest1 cultivate the neglected and stunted powers4 ,the various distinct aspects of the objective world suggest the selection of studies2 the nature of the mind suggests the manner in which the elements of knowledge are to be organized4 ,the parts of a subject must be distinctly known before they are correlated2 subjects must be distinctly known before they are viewed in a system of philosophy4 ,knowledge is not organized by artificial associations1 but by observing the well-known laws of classification and reasoning4 ,moreover1 all laws of thought demand that a subject be developed in a definite and continuous way1 and that side illustration be employed only for the purpose of clearness4 ,in practice the method of concentration can but violate this principle4 ,we may ask whether apperception1 correlation1 cordination1 and concentration are anything but a recognition of the laws of association4 ,the laws of association in memory are nothing but the law of acquisition of knowledge1 as all good psychology points out4 ,these laws include relations of time1 place1 likeness1 analogy1 difference1 and cause4 ,add to these laws logical sequence in the development of a subject1 and you have all the principles of the methods named4 ,have these investigations an important value8 ,yes4 ,they explain and emphasize pedagogical truths that have been neglected4 ,having performed their mission and having added to the progress of educational theory1 they will give way to new investigations4 ,this is the history of all progress4 99 99 99 99 99 ,the subject of interest deserves a further thought4 ,it goes without saying that all a man thinks1 feels1 and does centres around his own personality1 and1 in that sense1 is a self-interest4 ,but we are not to infer that1 therefore1 interest must be pleasure4 ,we are born with native impulses to action1 impulses that reach out in benevolence and compassion for the good of others1 impulses that reach out toward the truth and beauty and goodness of the world1 without regard to pleasure or reward4 ,these impulses tend toward the perfection of our being1 and the reward lies in that perfection1 the possession of a strong and noble intellectual1 sthetic1 and ethical character4 ,the work of the teacher is to invite these better tendencies by presenting to them the proper objects for their exercise in the world of truth1 beauty1 and right4 ,interest and action will follow1 and1 later1 the satisfaction that attends right development4 ,whenever this spontaneous interest does not appear and cannot be invited1 the child should face the fact that some things must be1 because they are required1 and are for his good4 ,when a course of action is obviously the best1 and inclination does not lead the way1 duty must come to the rescue4 ,we are not touching this matter as an old ethical controversy1 but because it is a vital practical problem of to-day in education1 because the pleasure theory is bad philosophy1 bad psychology1 bad ethics1 bad pedagogy1 a caricature of man1 contrary to our consciousness of the motives of even our ordinary useful acts1 a theory that will make a generation of weaklings4 ,evolution does not claim to show that pleasure is always a criterion of useful action4 ,herbert ,spencer in his 8,ethics0 says3 8,in many cases pleasures are not connected with actions which must be performed nor pains with actions which must be avoided1 but contrariwise40 ,he postpones the complete coincidence of pleasure with ideal action to the era of perfect moralization4 ,we await the evolutionist's millennium4 ,much harm as well as much good has been done in the name of ,spencer by well-meaning teachers1 and much harm has been done in the name of physiological psychologists2 we would avoid a misuse of their noble contributions to educational insight4 ,listen to a view of physiological psychology with reference to the law of habit3 8,do every day or two something for no other reason than that you would rather not do it4 ,the man who has daily inured himself to habits of concentrated attention1 energetic volition1 and self-denial in unnecessary things1 will stand like a tower when everything rocks around him and when his softer fellow-mortals are winnowed like chaff in the blast40 ,the fact is1 it is impossible to create character1 energy1 and success without effort that is often painful4 ,this view is an essential part of our theory of educational values4 ,,power ,,as ,,related ,,to ,,knowledge4 ,try to imagine a material world without force--no cohesion1 no resistance1 no gravitation1 no sound1 no light1 no sign from the outward world1 no active mind to receive a sign4 ,now try to imagine knowledge without power1 a mind that is but a photographic sheet--no active perception1 no imagination1 no reflection upon ideas1 no impulses ending in action4 ,on the other hand1 mental power without knowledge is inconceivable4 ,one without knowledge is in the condition of the newly born infant4 ,as difficult to understand as the relation between matter and force1 between spirit and body1 between thought and its sign1 is the relation between knowledge and power4 ,in a way we may attempt to separate and distinguish between them1 by a process of emphasizing the one or the other4 ,knowledge1 in the sense of information1 means an acquaintance with nature in its infinite variety of kind1 form1 and color1 and with man in history and literature2 mental power is the ability to gain knowledge1 and the motive to use it for growth and for valuable ends4 ,mere knowledge serenely contemplates nature and history as a panorama1 without serious reflection or effort4 ,power is able to reflect upon knowledge1 and to find motives for progress and useful action4 ,knowledge is the product of the information method2 power1 of the method of self-activity4 ,as we cannot divorce matter and force1 so it appears we cannot clearly separate knowledge and mental power2 the distinction is artificial and almost fanciful4 ,the one cannot exist without the other2 they are the opposite sides of the shield4 ,through knowledge comes power4 ,knowledge is the material for reflection and action4 ,knowledge1 as it were1 creates the mind1 and is both the source of power and the occasion for its use4 99 99 99 99 99 ,we recall the familiar caricature of the ,chinese lack of original power4 ,a merchant negotiated with a ,chinaman for the manufacture of a few thousand plates of a certain pattern1 and furnished a sample that by chance was cracked4 ,the plates arrived in due season1 admirably imitating the original--and every one was cracked4 ,no need in this instance to employ the mandate given by a choleric superintendent to an employee1 who on one occasion thought for himself--8,i have told you repeatedly you have no business to think60 ,the ,chinese character may be expressed by a parody on a familiar stanza3 ,for they are the same their fathers have been2 ,they see the same sights their fathers have seen1 ,they drink the same stream and view the same sun1 ,and run the same course their fathers have run4 ,a timorous cow gazing wistfully over the garden gate at the forbidden succulent vegetables1 and nervously rubbing her nose by accident against the latch1 may open the gate and gain an entrance1 and afterward repeat the process4 ,a new and peculiar fastening will prevent any further depredations4 ,an ingenious boy will find the means to undo any kind of unique fastening to the gate that bars him from the watermelon patch4 ,charles ,lamb humorously describes how the ,chinese learned to eat roast pig4 ,a house burned and the family pig perished in the flames2 a disconsolate group of people stood around viewing the ruins1 when by accident one touched the pig and1 burning his finger1 thrust it in his mouth to cool it2 the taste was good1 and he repeated the process4 ,soon there were marvellously frequent conflagrations--all the neighbors burned their houses to roast their pigs1 that being the only method they had learned4 ,from these somewhat trivial illustrations1 we may readily draw a few inferences3 ,first1 ingenuity of mind for novel conditions distinguishes man from the brutes2 second1 the ,chinese method of education emphasizes too much the information side--it is not good2 third1 the human mind is ingenious when it is rightly educated and has a strong motive2 fourth1 ingenuity is the power that should grow from education4 ,in this idea--ingenuity of mind--is the very essence of what we mean when we emphasize the power side of the soul4 ,the problem of education is to make men think4 ,tradition1 authority1 formalism have not the place in education which they formerly occupied4 ,may it not be that we have so analyzed and formulated the work of the schools that formalism and method have somewhat taken the place of genuine work1 full of the life and spirit that make power8 ,we may discover that the criticisms from certain high sources have an element of truth in them4 ,a certain routine may easily become a sacred code1 a law of the tables1 and any variation therefrom an impiety4 ,a person possesses power when his conception ploughs through the unfurrowed tissue of his brain to seek its proper affinity1 and unites with it to form a correct judgment4 ,a person who is merely instructed does not construct new lines of thought to bring ideas into novel relations2 he does not originate or progress4 ,an original thinker masses all congruous ideas around a dimly conceived notion and there is a new birth of an idea1 a genuine child of the brain4 ,his ingenuity will open a gate or construct a philosophical system4 ,every student remembers well the stages in his education when there was a new awakening by methods that invited thought1 when a power was gained to conceive and do something not stated in the books or imparted by the teacher4 ,in the schools1 even of to-day1 teachers are not always found who can impart elementary science in the spirit of science1 who can successfully invite speculation as to causes1 who can teach accurate perception1 who can interpret events in history1 train pupils in the use of reference books1 or invite original thought in mathematics4 ,there is no high school which does not yearly receive pupils not trained in original power1 no college which does not annually winnow out freshmen1 because they have not gained the power to grapple with virile methods4 ,the defect is sometimes innate1 but it is oftener due to false methods of instruction4 ,our great problem is to make scholars who are not hopeless and helpless in the presence of what they have not learned4 ,the plant must have good soil1 water and air and sun1 care and pruning1 in order to grow1 but it grows of itself1 gains strength by proper nourishment4 ,the aggregation of material about the plant does not constitute its growth4 ,the plant must assimilate2 the juices of life must flow through it4 ,the teacher does his best work when he makes all conditions favorable for the self-activity of the pupil4 ,such conditions create a lively interest in the objects and forces of nature1 invite examination of facts and discovery of relations1 arouse the imagination to conceive results1 awaken query and reflection1 stimulate the emotional life toward worthy and energetic action1 and make the pupil ever progressive4 99 99 99 99 99 ,an article in one of our magazines strongly emphasizes the methods that make power4 ,it considers the kind of training that finally makes accurate thinkers1 that makes original1 progressive men1 men of power1 and safe and wise citizens4 ,the author shows that clear observation1 accurate recording of facts1 just inference1 and strong1 choice expression are most important ends to be attained by the work of the schools1 and that these ends become the means for correcting all sorts of unjust1 illogical conclusions as to politics and morals4 ,there is much profound thought in the view maintained4 ,unjust inferences1 fallacies1 are nearly the sum of the world's social and political evils4 ,false ideas are held as true concerning all sorts of current problems--notions that take possession of men's minds without logical reflection4 ,the fallacy of confounding sequence with cause is almost universal4 ,all kinds of subjective and objective duties suffer from illogical minds4 ,to correct many errors and evils1 to make thinking1 useful men1 we must emphasize the processes recommended3 7#a7 observation1 7#b7 faithful recording1 7#c7 just inference1 7#d7 satisfactory expression4 ,the author shows wherein the work of the grades fails to give the desired results4 ,he holds that arithmetic1 so emphasized1 contributes nothing because it employs necessary reasoning1 and does not give practice in inference from observation and experience1 a process which develops scientific judgment4 ,inductive reasoning alone can give scientific power4 ,reading1 writing1 spelling1 geography as usually taught1 contribute but little2 grammar does not add much4 ,for invention1 for correct estimates of the problems of society1 government1 and morals1 the original power of inference from observed facts is necessary4 ,it is asked3 ,do our schools give this power to a satisfactory and attainable degree8 ,it is claimed in the article that the high schools and colleges fail more or less1 because so much time is given to memory work and formulated results4 ,in the high schools the work to be most emphasized is not chosen with discrimination4 ,the courses include too many studies1 not well done4 ,there should be fewer studies so pursued as to give power4 ,may it not be well to make the inquiry in all grades as to what proportion of the work contributes toward the final result of accurate reflection upon the world of facts4 ,let us again repeat the author's list in logical order3 7#a7 observation1 7#b7 recording1 as in noting experiments1 7#c7 inference1 7#d7 expression4 ,president ,eliot's paper here referred to admirably emphasizes the methods that make power4 ,perhaps the author gives too little importance to knowledge as the basis of power1 and fails to emphasize the sthetic power and the value of ideals4 ,it is true that poetry implies accurate observation1 fine discrimination1 discovery of just relations1 and true insight1 but it is equally true that science study does not make poets4 99 99 99 99 99 ,the times have changed4 ,the old idea of the scholar was of one who1 in the serene contemplation of truth1 beauty1 and goodness1 found a never-failing source of delight for himself1 and felt little obligation to the world that sustained him1 or the social environment that nurtured and humanized him4 ,the devotion to truth for its own sake1 the love of nature in repose1 the admiration of great deeds1 fine sentiments and noble thoughts1 were for him sufficient1 as if he were isolated in a world of his own4 ,we do not depreciate such interest1 for life is worth nothing without it4 ,but there is a demand for action1 a call to externalize the power of one's being4 ,each man is a part of the all1 from eternity destined to be a factor in the progress of all4 ,the thoughts and impulses that evaporate and accomplish nothing are not of much more value to the individual than to his neighbor4 8,do something0 is the command alike of religion and of the nature of our physical being4 ,every sentiment and idea that leads to action forms a habit in the mysterious inner chambers of our nervous system for action1 and we gain in power1 grow in mental stature1 day by day4 99 99 99 99 99 ,power comes through knowledge4 ,there may be too great a tendency to emphasize power to the loss of that knowledge necessary to marshal in one field of view the necessary facts4 ,imagine a judge trying to reach a decision without the points in evidence before his mind2 a statesman that would interpret current events without a knowledge of history2 an investigator in science who had not before him the results of the investigations of others4 ,ideally1 knowledge should be varied and comprehensive2 it should cover1 at least in an elementary way1 the entire field of nature and of man4 ,then only is the student best prepared for his life work1 if he would make the most of it4 ,a man lost in a forest directs not his steps wisely2 when thoroughly acquainted with his surroundings1 he moves forward with confidence4 ,one who has trained all the muscles of his body delivers a blow with vigor4 ,one who has trained all the powers of his mind summons to his aid the energy of all1 when he acts in a given direction4 ,his knowledge is the light thrown on his endeavor4 ,this view is opposed to the extreme doctrine that knowledge is of little value4 ,knowledge is necessary to power2 the abuse lies in not making it the basis of power4 ,this theory also militates strongly against the position that a student should specialize at too early a period1 before he has traversed in an elementary way the circle of studies and gained a harmonized general development4 ,the discussion of a growing fallacy naturally appears in this place1 that it makes no difference what knowledge is used provided it gives power4 ,it does make a difference whether one gains power in deciphering an ancient inscription in hieroglyphics1 or gains it by studying a language which contains the generic concepts of our native tongue1 or in pursuing a scientific study which acquaints him with the laws of nature's forces4 ,in the one case1 while the power is great1 the knowledge is small2 in the other1 an essential view of the thought of mankind or of the nature of the world in which we live is gained1 and the knowledge is broadly useful for various exercise of power4 ,another fallacy is the doctrine that actual execution in practical ways alone gives power4 ,it may give ready specific power of a limited kind1 but it may leave the man childlike and helpless in the presence of anything but his specialty4 ,here we find an argument for higher education1 for an accumulation of knowledge and power that comes through prolonged labor in the field of learning1 under wise guidance and through self-effort4 ,many a youth1 through limited capacity1 limited time and means1 must begin special education before he has laid a broad foundation1 but this is not the ideal method4 ,the true teacher will always hold the highest ideals before the pupils1 will guide them in the path of general education1 until that education becomes what is called liberal4 ,the broad-minded men who conduct schools for special education are strong advocates of the highest degree of general training as a foundation4 ,four years of college life1 with the methods of to-day1 more than quadruple the capital of the graduate of the secondary school4 ,they broaden the field of knowledge1 and enlarge the capacity for doing4 ,the world is full of demands for men of knowledge and power4 ,there is to-day a lack of men sufficiently equipped in knowledge1 power1 and character to take the direction1 for instance1 of important college departments4 ,men of power and skill are in demand everywhere1 and not enough can be found for responsible positions4 ,one half the fault is insufficient education4 99 99 99 99 99 ,there is another phase of power that must not be neglected1 the power to enjoy1 to be rich in emotional life4 ,knowledge1 properly pursued1 is a source of rich and refined intellectual emotions4 ,there is joy in discovery1 joy in the freedom and grasp of thought4 sthetic power1 based upon fine discrimination1 finds a perpetual joy in sky and sea1 and mountain and forest1 in music and poetry1 in sentiment and song4 ,our ,teutonic ancestors were better seers than we4 ,the morning sun and the midnight darkness were perpetually to them a new birth4 ,the leaves whispered to them divine messages2 the storms and the seasons1 the fruitful earth1 were full of wonder and sacred mysteries4 ,they were poets4 ,this matter-of-fact age will yet return to the primitive regard for nature1 a regard enlightened and refined by science4 ,men will yet find in the most commonplace fact of nature mystery1 poetry1 ground for reverence1 and faith in a ,god4 ,the power of enjoyment alone does not give a fruitful life4 ,it is in the moment of action that we gain the habit that makes power for action4 ,as a philosopher recently expressed it3 ,do not allow your finer emotions to evaporate without finding expression in some useful act1 if it is nothing but speaking kindly to your grandmother1 or giving up your seat in a horse car4 ,there has been a weak and harmful philosophy in vogue for years that would place the natural and the useful in the line of the agreeable4 ,even extreme evolution fails signally to show that the agreeable is always teleological1 that is1 always directed toward useful ends4 ,the latest teaching of physiological psychology takes us back to the stern philosophy of the self-denying ,puritan1 and shows that we must conquer our habitual inclinations1 and encounter some disagreeable duty every day to prepare for the emergencies that demand men of stern stuff4 ,george ,eliot proclaims the same thought with philosophical insight1 that we are not to wait for great opportunities for glory1 but by daily1 drudging performance of little duties are to get ready for the arrival of the great opportunities4 ,we must prepare for our eagle flights by many feeble attempts of our untried pinions4 ,if one but work1 no matter in what line of higher scholastic pursuit1 he will in a few years waken to a consciousness of power that makes him one of the leaders4 ,there is every encouragement to the student to persevere1 in the certain assurance that sooner or later he will reach attainments beyond his present clear conception4 ,our inheritance is a glorious one4 ,the character of the ,anglo-,saxons is seen throughout their history4 ,amid the clash of weapons they fought with a fierce energy and a strange delight4 ,they rode the mighty billows and sang heroic songs with the wild joy of the sea fowl4 ,later we find them contending earnestly for their beliefs4 ,then they grew into the ,puritan sternness of character1 abounding in the sense of duty4 ,their character has made them the leaders and conquerors of the world4 ,it finds expression in the progress and influence of ,america4 ,this energy has gradually become more and more refined and humanized1 and1 in its highest and best form1 it is the heritage of every young man2 and by the pride of ancestry1 by the character inherited1 by the opportunity of his age1 he is called upon to wield strongly the weapon of ,thor and hammer out his destiny with strong heart and earnest purpose4 ,,moral ,,training4 ,we shall not discuss the philosophical systems which underlie ethical theories1 nor the theories themselves which consider the nature of the moral sense and the supreme aim of life1 but shall treat practical ethics as a part of didactics1 and as a part of that unspoken influence which should be the constant ally of instruction4 ,it is not the purpose to present anything new1 but rather to give confidence in methods that are well known and are successfully employed by skilful and devoted teachers4 99 99 99 99 99 ,the formation of right habits is the first step toward good character4 ,aristotle gives this fact special emphasis4 ,here are some detached sentences from his ethics3 8,moral virtue is the outcome of habit1 and1 accordingly1 its name is derived by a slight deflection from habit4444 ,it is by playing the harp that both good and bad harpists are produced1 and the case of builders and all artisans is similar1 as it is by building well that they will be good builders1 and by building badly that they will be bad builders4444 ,accordingly1 the difference between one training of the habits and another1 from early days1 is not a light matter1 but is serious or all-important40 ,aristotle here expresses a truth that has become one of the tritest4 ,all mental dispositions are strengthened by repetition4 ,we learn to observe by observing1 to remember by exercising memory1 to create by training the imagination1 to reason by acts of inference4 ,passions grow by indulgence and diminish by restraint2 the finer emotions gain strength by use4 ,courage1 endurance1 firmness are established by frequently facing dangers and difficulties4 ,by practice1 disagreeable acts may become a pleasure4 ,it is by practice that the mind gets possession of the body1 that the separate movements of the child become correlated1 and the most complex acts are performed with ease and accuracy4 ,physiological psychology has confirmed and strengthened the doctrine of habit4 ,the functions of the brain and mental actions are correlated4 ,a nerve tract once established in the brain1 and action along that line recurs with increasing spontaneity4 ,new lines of communication are formed with difficulty4 ,each physical act controlled by lower nerve centres leaves a tendency in those centres to repeat the act4 ,the inference is obvious and important4 ,whatever we wish the adult man to be1 we must help him to become by early practice4 ,childhood is the period when tendencies are most easily established4 ,the mind is teachable and receives impressions readily2 around those cluster kindred impressions1 and the formation of character is already begun4 ,the brain and other nerve centres are plastic1 and readily act in any manner not inconsistent with their natural functions4 ,as they begin they tend to act thereafter4 ,dr4 ,harris called attention a few years ago to the ethical import of the ordinary requirements and prohibitions of the schoolroom4 ,promptness1 obedience1 silence1 respect1 right positions in sitting and standing1 regard for the rights of others1 were named as helping to form habits that would make the child self-controlled and fit him to live in society4 ,whatever you would wish the child to do and become1 that let him practise4 ,we learn to do1 not by knowing1 but by knowing and then doing4 ,ethical teaching1 tales of heroic deeds1 soul-stirring fiction that awakens sympathetic emotions may accomplish but little1 unless in the child's early life regard for the right1 little acts of heroism1 and deeds of sympathy are employed2 unless the ideas and feeling find expression in action1 and so become a part of the child's power and tendency4 ,george ,eliot would have us make ready for great deeds by constant performance of little duties at hand4 ,right habit is the only sure foundation for character4 ,sudden resolutions to change the tenor of life1 sudden conversion from an evil life to one of ideal goodness are usually failures1 because the old tendencies will hold on grimly until the new impulse1 however great1 has gradually evaporated4 ,to prepare for the highest moral life and a persevering religious life1 early habits of the right kind are the only secure foundation4 ,the teacher may have confidence in the value of requiring of pupils practice in self-restraint1 practice in encountering difficulties that demand a little of courage1 a little even of heroism--and each day furnishes opportunities4 ,pleasure may not always attend their efforts1 but pleasure will come soon enough as a reward1 in consciousness of strength and of noble development4 ,often we do wrong because it is pleasant1 and avoid the right because it is painful4 ,by habit we come to find pleasure in right action1 and then the action is a true virtue as held by the ,greek philosophers4 ,aristotle remarks3 8,hence the importance of having had a certain training from very early days1 as ,plato says1 such a training as produces pleasure and pain at the right objects2 for this is the true education40 99 99 99 99 99 ,the personality of the teacher is a potent factor in moral education4 ,perfection is not expected of the teacher2 none ever attained it except the ,great ,prototype4 ,all that we can say of the best man is that he averages high4 ,the teacher who does not possess to a somewhat marked degree some quality eminently worthy of imitation will hardly be of the highest value in his profession4 ,i remember with gratitude two men1 each of whom impressed me with a noble quality that made an important contribution at the time to my thought1 feeling1 action1 and growth4 ,the ideal of one was action--energetic1 persevering action--and he was a notable example of his ideal4 ,his precept without his example would have been almost valueless4 ,the other was a noble advocate of ideal thought1 and his mind was always filled with the highest conceptions2 moreover1 in many large ways he exemplified his precept4 ,his acquaintance was worth more than that of a thousand others who are satisfied with a commonplace view of life4 ,minds that are not speculative1 are not ingenious and creative1 will hardly make their own ideals1 or even be taught by abstractions4 ,they can1 however1 readily comprehend the living embodiment of virtue1 and there is still enough of our ancestral monkey imitativeness remaining to give high value to example4 ,and it is important that the influence of the teacher shall not be merely a personal magnetism that influences only when it is present1 but a quality that shall command respect in memory and help to establish principles of conduct4 ,the influence should be one that will be regarded without the sanction of the personal relation4 ,he who is wholly ruled either by fear or by love gains no power of self-control1 and will be at a loss when thrown upon his own responsibility in the world of conflict and temptations4 ,character must be formed by habit and guided by principle4 99 99 99 99 99 ,the world's moral heroes are few4 ,since they can not be our daily companions1 we turn to biography and history1 that their personality and deeds may be painted in our imagination4 ,concrete teaching is adapted to children1 and select tales of great and noble men1 vivid descriptions of deeds worthy of emulation may early impress their minds with unfading pictures that will stand as archetypes for their future character and conduct4 ,hence the value of mythology1 of ,bible stories1 and ,plutarch4 ,it is unnecessary to add that such literature should be at the command of every teacher1 and there is enough adapted to every grade of work4 ,throughout the period of formal historic study important use should be made of the ethical character of men and events4 ,the pupil thus fills his mind with examples from which he may draw valuable inferences1 and with which he may illustrate principles of action4 ,the ethical sense is developed through relations of the individual to society1 and the broader the scope of vision1 the more just will be the estimate of human action4 ,ideal literature1 the better class of fiction and poetry1 which not only reaches the intellect1 but touches the feeling and brings the motive powers in harmony with ideal characters1 deeds1 and aspirations1 may have the highest value in forming the ethical life of the pupil4 ,here is presented the very essence of the best ideas and feelings of humanity--thoughts that burn1 emotions of divine quality1 desires that go beyond our best realizations1 acts that are heroic--all painted in vivid colors4 ,by reading we enter into the life of greater souls1 we share their aspirations1 we make their treasure our own4 ,a large share of the moralization of the world is done by this process of applying poetry to life4 ,there is1 however1 one important caution4 ,there is a difference between sentiment and sentimentality4 ,the latter weakens the mind and will2 it is to be avoided as slow poison that will finally undermine a strong constitution4 ,there must be a certain vigor in ideal sentiment that will not vanish in mawkish feeling1 but will give tone for noble action4 ,it is a question whether sentiment that sheds tears1 and never1 in consequence1 does an additional praiseworthy act1 has worth4 ,you know the literature that leaves you with a feeling of stupid satiety1 and you know that which gives you the feeling of strength in your limbs1 and clearness in your intellect1 and earnestness in your purpose1 and determination in your will4 ,use ideal literature from the earliest school days of the child2 choose it with a wisdom that comes from a careful analysis of the subject and a knowledge of the adaptation of a particular selection to the end proposed4 ,and when you reach the formal study of literature1 find in it something more than dates1 events1 grammar1 and rhetoric2 find in it beauty1 truth1 goodness1 and insight that will expand the mind and improve character4 99 99 99 99 99 ,there is much truth in the criticism that condemns precept without example2 the two go together1 the one is a complement of the other4 ,we act in response to ideas1 and a rule of action clearly understood and adopted will often be applied in a hundred specific instances that fall under it4 ,a teacher of tact and skill can gain the interest of children to know the meaning and understand the application of many rich generalizations from human experiences that have passed into proverbs4 ,the natural result of conduct which we condemn may be pointed out1 with often a noticeable increase of regard for duty and prudence4 ,we may not expect consistency of character1 firmness of purpose1 rigid observance of honesty1 truthfulness1 honor1 and sympathy until the course of life is directed by principles that have taken firm hold of the mind4 ,when moral instruction in school passes into what the boys call preaching1 the zealous teacher often dulls the point of any possible interest in the subject1 and thereby defeats his purpose4 ,sometimes we1 in our feeling of responsibility1 trust too little to the better instincts of childhood1 the influence of good surroundings1 and the leavening power of all good work in the regular course of instruction4 ,for the purpose of moral instruction in the schools we should take the broad view of the ,greek ethics4 ,as summed up by ,professor ,green the ,good ,will aims 7#a7 to know what is true and create what is beautiful2 7#b7 to endure pain and fear2 7#c7 to resist the allurements of false pleasure2 7#d7 to take for one's self and to give to others1 not what one is inclined to1 but what is due4 ,this is larger than the conventional moral code4 ,it makes virtues not only of justice and temperance1 but of courage and wisdom4 ,by implication it condemns cowardice and lazy ignorance4 ,it urges one to strive for the realization of all his best possibilities1 to enlarge his powers1 his usefulness1 and aim at the gradual perfection of his being through the worthy use of all his energies4 ,it does not dwell morbidly on petty distinctions of casuistry1 but generously expands the soul to receive wisdom1 the wisdom that regards all good4 ,we are creatures of numerous native impulses1 all useful in their proper exercise4 ,each impulse is susceptible of growth until it becomes predominant4 ,the lower animals follow their instincts4 ,man is rational1 has the power to discriminate1 to estimate right and wrong1 to educate and be educated4 ,he is called upon to subordinate some impulses and to cultivate others4 ,the child is full of power of action1 and it must be exercised in some direction4 ,the work of the teacher is to invite the native impulses that reach out toward right and useful things1 by offering the proper objects for their exercise4 ,when these tendencies of the child's being are encouraged1 his growth will be ethical4 99 99 99 99 99 ,what is the relation of the doctrine of duty to the practical subject in hand8 ,this is a question that rests upon the broad foundation of philosophy and religion1 and we cannot discuss the grounds of belief4 ,we may believe that the sense of duty is indispensable to moral character4 ,true1 much has been done in the name of duty that has been harmful and repellent4 ,many things have been thought to be duty that would rule healthful spontaneity and cheerfulness and needful recreation out of life1 and place the child under a solemn restraint that rests on his spirit like an incubus and drives him to rebellion and sin4 ,we do not mean duty in this caricature of the reality4 ,but this is a world in which the highest good is to be obtained by courage to overcome evil and difficulty4 ,the great ,fichte said3 8,i have found out now that man's will is free1 and that not happiness1 but worthiness is the end of our being40 ,and ,professor ,royce in the same vein says3 8,the spiritual life isn't a gentle or an easy thing4444 ,spirituality consists in being heroic enough to accept the tragedy of existence1 and to glory in the strength wherewith it is given to the true lords of life to conquer this tragedy1 and to make their world1 after all1 divine40 ,in the name of evolution and physiological psychology much good has been done in driving to the realm of darkness1 whence it emanated1 the spirit of harshness and cruelty in education and in discipline2 at the same time much harm has been done by superficial interpreters by the attempt to make all education and training a pleasure4 ,the highest good cannot be gained without struggle4 ,character cannot be formed without struggle4 ,you and ,i would give nothing for acquisitions that have cost us nothing4 ,while the child's will is to be invited in the right direction by every worthy motive that tends to make the path pleasant1 the child at the same time should know by daily experience that some things must be because they are right1 because they are part of his duty2 that they may be at first disagreeable and require stern effort4 ,only then will he be prepared to resist temptation1 and to actively pursue a course that will lead toward the perfection of his being and toward a life of usefulness4 ,along the paths of pleasure are the wrecks of innumerable lives1 and this view is one of the greatest practical importance in the every-day work of the schoolroom4 99 99 99 99 99 ,all proper education is ethical education4 ,how the teacher encourages the acquisition of truth6 ,with what care he corrects error in experiment and inference6 ,with what zeal he leads the pupil to further knowledge6 ,with what feeling he points out beauty in natural forms and in literary art6 ,with what hope he encourages him to overcome difficulties6 ,with what solicitude he regards his ways and his choice of company6 ,what use he makes of every opportunity to emphasize a lesson of justice in this little society of children1 which is in many ways a type of the larger society into which the child is to enter6 ,if teachers are learned and skilful1 and of strong character1 if they awaken interest in studies and not disgust1 if they have insight into the moral order of the world as revealed in all departments of learning1 the whole curriculum of study1 from the kindergarten to the university1 will be a disclosure of ethical conceptions1 a practice of right activity1 an encouragement of right aim4 ,if the better tendencies of the child's nature are repelled instead of invited1 in so far will instruction lack the ethical element4 ,and herein lies the great responsibility of the teacher for his own education1 methods1 and personal influence4 ,what are the schools doing for moral training8 ,we believe they are doing much that is satisfactory and encouraging4 ,the public schools have at their command the various ethical forces4 ,they form right habits by every-day requirements of the schoolroom2 they provide the personal influence of teachers whose good character is the first passport to their position2 they employ the lessons of history and literature1 and in distinct ways impart principles of right conduct2 they inspire courage to overcome difficulties2 they direct the better impulses of children toward discovery in the great world of truth1 and1 by the very exercise of power required in the process of education1 prepare them for life4 ,,can ,,virtue ,,be ,,taught8 ,on a certain occasion ,socrates assumed the rle of listener1 while ,protagoras discoursed upon the theme 8,can ,virtue ,be ,taught80 ,protagoras shows that there are some essential qualities which1 regardless of specific calling1 should be common to all men1 such as justice1 temperance1 and holiness--in a word1 manly virtue4 ,he holds it absurd and contrary to experience to assume that virtue cannot be taught4 ,he says that1 in fact1 8,education and admonition commence in the first years of childhood1 and last to the very end of life40 ,mother and nurse1 and father and tutor ceaselessly set forth to the child what is just or unjust1 honorable or dishonorable1 holy or unholy2 the teachers look to his manners1 and later put in his hands the works of the great poets1 full of moral examples and teachings2 the instructor of the lyre imparts harmony and rhythm2 the master of gymnastics trains the body to be minister to the virtuous mind2 and when the pupil has completed his work with the instructors1 the state compels him to learn the laws1 and live after the pattern which they furnish4 8,cease to wonder1 ,socrates1 whether virtue can be taught40 ,we can but accept the principles of ,protagoras1 that the essential qualities of a rational and moral being are to be considered at each stage of growth and in all relations of life2 that all education is to be the ally of virtue4 ,we can but accept1 too1 the fact that guidance1 instruction1 and authority help to bring the child to self-realization1 and help to determine modes of conduct4 ,the remaining question relates to the ways and means adapted to a given stage of education4 ,when the pupil enters the high school he is already a trained being4 ,his training1 however1 has been more or less mechanical4 ,he is now at an age when his capacity1 his studies1 and his social relations admit him to a broader field--a field in which he makes essays at independent action2 when his physical development brings new problems and dangers2 when contact with the world begins to acquaint him with the vicious maxims of selfish men2 when there is a tendency to break away from the moral codes1 without the wisdom of experience to guide him in his growing freedom4 ,it is a critical period--one that tests in new ways his mental and moral balance4 ,if the pupil is not wrecked here1 he has many chances in his favor1 although the college or business life or society may later sorely tempt him4 ,that the teachings and influences of the period of secondary education have much to do with making character is recognized by the colleges4 ,some schools become known for the vigor of their intellectual and ethical training1 and the successful preparation of their pupils to meet the demands and temptations of college life4 ,the subject of ethics in the high school thus becomes a proper one for inquiry4 ,shall we employ the formal study of ethics8 ,hardly4 ,the scientific or theoretical treatment of the subject belongs to the period of reflection1 of subjective insight1 and should follow psychology1 if not philosophy4 ,such study hardly accomplishes much practically until experience and reflection have given one an interest in the deepest problems of life4 ,it belongs to a period when the commonplaces are fraught with meaning1 when a rational conviction has the force which ,socrates gave to insight into wisdom--when to understand virtue is to conform the life to it4 ,but1 nevertheless1 the whole period of high-school work should be a contribution to the end of moral character4 ,let us get rid1 at the outset1 of the idea that a moral life is a mechanical obedience to rules and conventionalities1 a cut-and-dried affair1 a matter that lies in but one province of our nature1 a formalism1 and learn that the whole being1 its purposes and activities1 the heroic impulses and the commonplace duties lie within its circle4 ,everything a man is and does1 learns and becomes1 constitutes his moral character4 ,ethics is the science of conduct--conduct on both its subjective and its objective side4 ,it considers the relation of the self to all consequences of an act as foreseen and chosen by the self1 and to the same consequences as outwardly expressed4 ,practically it teaches control of impulse with reference to results as expressing and revealing the character--results both immediate and remote4 ,some acts show a one-sided inclination1 uncontrolled by regard for the claims of other and better impulses2 only a part of the individual is asserted1 not the whole self in perfect balance4 ,for example1 the pupil plays truant1 acting with sole regard for the impulse to seek ease and sensuous pleasure4 ,he neglects other more important impulses1 all of which might have been satisfied by attending faithfully to his school duties3 the impulse of ambition1 to gain power and become a useful and successful citizen2 the desire for culture1 with all its superior values2 the impulse of wonder1 leading ever to the acquisition of knowledge2 the impulse of admiration1 to seek and appreciate the beautiful2 the filial and social affections1 which regard the feelings and wishes of the home and the sentiments of companions2 the impulse to gratitude1 as shown toward parents and teachers2 the sentiment of reverence1 as shown toward law and order and those who stand as their representatives4 ,and all these neglected demands rise up and condemn him2 he is divided from himself and his fair judgment1 is not his complete self4 ,on the other hand1 the pupil spends the day in devotion to work1 he maintains the integrity and balance of his nature1 gives each impulse due consideration and makes a symmetrical and moral advance in his development4 ,in restraining the impulse to play truant1 he does justice to all the claims of his being2 the resulting values as estimated in subjective experiences are the highest possible--the act is good4 ,the problem1 then1 is to bring the pupil to a fuller understanding of the character of his impulses to action1 and the relative value of each4 ,in many ways the neglected elements of his nature may be brought into consciousness and emphasized4 ,everything that creates conceptions of ideal conduct1 all concrete illustrations in the social life of the school1 all conscious exercise of power in right ways1 contribute toward his self-realization4 ,the high-school pupil has not had a large personal experience2 hence the need1 in the ways proposed1 of teaching virtue4 ,in the first place1 the situation is advantageous4 ,it is conceded by every school of ethical thinkers that one finds his moral awakening in contact with society4 ,society is the mirror in which one sees a reflection of himself1 and comes to realize himself and his character4 ,the school of the people1 which is in an important sense an epitome of that larger world which he is to enter1 furnishes an admirable field for development4 ,moreover1 it is a community where the restraint1 the guidance1 the ideals come of right from properly constituted authority4 ,the whole problem of objective relations and corresponding subjective values may find illustration and experiment in the daily life of the school4 ,the constructive imagination may be employed to infer from experiences in school to larger experiences of kindred quality in the field of life4 ,by judging real or supposed cases of conduct the pupil makes at least a theoretical choice4 ,by learning and interpreting characters and events in history his view is broadened4 ,the whole school curriculum should contribute to moral development4 ,whatever of intellect1 emotion1 and will is exercised in a rational field expands the soul normally4 ,the pursuit of studies with the right spirit1 and with regard for the activities and relations incidental thereto1 is moral growth4 ,studies awaken rational interest1 cultivate habits of industry1 are devoted to the discovery of truth1 reveal important relations of the individual to society1 and present the purest ideals of the race4 ,there is hardly a more valuable moralizer than healthy employment itself1 employment that engages the whole man--perception1 imagination1 thought1 emotion1 and will--employment that looks toward ennobling and useful consequences1 employment that has the sanction of every consideration that regards man's full development4 ,if the studies of the high-school course do not make for good1 it is because they fail to get hold of the pupil1 to awaken his interest and energies4 ,if the subject matter and the instruction are adapted to the pupil's need1 if conceptions are clearly grasped1 if healthy interest is aroused and the attention turns spontaneously to the work1 the pupil's growth will be in every way beneficent4 ,one who regards the moral development of his pupils will conscientiously study the method of his teaching1 and learn whether the source of neglect and rebellion lies there4 ,the personality of the teacher is one of the most important factors in ethical training4 ,it is ethics teaching by example2 it is the living embodiment of conduct4 ,the ideas that find expression in the life of the teacher are likely to be imitated4 ,the sympathy of the teacher with the endeavor of the pupil infuses life into his effort4 ,we do not refer to a certain kind of personal magnetism2 this may be pernicious in the extreme4 ,it may exist to the extent of partially hypnotizing the independent life of the pupil1 robbing him for a time of part of his individuality4 ,the ideal instructor should be earnest and noble1 impressing one with the goodness1 dignity1 and meaning of life4 ,an easy-going regard for duties1 a half-way attachment to labor are sure to impress themselves on the minds of pupils2 as readily will honor1 sincerity1 and pure ideals be reflected in their endeavors4 ,you will ask3 ,what are some of the specific ways in which a teacher may direct his efforts8 ,we often look far for the means of accomplishment when they are already at hand4 ,the means of moral influence are not the exclusive possession of learning or genius2 they may be used by every teacher1 and we should have faith in what the schools are already doing to make good character4 ,the successful use of methods depends upon the teacher's judgment and tact4 ,one may do harm by conscientious but ill-directed effort4 ,with ,solomon we must remember that there is a time for everything4 ,amongst other impulses1 natural or acquired1 the pupil has impulses to regard honor1 honesty1 truthfulness1 gentlemanliness1 good thoughts1 respect1 gratitude1 sympathy1 industry1 usefulness4 ,in a fit of rage1 with desire to harm the object of his vindictiveness1 he may disregard nearly every one of the above qualities4 ,the impulse of anger acts blindly1 heedless of external consequences and of the subjective values that attach to the execution of every desire4 ,all cases of bad conduct1 varying in degree1 show a similar disproportionate estimate of the value of motives4 ,our problem is to plant in the consciousness of the pupil an appreciation of neglected qualities4 ,it may be noted in passing that there are some cases of physical tendency1 amounting to monomania4 ,conscious wrong never is able fully to conceal itself1 and when the truth becomes evident to the teacher1 as it may1 he should seek the confidence of the home1 and through the home the influence upon the pupil of a trusted physician who possesses both medical skill and moral force4 ,in approaching the specific ways of moral education1 we may first make our obeisance to habit4 ,the limitations as to time1 place1 and activity1 which are incidental to all school life1 help to form habits which turn the growing youth still more from the condition of uncontrolled liberty into one of well-regulated conduct1 civilize him1 and make him a fit member of society4 ,habits of regard for the rights of others further lay the foundation of altruism4 ,habit has its value4 ,it establishes tendencies of conduct1 although in a more or less mechanical way1 which make easier the adherence to virtue in the advanced period of reflective insight4 ,too1 these same duties mechanically performed may later be known in their full significance1 and become moral acts4 ,the judicious use of maxims1 also1 has a value4 ,maxims are the first formal expression of the experience of the race as to the things to do or avoid4 ,since we act from ideas1 maxims may serve practically for many concrete cases4 ,this is especially true if the full meaning of a maxim has been presented4 ,next to maxims1 and greater in importance1 are the events and characters of history and biography4 ,embodied virtues and vices1 real events that show the movements and reveal the motives of a people1 appeal strongly to the interest4 ,yet1 being remote in time and place1 they allow the freest discussion and may be made permanent types for the instruction and improvement of mankind4 ,the value lies in the fact that qualities thus known hasten the self-realization of the same qualities4 ,the life of a ,socrates1 an ,aristides1 of a ,cato1 a ,savonarola1 a ,luther1 a ,cromwell1 a ,lincoln1 a ,whittier1 of all men and women who exemplify virtue1 heroism1 self-denial1 all struggles for the right1 are the high-water mark for every aspiring nature4 ,and in the teaching of history and biography it is not necessary at every turn to deliver a homily2 rather lead the pupil into the spirit and understanding of the subject--some things shine with their own light4 ,a yet more fertile source of ideal conceptions is the choice literature of the world4 ,from this rich treasury we draw the poetry which we apply to life4 ,in literature truth is given life and color1 idealized and made attractive4 ,qualities are abstracted1 refined1 perfected1 and glorified4 ,they serve to show us the meaning of those qualities in us4 ,literature presents emotions that in their purity and refinement seem to transcend the material world2 heroes and martyrs idealized and embodying self-sacrifice and devotion2 sentiments that touch the whole range of chords in the heart and awaken tenderness or heroism4 ,the pupil reads ,homer and gains conceptions of heroic virtues2 the 8,lays of ,ancient ,rome10 and gains ideas of perfect honor and devotion to country2 ,tennyson1 and he follows the pure conceptions and feels that life has taken on a nobler coloring2 ,carlyle's doctrine of work and duty1 and feels his moral sinews strengthened4 ,thoughts that aspire1 emotions of transcendent worth1 courage1 heroism1 benevolence1 devotion to country or humanity--all these are at the command of the instructor1 if he has the skill to lead the pupil into the spirit and understanding of literature4 ,if he has not the skill1 let him not touch it4 ,the study of science itself offers opportunities4 ,science searches for truth1 judges not hastily1 removes all prejudice1 employs the judicial spirit4 ,it should suggest lessons in fairness1 justice1 and truth in the field of human conduct4 ,hasty inference1 prejudiced judgment are responsible for half the sins of this world1 and the scientific spirit should be made to pass from the abstract field over into practical life4 ,something can be done by daily assembly of pupils4 ,while men have various occupations1 there are certain interests that belong to men as men1 as human beings4 ,as there are hymns set to noble music which are sung for centuries without diminution of interest1 because they are adapted to the want of man's essential nature1 so there are gems of sthetic and ethical literature which have stood the test of time and are approved by common consent4 ,the reading of vigorous1 healthful selections can but have an influence sooner or later upon the listener4 ,the teacher1 in a brief address1 may express some thought or experience or ideal or sentiment1 that will reach the inner life4 ,in no way1 however1 will the good sense and skill of the teacher be put to severer test than in the selection of these teachings4 ,they easily become monotonous instead of giving vital interest4 ,professor ,john ,dewey1 in an admirable article on the subject of interest1 defines it thus3 8,interest is impulse functioning with reference to an idea of self-expression40 ,he further says3 8,the real object of desire is not pleasure1 but self-expression4444 ,the pleasure felt is simply the reflex of the satisfaction which the self is anticipating in its own expression4444 ,pleasure arrives1 not as the goal of an impulse1 but as an accompaniment of the putting forth of activity40 ,these expressions mean simply that the human being has native impulses to activity2 that these impulses1 under rational control1 aim at proper ends2 that pleasure is not the end of action but merely accompanies the putting forth of activity2 that interest is the mental excitement that arises when the self-active mind has an end in view and the means of its attainment--a feeling that binds the attention to the end and the means4 ,his doctrine denies hedonism4 ,we are not to aim at a good1 but to act the good4 ,we are not to work for the pleasure1 but to find pleasure in working4 ,this is a doctrine of vast importance to the educator4 ,external and unworthy rewards for effort are false motives4 ,the work itself must furnish interest1 because suited to the activities of the pupil4 ,the great problem of the teacher is to invite a self-activity that finds its reward in the activity4 ,false motives should not be held before pupils4 ,there is a view of life called romanticism1 the condemnation of which gives ,nordau his one virtue4 ,the adherents claim for themselves the fill of a constantly varying round of completely satisfying emotional life4 ,the history of prominent adherents of this view is a warning to this generation4 ,the devotees either become rational and satirize their own folly1 or become pessimists1 railing at the whole that life has to offer1 or commit suicide1 and thus well rid the world of their useless presence4 ,carlyle points out that not all the powers of christendom combined could suffice to make even one shoeblack happy4 ,if he had one half the universe he would set about the conquest of the other half4 ,and then follows the grand exhortation to useful labor1 the performance of duty1 as the lasting source of satisfaction4 ,if we do not find happiness therein1 we may get along without happiness and1 instead thereof1 find blessedness4 ,this is the doctrine of ,goethe's ,faust4 ,faust at first wishes to enjoy everything and do nothing4 ,he runs the whole round of pleasure1 of experience1 and emotional life1 and finds satisfaction in nothing4 ,finally1 in the second book1 he finds the supreme moment in the joy of useful labor for his fellow men4 ,it is to be noted1 however1 that as soon as he is fully satisfied he dies1 as1 metaphorically1 people in that state always do4 ,pleasure does not make life worth living1 but living the fulness of our nature is living a life of worth4 ,laying aside all theories1 even the theoretical correctness of what follows1 it is necessary to hold practically to the transcendental will4 ,this is a large word1 but it means simply going over beyond the mere solicitation of present pleasure1 and holding with wisdom and courage to the claims of all the impulses of our being--in a word1 living a life of integrity4 ,the transcendental will can suffer and persevere and refuse pleasure1 and endure and work out good and useful results4 ,it is important to give pupils a little touch of the heroic1 else they will be the sport of every wind that blows and least of all be able to withstand the tempest or the wintry blast4 ,there is a well-worn figure of speech1 essentially ,platonic in its character1 which1 once well in the mind of a young man or woman1 will surely influence the life for good4 ,as the healthy tree grows and expands in symmetry1 beauty1 and strength1 and blossoms and yields useful fruit1 instead of being dwarfed or growing in distorted and ugly forms1 so the normal soul should expand and develop in vigor and beauty of character1 and blossom and yield a life of usefulness4 ,a stunted soul1 one that has gone all awry1 is a spectacle over which men and gods may weep4 ,in some way the nobility of life1 the grandeur of upright character must be impressed upon the mind of youth4 ,and moral growth must be growth in freedom4 ,rules and maxims1 petty prohibitions1 and restraints alone will not make morality1 but rather bare mechanism and habit4 ,moral freedom means that1 by an insight that comes of right development1 one views the full bearing of any problem of conduct1 and chooses with a wisdom that is his own4 ,morality is not mechanism1 but insight4 ,doctrine does not constitute morality4 ,pharisaism is immorality and will drive any one to rebellion and sin4 ,mechanical rule has no vitalizing power4 ,a moral life should be self-active1 vigorous1 joyous1 and free4 ,so far as spontaneous conduct can be made to take the place of rule and restraint will you secure a growth that will expand1 when1 well-rooted by your fostering care1 you finally leave it to struggle with the elements4 ,following in substance the thought of a prominent educator1--not so much pedagogical preaching as skilful stimulating1 not so much perfect ideals as present activities1 not so much compulsion as inviting self-activity are to-day the needs of the schools4 ,through guidance of present interest the child may later attain to the greater interests of life in their full comprehension4 ,,college ,,and ,,university4#b ,touching the theme of higher education1 inquiries were sent to a large number of universities1 colleges1 and secondary schools4 ,the first two questions related to the work of secondary education1 and were as follows3 7#a7 ,what should the high-school graduate be when entering college8 7#b7 ,what does he lack of an ideal education when he enters8 ,considering the general character of the questions1 the answers were all that might be expected1 and they are valuable for the limit of their range1 as well as for what they express1 since they show that1 concerning the main purpose of education1 there is nothing new to be said4 ,the following are opinions that represent the majority or appear important as individual views3 7#a7 ,the high-school graduate1 when entering college1 should possess a mind educated by methods that create interest and make power to think and generalize--power to do original work4 7#b7 ,he should have an acquaintance with each field of knowledge1 and should show a symmetrical development of his mental activities4 7#c7 ,as tending to produce greater interest1 knowledge1 and power1 he should have been trained in only a limited number of subjects in each field2 in these subjects the work should have been continuous and intensive4 7#d7 ,he should have good command of ,english4 7#e7 ,he should be well-grounded in right habits and moral principles--the practice of self-control4 ,while this inquiry is not strictly upon the subject1 it shows that the difficult problems of university life are to be solved in part by the secondary schools1 and that some of the failures in higher education are due to the imperfections of earlier training4 ,it also introduces part of the discussion that follows4 ,the third question pertained to higher education3 ,what should the college or university do for the high-school graduate8 ,some of the more important opinions received may be expressed as follows3 7a7 ,it should supplement the failures of his earlier training4 ,there should be no chasm between secondary and higher education4 7b7 ,it should give him a liberal education2 it should offer him a course that has unity and harmony4 ,it should cultivate the power of research4 ,it should teach him to bring all his knowledge and all his power to bear on the problems of life4 7c7 ,it should make him broad1 and then deep in some subject4 ,it should start him in lines of study leading to his life work4 7d7 ,it should give him high ideals of private and civic conduct2 it should make a man of him4 ,to consider merely the subject of college ideals would be trite and unprofitable1 and some latitude will be used in the discussion4 99 99 99 99 99 ,the influence of the college should be felt in the work of preparation4 ,that the college should be closely articulated with the high schools is an idea of modern date1 but one that now is received with growing favor4 ,an examination of the admission requirements of the colleges still shows a variety of demands1 having no common basis in principles of education1 in the standard courses of high schools1 or in uniform agreement4 ,the requirements of some colleges are imperative for specific subjects that are not fundamental1 but merely rank with a series of allied subjects in a given field of knowledge4 ,often a method of work acceptable to one college would be rejected by another4 ,among reputable institutions the height of the standard varies by two years4 ,the dissatisfaction of the high schools with these evils is deep-seated and wide-spread4 ,the fault rests mainly with the colleges and universities1 and the reasons that maintain unessential distinctions are absurd in the eyes of secondary-school men4 ,if absolute uniformity in college admission is not feasible1 a reasonable choice of equivalents within a given department of knowledge may be allowed4 ,at least a plan of admission may be 8organized without uniformity40 ,a college has been known to refuse four years' excellent work in science as a substitute for some chapters in a particular book on physical geography4 ,in another instance a certain scientific school1 requiring two years of preparation in ,latin1 refused a four years' course in ,latin in lieu of the prescribed number of books in ,csar4 ,a joint committee has recently been appointed by the ,department of ,higher ,education and the ,department of ,secondary ,education1 of the ,national ,educational ,association1 to consider further the basis of connection between the high schools and the colleges4 ,this committee consists of eminent and able men1 who will accomplish important results1 if given proper encouragement and aid by the ,national ,association1 and if the various local associations coperate1 instead of fostering organized differences4#c ,the report of the ,committee of ,ten did much to prepare the way for a more complete and satisfactory connection between the colleges and the high schools1 but much remains to be done which may well be undertaken by this joint committee4 ,it is interesting to note that one of the longest sections in the report of the ,royal ,commission on ,secondary ,education is on the 8,relation of the ,university to ,secondary ,education10 and that the importance of a close connection is emphasized and the means of securing it is suggested4 ,the work of secondary education must be based on pedagogical principles and adapted to the stage of development which it represents1 and the colleges must take up the work where the high schools leave it4 ,whatever is best for a given period of growth is also good preparation for what follows4 ,there should be no saltus in the process of general education4 ,we do not mean that the colleges are not to help determine the preparatory courses of study2 but they must regard the natural order of development in grades below the college as well as ideal college standards4 ,by a closer union with the high schools1 the colleges may help to fashion their courses1 improve their methods1 and may suggest the importance of placing college-educated men and women in charge of the various departments of high-school work4 ,the report of the ,royal ,commission previously referred to1 discussing the preparation of teachers for the secondary schools1 says3 8,so far as regards general education1 they will obtain it1 and1 in our opinion1 ought to obtain it1 not in special seminaries1 but in the same schools and universities as are resorted to by persons desiring to enter the other professions4 ,the more attractive the profession becomes1 the larger will be the number of teachers who will feel that they ought to fit themselves for it by a university course40 ,the report further says3 8,whatever professional education is provided for teachers ought to have both a theoretical and a practical side4444 ,freedom and variety would1 in our opinion1 be best secured1 if the universities were to take up the task2 444 and1 if the science of education is to make good the claims put forward in its behalf1 it ought to be studied where other branches of mental and moral philosophy are fully handled by the ablest professors40 ,many colleges are doing much to increase laboratory practice in the high schools1 to cultivate the spirit of investigation1 to limit the number of subjects and secure good results4 ,in one of the new ,states1 ,colorado1 the principle is generally recognized that a good preparatory education is also a good general education1 and that every high school is1 therefore1 a preparatory school4 ,the secondary-school period is maintained at four years1 laboratories are provided in all the schools1 and ,latin and ,german1 if not ,greek1 are found in all4 ,these results are largely due to the close relation in that ,state between secondary and higher education4 99 99 99 99 99 ,in the second group of opinions quoted1 the philosophy is ,platonic rather than materialistic or utilitarian4 ,it makes a student a man of ideal powers1 possibilities1 and aspirations4 ,he possesses a nature whose development is an end in itself1 whose well-being is of prime consideration4 ,liberal education aims to give the student a conscious realization of his powers1 without reference to material advantage through their use in a given occupation or profession4 ,through liberal education the student acquires ideas of universal interest and essential character4 ,he gains a comprehensive view that enables him to estimate things at their relative value1 to learn the place1 use1 and end of each4 ,that liberal education should remain the ideal of at least a large part of the college course1 most educators agree4 ,were this function of the college not a distinctive and essential one1 that department of learning would of necessity be abandoned1 and the direct road to practical business would be pursued4 ,recent addresses1 representing three of the greatest ,american universities1 agree that the function of the college is to be maintained1 and that acquaintance with the several fields of knowledge is necessary to the very idea of liberal education4 ,they agree to include the field of the languages and literature1 the field of the sciences and mathematics1 the subjective field1 that of philosophy and psychology4 ,in a late report of the ,commissioner of ,education appears a ,german criticism of ,american education1 which mentions the lack of linguistic training4 ,the writer says3 8,the consequences are seen in the defective linguistic-logical discipline of the mind1 which perhaps more than the discipline in the mathematical forms of thought is a requisite of all profound intellectual progress1 be that in linguistic or in mathematical and scientific branches40 ,in the ,university of ,berlin1 philosophy is a required subject for all degrees4 ,the conservation of the ideals of the race is largely the work of liberally educated men4 ,some one has argued that not through education1 but through a higher standard of society and politics1 will the youth of the land be reached2 but society and politics depend upon ideal education and the church for their own purification4 ,the power of research is characteristic of modern university training and is essential to a liberal education1 as giving one the mastery of his powers4 ,carlyle was not far from the right when he said that the true university is a library4 ,the ability to use a library is one criterion of successful college work4 ,here the student gathers his own material1 uses his own discrimination1 formulates his opinions in the light of numerous facts and opinions1 and gains self-reliance4 ,it is the scientific method1 as taught by ,socrates1 applied to all fields of study4 ,this is the kind of work that prepares the student to grapple with the practical problems of the day4 ,the opinion that some portion of the college work should be prescribed appears to be well founded4 ,this view is strengthened by the fact that many high schools are weak in one or more departments of preparation4 ,a minimum of required work in leading departments of the college will tend to supply the deficiencies of previous training4 ,from an inspection of the latest college catalogues it appears that all colleges exercise some kind of supervision over the choice of studies1 and many of them prescribe and determine the order of more than half the curriculum4 ,in choice of electives many require the group system1 in order that consistency may be maintained and that a definite result in some line of work may be reached4 ,the line of demarcation between college and university work is a variable1 and the problem of definitely locating it is perplexing in the extreme4 ,many believe they see signs of segmentation at the end of the junior year and predict that the senior year will adhere to the graduate school4 ,there are many evidences that somewhere along the line the period of general education will be shortened1 and the tendency to specialize before the end of the college course is one proof that the change is demanded4 ,historically the college in ,america stands as a whole for liberal education1 but in its later development the standard has been advanced and the period of professional education has been lengthened until the problem presents new phases demanding important readjustments4 ,replies recently received from many institutions of higher learning1 touching this question1 show a variety of opinions4 ,one correspondent pithily says1 8,verily1 we are a smattering folk4 ,i believe both the college and the professional course should be lengthened40 ,president ,eliot advocates 8a three years' course for the ,a4,b41 without disguises or complications40 ,estimating the replies already received numerically1 something more than half favor some kind of time readjustment1 to the end that the period covered by the college and the professional school may be shortened one year4 99 99 99 99 99 ,while defending liberal education1 it may be held that1 especially while a four years' college course is maintained1 it should also look toward the world of active influence1 and the filling of some vocation therein4 ,the student's duties toward society must take on the modern aspect1 as contrasted with the self-centred interest of the medival recluse4 ,that education should aim at mere serene enjoyment of the ,true1 the ,beautiful1 and the ,good is an idea of the past4 ,the mere recluse to-day has no meaning and no use in the world4 ,educated men must join the march of progress2 they must take part in the solution of ethical problems1 in the bettering of government and society4 ,the world demands of them altruism1 public spirit1 high ideals4 ,they should mass the forces of the past for an onward movement in the present4 ,old knowledge should reach out toward new and useful applications4 ,to these ends the college should provide for a deeper knowledge of some subject or group of related subjects4 ,this is an essential element of general education1 and also has a practical aim4 ,the principles of the philosophical and social sciences should find concrete illustration in the present4 ,and above all1 student life should be inspired with ideas of the duties and responsibilities of citizenship4 99 99 99 99 99 ,a public statement has been made that the seniors of a well-known university have less intellectual vigor and less moral power than the average man they might meet on the streets4 ,if the charge be true1 it is a matter for serious thought1 but the statement should be swallowed with a large grain of salt4 ,it may1 however1 serve as a text4 ,the college must assume an amount of responsibility for the character of the undergraduate student4 ,there has been a natural reaction against some of the unwise requirements of twenty-five years ago1 but the reaction may have gone too far4 ,one of our famous universities ten years ago adopted the policy of leaving the student to his own devices and the moral restraint of the policeman1 but the plan was condemned by the patrons of the institution1 and to-day it exercises a wise and friendly care over the student's choice of studies1 his attendance upon lectures1 and his daily walk and conversation4 ,entire freedom in student life belongs only to the graduate schools1 and to place both undergraduate and graduate students under one system can but prove harmful4 ,the ethical problems of college life are not to be solved wholly by perfunctory religious exercises1 but by the spirit that pervades the whole teaching and student body1 and by the many ways and means that the united efforts of earnest and devoted faculties may employ4 ,it is a favorable circumstance that the student to an extent can choose subjects in accord with his tastes2 that his powers may reach out toward some great intellectual interest4 ,that the spirit of education is broader1 more liberal1 and scientific is significant2 the fact makes for truth and honesty4 ,the historical method succeeds the dogmatic in history1 social science1 philosophy1 and ethics4 ,men are better because they are broader and wiser and are coming to a higher realization of truth4 ,no doubt the ethical life has the deepest significance for man4 ,the great ,fichte was right in claiming that1 if this is merely a subjectively phenomenal world1 it is a necessary creation of mind that we may have it wherein to work and ethically develop4 ,that institution will turn out the best men where the ,baconian philosophy is combined with the ,platonic1 the scientific with the ideal4 ,by some means the student should constantly come in contact with strong manhood and high ideals4 ,it makes a practical difference whether the student believes in his transcendent nature and possibilities or in mere materialism and utilitarianism1 whether his ethics is ideal or hedonistic1 his view of life optimistic or pessimistic4 99 99 99 99 99 ,if the question is made distinct1 ,what should the university do for the student8--there are some additional considerations4 ,it is enough to say of graduate courses that they should be a warrant for extended and thorough knowledge of a group of related subjects1 and for original power to grasp and deal with difficult problems4 ,the candidate's knowledge and power should be publicly tested by a good old-fashioned examination and defence of thesis4 ,the university should refuse to admit the student to the professional schools until he has received at least the equivalent of a complete high-school education4 ,the faculties of the ,university of ,colorado have made an investigation of the standard of admission to the professional schools1 the length of professional courses1 and the relation of the professional courses to the college4 ,the results are of interest4#d ,very few schools of applied science in the universities require four years of preparation4 ,only three or four universities require that standard for their law or medical schools4 ,most catalogues read after this fashion3 ,admission to law or medical school--a college diploma1 or a high-school diploma1 or a second-grade teacher's certificate1 or evidence of fitness to pursue the subject4 ,less than half of the law schools require entrance qualifications1 and only twenty of them require a three years' course4 ,all medical schools advocate a thorough scientific foundation1 many of them in a very ideal way1 and urge extensive laboratory practice in many special subjects4 ,the most of them think the first two years of a medical course could well be spent without clinical work4 ,many colleges and collegiate departments of universities provide electives that are accepted by some schools of theology1 law1 or medicine for their regular first-year work4 ,in rare instances1 studies covering two years are made common to the college and the professional schools4 ,but only a few universities have within their own organization a plan for shortening the period of college and professional study4 ,the 8,report on ,legal ,education10 #ahic1 issued by the ,united ,states ,bureau of ,education1 says3 8,admission to the bar in all ,continental 7,european7 countries is obtained through the universities which are professional schools for the four learned professions--theology1 medicine1 law1 and philosophy4 ,in ,england and ,america the colleges and universities are chiefly schools for general culture2 only a few offer provision for thorough professional studies4 ,while in ,england and ,america the erroneous idea is still predominant that a collegiate education need not necessarily precede professional study1 in ,continental ,europe it is made a conditio sine qua non4 ,no one more needs than the lawyer the power of general education to grasp all the facts relating to a subject1 to weigh their value1 discard the unessential1 and give prominence to the determining factors2 no one more needs the power to avoid fallacies and to argue intelligently scientific points which may be involved in litigation4 ,no one more than the physician needs an acquaintance with psychology and philosophy1 with the various sciences and the modern languages2 no one more needs the power of judgment in view of seemingly contradictory facts and symptoms2 no one more needs the ethical quality of the noble and honorable gentleman4 ,let the ,american universities maintain the standards which in theory they all are ready to advocate40 ,,footnotes3 #b ,read before the ,national ,association of ,city ,superintendents1 at ,jacksonville1 ,florida1 in #ahif4 #c ,this committee made its report in #ahii4 ,the committee recommend that any study1 included in a given list regarded as suitable for the secondary-school period1 and pursued under approved conditions one year of four periods a week1 be regarded as worthy to count toward admission to college2 they recognize that not all secondary schools are equipped to offer all the subjects1 and that the colleges will make their own selections for admission2 they recognize the principle of large liberty to the student in secondary schools1 but do not believe in unlimited election1 and they emphasize the importance of certain constants in all secondary schools and in all requirements for admission to college2 they recommend that these constants be recognized in the following proportion3 ,four units in foreign languages 7no language accepted in less than two units71 two units in mathematics1 two in ,english1 one in history1 and one in science4 ,the thirteenth annual convention 7#aijj7 of the ,association of ,colleges and ,preparatory ,schools of the ,middle ,states and ,maryland passed resolutions urging the establishment of a joint college-admission examination board to bring about an agreement upon a uniform statement as to each subject required by two or more colleges for admission1 to hold examinations1 and to issue certificates to be accepted by the ,middle-,state ,colleges4 ,at the ,charleston meeting of the ,n4 ,e4 ,a4 7#aijj7 the following resolution was passed3 8,resolved1 ,that the ,department of ,secondary ,education and the ,department of ,higher ,education of the ,national ,educational ,association commend the ,report of the ,special ,committee on ,college-,entrance ,requirements1 as affording a basis for the practical solution of the problem of college admission1 and recommend the ,report to the attention of the colleges of the country40 #d ,during the four years 7#ahif-aijj7 since this investigation was made1 there has been great progress throughout the country4 ,the standard universities now require at least a high-school education for admission to professional schools1 and offer four years in medicine and three years in law4 ,,university ,,ideals4#e ,to an extent a university must represent the philosophy of a people at a given epoch1 and their political1 social1 and industrial tendencies4 ,it symbolizes the stage of civilization and spiritual insight4 ,the ethical need of the time led to the study of philosophy in ,greece2 the innate regard of the ,roman people for justice and the problems attending the development of the ,empire emphasized the study of law in ,rome2 ,christianity and the influence of the ,greek philosophy made theology the ideal of the ,middle ,ages2 the development of the inductive method places emphasis on physical science to-day2 the industrial spirit of ,america gives a practical turn to our higher education4 ,it is no mere accident that the ,english university is conservative and aristocratic and aims at general culture1 that the ,french faculties are practical1 or that the ,german universities are scientific and democratic4 ,the differences in spirit and method are determined by factors that belong to the history and character of the different peoples4 ,the colleges of ,new ,england were founded on the traditions of ,oxford and ,cambridge1 and embodied their ideal and theological aims and conservative method1 although they naturally were more liberal and democratic than the parent institutions4 ,the history of the early ,american colleges has been varied1 but the more successful ones have certainly become catholic and progressive4 ,as the country grew and men pushed westward1 leaving tradition behind and developing more freely the spirit of our advancing civilization1 the conception of a university1 in touch with all the people1 and scientific and free1 arose4 ,thus we have the state university4 ,at the same time the leading religious denominations have vied with each other in founding in the new states colleges or universities that are more or less denominational in spirit and aim4 ,the ,american university of to-day contains many elements4 ,broadly speaking1 it represents the ideals of the ,platonic philosophy1 the direct inheritance from ,england1 the character of the ,german university1 the modern scientific method1 and the practical demands of ,american civilization4 ,all these elements are woven into the web of our national life4 ,there is1 of course1 much diversity4 ,each class of universities contains something of all the ideals1 but each emphasizes certain ones4 ,the older and larger denominational school is more nearly the direct representative of ,english education1 but has made a great advance4 ,the state universities represent the people as such and the tendencies of our civilization1 but in accord with the highest ideals4 ,they more readily accept the influence of the ,german university4 ,the denominational colleges scattered throughout the ,west aim to perpetuate the denominational idea4 99 99 99 99 99 ,almost from the foundation of our ,government free elementary schools have been regarded as an essential and characteristic part of our ,american institutions4 ,they became a logical necessity when our forefathers abjured the caste and intolerance of the ,old ,world1 and with prophetic insight proclaimed the era of a new civilization in which the welfare of the state should mean the welfare of all the people4 ,while the idea of education at the expense of the state1 and under its control1 was early accepted in that part of the country which has gradually influenced the whole nation1 we of to-day have witnessed a part of the struggle to place on a permanent foundation the modern system of high schools4 ,these schools1 especially in the ,west1 now have an assured position and command the confidence of the people4 ,the attempt to take the next step and establish state universities was met with doubt and opposition4 ,at a comparatively recent date1 however1 many state universities have come into prominence1 and to-day they appear in the main to be the coming institutions of university training from ,ohio to ,oregon1 and from ,texas to ,montana4 ,here is a development that is remarkable1 and we may well examine its significance4 ,in the first place the state university is the logical outcome of our democratic ideal that made the public schools a necessity1 an outcome which naturally would be first realized in the newer states4 ,as ,america furnished new and favorable conditions for the development of civilization1 freed in part from the traditions of the ,old ,world1 so the new states of the ,west became the field for a still more liberal growth of the tendencies of the age4 ,there is a recognized tendency in our institutions toward a broader community of interests in respect to many things that affect the common welfare1 and in no way does this tendency find a grander expression than in the means for elevating the people at the expense of the people to a better citizenship1 higher usefulness1 and wiser and nobler manhood4 ,the safety of the state depends upon giving the brightest and best of all classes and conditions an opportunity to rise to the surface of affairs4 ,in ,prussia1 ,switzerland1 and ,italy a healthy organization of society is held to depend upon public control of both secondary and higher education4 ,england's system of education tends to maintain social distinctions and an intellectual conservatism that are harmful both to the aristocracy and to the common people4 ,education in ,germany shows its superiority in that it reaches a larger number of the poor classes and develops greater freedom of thought4 ,the public control of education makes it democratic and progressive1 and strengthens its influence with the people4 ,it makes the scholar a leader in the line of advance indicated by the ideals of the people4 ,in the ,american state university1 men come together as a faculty1 bringing with them training and educational ideals gained in the best universities of the world4 ,they place themselves in touch with the public schools1 the press1 and all the state agencies of influence and control4 ,knowing the needs and demands of the people1 they take the lead in the line of natural progress4 ,the state university is inseparably linked to the state1 and must carry with it the best influences of the state1 and thus extend its influence to the whole people4 ,the great denominational schools at first represented homogeneous elements in the national life4 ,harvard was essentially a state institution4 ,it was founded in 8accord with the fundamental principles of the ,commonwealth of ,massachusetts40 ,the people of ,massachusetts1 at that time1 were largely homogeneous in race1 religion1 and love of freedom4 ,yale was founded partly on the conservative ,congregationalism of ,connecticut2 hence it represented the mass of people in that ,state4 ,princeton was founded in the interest of the ,scotch and ,scotch-,irish political and religious views in the ,middle ,states1 but was so far catholic as to enlist the sympathy of the ,dutch and the ,quakers4 ,however1 it served a comparatively homogeneous people4 ,in later years each of these universities1 in order to reach large numbers of people maintaining diverse views1 has been obliged to subordinate specific sectarian or denominational elements and emphasize only the highest ideals common to its constituency4 ,the newer states of the ,west have a mixed population with heterogeneous interests4 ,hence it follows that not a denominational school1 but a state school1 broad enough for all the people1 alone can satisfy the need of each state4 ,since it is impossible to maintain a real university for each peculiar interest1 all must unite to support one institution1 an institution maintaining the highest ideals common to humanity1 and specifically to our own civilization4 ,the ideals common to the ,american people are ample enough for an ideal university1 founded and maintained by the state4 ,harvard or ,princeton may say3 8,we have done for the state all that the state university claims as its function40 ,then let each state have a ,princeton which from the start is assured of an adequate foundation4 ,in our ,western states the same reason that would create one denominational college would create in each state fifteen or twenty4 ,the history of the world never has seen such a dissipation of educational energy as is now seen in ,america1 and a system of state education which tends to correct the evil merits enthusiastic support4 ,it may be added that the state university exists in the ,west because the majority of the people are coming to prefer that kind of institution4 ,we may say1 then1 that the state university represents 7#a7 the completion of the democratic ideal of public education2 7#b7 the unity of progress amidst diversity of view1 and the mutual influence of the knowledge and power of the scholar and the ideals of the people2 7#c7 the broad platform upon which the heterogeneous elements of the state may unite in the interest of higher education4 ,it is understood1 of course1 that these three statements are not altogether mutually exclusive4 ,these views of the raison d'tre of the state university lead directly to the presentation in detail of some facts in its history and some of its aims1 showing that its ideals are practicable4 ,the state university virtually1 if not formally1 is a part of the public-school system4 ,as such it holds a peculiar and influential relation toward the public high schools4 ,it furnishes teachers trained in the university in regular and pedagogical courses4 ,it scrutinizes the courses of study and the character of the work1 and formally approves the schools of standard merit4 ,it helps in every prudent way the influence of the school with the community4 ,by its friendly relation it may present freely the advantages of higher education and thus reach a large number who would otherwise rest at the goal of high-school graduation4 ,in every state1 through the agency of the university1 the number of high schools is materially increased1 and their standards1 plan of organization1 and methods are improved4 ,moreover1 it gives the promise of something beyond that stimulates the efforts of pupils in every grade of work4 ,the connection between the high school and the university still gives rise to troublesome problems1 not alone in this country4 ,the ideals of the older ,american university are often at variance with the systematic development of education below the university and the demands of the people4 ,the state university has come nearer than any other to the solution4 ,while ,harvard and ,yale met the growing demands of science by establishing separate schools1 ,michigan introduced the scientific course into the college1 making it rank with the classical4 ,this plan1 generally adopted by the state universities1 places them nearly in line with the natural development of the public-school system4 ,the state universities also show their regard for popular demand by admitting special students4 ,by offering free tuition1 the state university reaches many who would otherwise fail to enjoy higher training4 ,it tends to equalize the conditions for rich and poor in the struggle for the survival of the fittest4 ,the state university1 as it develops and realizes its true function1 must be thoroughly catholic in spirit1 because it stands for humanity1 truth1 and progress4 ,nowhere is the professor or the scholar permitted to use such intellectual freedom as in the state university in ,germany1 and in the natural course of events the same freedom will be allowed in the ,united ,states4 ,not only will the free and inventive spirit become characteristic1 but our ,western universities1 standing in the midst of the most advanced ideas of civilization1 must furnish some of the most important contributions to the study of all social1 economic1 and ethical problems4 ,in the state universities the mental and moral atmosphere is healthful4 ,a strong1 honest manhood is cultivated4 ,there all ideals are strongly maintained1 not according to a particular creed1 but with regard to all the implications of man's higher nature4 ,all influences tend to make citizens who are in harmony with the national spirit4 ,an extended acquaintance with graduates of various state universities shows that1 as a whole1 they are broad-minded citizens1 loyal to the public interest4 ,the relation of the religious denominations to the state university is one that commands serious attention4 ,the university says to each class of people3 8,here is an institution which is equally for the advantage of all--it is yours4 ,its platform1 founded on ideals of truth1 beauty1 and goodness1 is as broad as humanity4 ,since there must be diversity of religious views1 establish your theological schools1 halls1 guilds1 or professorships in the vicinity of the university1 and1 making use of what the state offers1 supplement in your own way the work of the state40 ,the plan is in the highest degree economical2 it combines unity of effort with variety of independent view2 it makes the general good and the special interest mutually helpful4 ,it is the plan of business common sense and of wise insight into the problems of the age4 ,that the denominations--granting their point of view--should join their interest with that of the state university is shown also by the fact that often a given denomination finds more of its students there than at its church school4 ,many state universities are beginning to receive private endowment4 ,every consideration of public interest in each state should turn the contributions for education toward the one great centre of learning4 ,very few states can support more than one such centre4 ,libraries1 art collections1 museums1 laboratories1 buildings1 well-endowed chairs1 beautiful grounds1 should testify to the munificence of private wealth as well as to the benefactions of the state4 ,speaking generally1 the state universities have large incomes and good facilities4 ,they require high standards for admission and graduation4 ,wherever feasible1 they maintain professional schools and schools of applied science4 ,they do this upon the theory that the state should both regulate and provide professional education in the interest of proper standards1 and that1 in the interest of the state and of the individual1 such education should be made available to the sons of the poor4 ,every leading state university is developing a graduate school4 ,in the matter of electives1 the state university occupies a middle ground4 ,yale and ,princeton represent the conservative side1 and ,harvard and ,stanford the liberal extreme4 ,an examination of the curricula of ten leading state universities shows that the requirements for admission are definitely prescribed1 although two or more courses are recognized2 that about half the college studies are required1 while the remaining half are offered as group or free electives4 ,the state universities naturally show a tendency toward the ,german university system4 99 99 99 99 99 ,in ,america the college has been frankly maintained in accord with ,platonic ideals4 ,a full rounded manhood1 drawing its power from each chief source of knowledge1 and prepared in a general way for every practical activity1 has been the aim4 ,the ,american college is dear to the people1 and it has done much to make strong men who have powerfully influenced the nation4 ,there are1 however1 various tendencies which are likely to modify the whole organization of the ,american university1 including that of the college4 ,the recent tendency toward free election1 reaching even into the high school1 is a subject of animated controversy4 ,this tendency ,i have frequently discussed elsewhere1 and must still maintain that1 in its extreme form1 it is irrational4 ,one university of high standing makes it possible to enter its academic department and graduate without mathematics1 science1 or classics4 ,this is an extreme that is not likely to be sanctioned by the educational world4 ,if there is a human type with characteristics by which it is defined--characteristics which can be developed only by looking toward each field of knowledge--then a secondary and higher education which makes possible the entire omission of any important group of subjects is likely to prove a great wrong to the average student4 ,according to some high educational authorities1 no one can be called liberally educated who does not at least possess knowledge of 7#a7 mathematics and science1 7#b7 language and literature1 7#c7 philosophy4 ,philosophy1 as it was in ,greece and as it is in ,germany1 may become a larger factor in our ,american education4 ,there is another tendency which is working toward an inevitable result4 ,the average ,american student who desires higher or professional education will not spend four years in high school1 four years in college1 and three or four years in a graduate or professional school4 ,there is a movement to shorten in some manner the whole course of education4 ,already many colleges and collegiate departments of universities offer electives that will count for one or two years of law1 medicine1 or theology4 ,already the university system in the form of group electives is introduced into the last two years of college4 ,the outcome will probably be a gradual reorganization of the high-school studies and those of the first two or three years of college4 ,the new curriculum should lay for the student a broad and firm foundation in knowledge and power for all subsequent aptitudes4 ,upon this should be built the graduate school1 the professional school1 and perhaps the school of technology4 ,in this plan the ,american college need not be lost1 for the bachelor's degree could be granted for a given amount of work beyond the college in the graduate school4 ,the claim that the student should begin university work almost anywhere along the line of education1 before laying a complete foundation for a specialty1 appears absurd4 ,it may be added that only by partial reorganization of our educational system can the admission standard to the ,american professional school ever be made respectable4 ,the scientific spirit--the term is used in the broadest sense--in all investigation and instruction is a most encouraging feature of present tendencies4 ,if the ,american professor cannot always be an original investigator1 he may keep abreast of investigation and impart its inspiration to the student4 ,to this end the ,lehrfreiheit1 freedom in teaching1 is necessary4 ,it is a sad comment that the spirit of the inquisition has recently appeared in a ,new ,england university4 ,the professor's thought must not be prescribed for him by any creed1 religious1 political1 or scientific4 ,of course1 he must stand on the safe foundation of the past--he is not expected to soar in a balloon or leap over a precipice4 ,a recent work on 8,the ,ideal of ,universities0 says3 8,we can distinguish four chief currents in the theology of the present era3 7#a7 ,the ,roman ,catholic2 7#b7 the ,protestant2 7#c7 that objective-historic theology which simply states the origin and development of the ,christian doctrine2 and 7#d7 the inception of a theology based upon recognized facts of science1 of human nature1 and of history40 ,all philosophy of nature and of human nature must become truth-seeking--this is a mere truism4 ,no philosophy or belief can afford to maintain any other attitude4 ,leaders in the orthodox churches are teaching us this fact by their bearing toward new conceptions4 ,and we need have no fear of the outcome4 ,the highest ideals and hopes of humanity will be confirmed by the most thorough investigation in which metaphysics shall use the contribution of every department of objective and subjective science4 ,a course in theology1 scientific theology1 should be found in every university1 including the state university--and some dare to think the latter is the place for it4 ,the facts of man's higher intellectual and emotional life are the most important data for investigation4 ,the doctrine of ,lernfreiheit1 the freedom of the student1 unhappily has been ignorantly applied in this country4 ,it may properly be employed for the ,german university student at the age of twenty to twenty-five1 after his training in the gymnasium1 but not to the ,american college student at the age of eighteen to twenty-two4 ,in ,america it may apply to the students in the graduate school4 ,some ,american colleges have tried the extreme theory of mental and moral freedom for the college student1 and have learned from an unsatisfactory experience the lesson of a wise conservatism4 ,the old struggle between science and the humanities still goes on4 ,we must adopt a view of education which regards the nature of man and its adaptation to the whole environment1 including its historical element4 ,in a keen analysis of the nature of things we shall not find ,greek and ,latin1 but we shall find them historically in our language and literature1 and in the generic concepts of our civilization4 ,hence they are a necessary part of any extended study of language1 literature1 or art4 ,we do not believe that the practical tendency of ,american education will destroy our reverence for what the ,germans call the philosophical faculty in the university4 ,the liberal arts1 including pure science1 are the gems of human culture1 and are given a high value even in the imagination of the ignorant4 ,the editor of 8,the ,cosmopolitan0 draws a bold and somewhat original outline for modern education1 and it is in many ways suggestive4 ,but the author overlooks what every true scholar knows1 that thorough scientific knowledge of principles must remain the fundamental work of education and the substantial ground of progress in civilization4 ,a university course may not consist chiefly of lectures upon prudential maxims1 such as all must learn partly from experience4 ,such a theory would award the palm1 not to ,socrates1 but to the ,sophists4 ,the truth in all the clamor for practical work in the college is that the culture studies must be vivified by closer relation to the real world and to modern life4 ,little has been said of what is called the graduate school4 ,germany credits us with eleven institutions that have either reached the standard of a genuine university or are rapidly approaching it4 ,of these eleven1 five are state universities4 ,this estimate1 of course1 is made in accord with the plan and standard of the ,german university4 ,it appears certain that in time the name university in ,america will be applied only to those institutions which maintain the graduate school and raise the dignity of the professional schools4 ,the university system will develop freely in this country only after a somewhat important reorganization of our higher education4 ,the line must be drawn more sharply between foundation education and university work1 the whole period of education must be somewhat shortened1 and1 in most of our universities1 the graduate faculty must be strengthened4 ,that these changes will be wrought1 and that we shall have a rapid development of the genuine university is certain4 ,much is to be expected from our higher scholarship in many lines of investigation4 ,in ,america1 men are solving problems the existence of which has only been dimly conceived by the masses of people in the ,old ,world4 ,inspired by our advanced conceptions of government and society1 and by the free1 inventive1 truth-seeking spirit characteristic of our people1 the ,american scholar will make leading contributions to the world's literature of sociology1 politics1 and science4 ,and when the spirit of reality1 now superficial1 gains a deeper insight into the nature of things1 ,america may yet lead the world in those investigations which belong to the sphere of philosophy4 ,,footnotes3 #e ,read at the ,national ,council of ,education1 ,milwaukee1 ,july #f1 #ahig4 ,this is one of three papers on 8,university ,ideals0 there presented1 the other two representing respectively ,princeton and ,leland ,stanford1 ,jr4 ,the author was requested to write on 8,state ,university ,ideals40 ,,general ,,education ,,practical4 ,the possibilities of education depend upon inborn capacities1 but the unfolding of them is education4 ,a man of large capacity1 born among savages1 remains a savage1 an ,arab is a ,mohammedan1 an ,englishman is a ,christian1 a child among thieves is a thief1 a child in a home of culture imbibes refinement and truth4 ,tennyson1 in the interior of ,africa1 would not have developed his exquisite rhyme and rhythm1 metaphor and verse1 and polish and sparkle of expression1 would not have conceived thoughts that penetrate the earth and the nature of man1 and shoot upward to the quivering stars2 he would have mused under his palm tree1 and have fed1 perhaps somewhat daintily1 upon unlucky missionaries4 ,an ,african of natural ability in the homes of ,massachusetts1 under the influence of ,harvard1 would become a man of vigorous thought and fine feeling1 possibly of genius4 ,since education is so potent1 what shall the nature of it be8 ,shall knowledge of mountain and forest and the seasons1 and the common sense that grows from experience1 and the practical power to read and compute be sufficient8 ,if all minds were equal1 if the stores of wisdom were valueless1 if special investigators found nothing worth revealing1 if thoughts of master minds did not inspire1 if men1 like brutes1 were governed by instincts and had no possibilities beyond a certain physical skill1 the education of nature might suffice4 ,this is a practical age1 and no picture too bright can be drawn of the advantages of a high material civilization for bettering the condition of all classes of men4 ,the necessity of being an active factor in the world of usefulness cannot be too strongly urged4 ,but our material progress is dependent upon soul activity4 ,this activity is nourished by general education4 ,soul activity finds expression in a thousand practical ways4 ,we educate highly that the man may have more power1 that he may have many resources1 that he may do better what he has to do1 and may not be dependent on one means of support or one set of conditions4 ,it is not so much labor with the hands as intelligent directive power which is needed1 and this power is largely derived from general education4 ,intelligent men are intelligent laborers4 ,an educated man will learn more quickly1 work more successfully1 and attain a higher standard than the ignorant artisan4 ,theory teaches and practice proves that in business and manual pursuits educated men bring an intelligence to their work and accomplish results impossible for the ignorant man2 that1 as a class1 they average high in all practical activities4 ,there should be no haste to enter a trade4 ,life is long enough to accomplish all that may be done1 and all the preparation made for its duties is a wise economy4 ,it is hardly necessary here to state the inference that general education is practical education4 ,the demand for less of general education before the special is prominent4 ,this demand does not necessarily imply that its authors believe there is too much preparation for life work2 indeed1 few of them would wish that preparation to be less2 they would simply change the ratio between general and special training4 ,we believe that a critical examination of rational courses of study in the schools would show that little of the work could well be omitted2 that nearly all contributes toward the end of a well-rounded education1 indeed is necessary to that end2 and that the training of faculty is only well begun at the end of the high-school course4 ,even the study of the classics1 besides other incidental advantages1 trains the critical powers1 refines the taste1 and is in an important sense a subjective study4 ,the inference is that1 with less of general education1 the forces of one's being would not be properly trained and marshalled for active service in life4 ,if we define practical education as that which is capable of being turned to use or account1 a high degree of general education before the special is eminently practical1 inasmuch as it broadens and heightens a man's possibilities4 ,moreover1 it is of service to all that even a few should be educated ideally4 ,such education places ideals before men which tend to elevate them4 ,we cannot easily estimate the value to the world of a genius1 one of those men who stand on nature's heights and see with clear vision1 and proclaim the glories of their view to listening men1 who picture at least feebly the things described4 ,they are the heralds of new events1 the inspirers of progress4 ,a highly educated man1 though not a genius1 in a way may occupy a similar place1 and may repay by his influence1 many times1 in practical ways1 the expense of his education4 ,societies of laborers are already beginning to ascribe their troubles in part to lack of education1 and are looking to education as a means of improving their condition4 ,general education is practical education4 ,while every boy should be taught to earn a living1 this should not be done needlessly at the expense of the higher development of the faculties4 ,too much attention to the practical dwarfs the powers1 limits the horizon1 and will result in the destruction of that spirit which makes a strong national character4 ,there is little need to urge the practical2 the more immediate and obvious motives constantly draw men toward it4 ,the refinements of the soul are at first less inviting2 they are hard to gain and easy to lose4 ,carlyle says3 8,by our skill in ,mechanism1 it has come to pass that1 in the management of external things1 we excel all other ages1 while in whatever respects the pure moral nature1 in true dignity of soul and character1 we are1 perhaps1 inferior to most civilized ages4444 ,the infinite1 absolute character of ,virtue has passed into a finite1 conditioned one2 it is no longer a worship of the ,beautiful and ,good1 but a calculation of the profitable4444 ,our true deity is ,mechanism4 ,it has subdued external nature for us1 and we think it will do all other things40 ,carlyle possessed a true insight when he penned these words4 ,popular demands tend to make the age more unpoetic than it is4 ,in this age the tourney has been converted into a fair2 the vision of the poet is obscured by the smoke of factories2 ,apollo no longer leads the ,immortal ,nine upon ,parnassus2 and we would dethrone the gods from ,olympus4 99 99 99 99 99 ,men and peoples have made permanent contributions to the world's progress1 not by military achievement or accumulation of wealth1 but by the something better called culture4 ,the glory of the ,greeks lay not in their civil wars1 but in the spirit brought to the defence of their country at ,thermopyl2 not in the cost and use of their temples and statuary1 but in the art that found expression in them2 not in their commerce1 but in the lofty views of their philosophers and the skill of their poets4 ,men admire that which ennobles1 without thought of price or utility1 and the world still demands liberal education4 ,literature and philosophy have much more in them for the average student than has yet been gained from them4 ,the sthetic side of literature is too often condemned or neglected4 ,there is genuine education in all sthetic power1 even in the lower form of appreciation of the ludicrous1 the power to observe fine distinctions of incongruity4 ,we say a thing is perfectly ludicrous1 perfectly grotesque1 and thereby recognize the art idea1 namely1 perfection in execution4 ,man is always striving to attain the perfect in some form1 and the art idea is one of the highest in the field of education4 ,art leans toward the side of feeling1 but is none the less rich and valuable for that4 ,shakespeare furnishes some of the highest types of art in literature4 ,the flow of his verse1 the light beauty of his sonnets1 the boldness and wonderful aptness of his metaphors1 the skill of his development1 the ever-varying types1 the humor1 the joys1 the sorrows1 the wisdom1 the folly of men1 the condensation of events and traits and experiences in individual types1 the philosophical and prophetic insight1 the artistic whole of his plays1 constitute a rich field of education4 ,the ,gothic cathedral1 with its pointed arch1 its mullioned window1 tapering spire1 and upward-running lines1 indicating the hope and aspiration of the middle ages1 with its cruciform shape1 typical of the faith of the ,christian1 is more than the stone and mortar of which it is constructed4 ,the truly educated man in art perceives the adaptation1 polish1 and perfection in literature2 discovers the grace1 the just proportions1 the ideal form and typical idea in sculpture2 views the expression1 grouping1 sentiment1 coloring1 and human passion in painting2 enjoys the harmonies1 movements1 and ideas in music1 that combination of effects that makes subtile and evasive metaphors2 discovers the conventionalized forms and mute symbols1 the 8frozen music0 of architecture2 finds grandeur in the mountains1 glory in the sunset1 metaphors of thought in every form of nature2 laughs with the morning breeze1 finds strength in the giant oak1 and sorrow in the drooping willow4 ,we need the ideal4 ,let us not permit the mortal body to lord it too much over the immortal spirit4 ,the ideal man is the purpose of education and the aim of existence1 or life is not worth living4 ,all material prosperity is naught except as contributing to that end4 ,sympathetic spirits are calling for more enlightenment and enjoyment1 and leisure for the laboring classes4 ,they believe that men should be men as well as machines1 and that1 if they are educated ideally1 the practical will take care of itself4 ,if we retain our belief in the high possibilities of the human soul1 we shall have faith in ideal education1 and shall confidently offer every opportunity for the highest development possible of the child's power for knowledge1 enjoyment1 and action4 ,and let his development be full and rounded4 ,let the roar of ocean and the sough of the pines make music for his ears as well as the whir of factories2 let the starry heavens speak to his soul as vividly as the electric lamp to his eye4 ,let us evolve from the material present ideals that shall stand in place of the vanished ones4 ,,elements ,,of ,,an ,,ideal ,,life4 ,,elements ,,of ,,an ,,ideal ,,life4 ,,the ,,modern ,,gospel ,,of ,,work4 ,a gentleman who had resided some years in ,central and ,south ,america1 conversing one evening with friends upon a doctrine of happiness1 illustrated his argument with an anecdote4 ,a ,yankee living in ,south ,america observed that the native bees had no care for the morrow4 ,he thought to make a fortune by bringing hard-working honey bees from the ,north to this land of perennial flowers1 where they could store up honey the year around1 and he tried the experiment4 ,the bees worked eagerly for a time1 but soon discovered that there was no winter in this paradise1 and they perched on the flowers and trees and dozed the livelong day4 ,our philosopher assumed that the indolent1 improvident life of the ignorant natives of sunny climes is the one of real happiness1 and that a life of great activity is not to be desired4 ,if his theory holds1 then the savage under his palm tree is happier than the civilized man of the temperate zone1 the monkey in the tropical jungle is better off than the savage1 and the clam is happiest of all4 ,an observant traveller1 returning by the southern route from ,california1 studies ,indians of various tribes at successive stages of the journey4 ,near the ,mohave desert he sees abject beings loafing about the railway station to beg from the curious passengers2 further east he sees self-respecting red people offering for sale pottery or blankets--their own handiwork2 later he notes members of another tribe working on railroad construction by the side of white laborers2 as he approaches the settled region he observes yet others who have homes and farms and engage in civilized industry1 and his thought runs along the ascending scale of being until he contemplates the highest energy of the most cultured and forceful minds of our best civilization4 ,he instinctively decides that the desirable life is on the upper scale of intelligence1 feeling1 and action4 ,happiness through work is the creed of the dawning century4 ,the romance of chivalry gives place to the poetry of steam2 democracy is teaching wealth and position the dignity of labor2 evolution and psychology show action to be the consummate flower of thought and feeling2 recent literature illustrates the gospel of effort2 and religion reaffirms the doctrine that faith without works is dead4 ,herbert ,spencer's philosophy defines life to be 8the continuous adjustment of internal relations to external relations40 ,this adjustment implies self-activity4 ,if man has been evolved through a long period of change1 he is a survival of the fittest in the struggle for existence4 ,his ancestral history is one of exertion1 his powers have been developed by use1 he maintains himself by striving1 his normal state is in the field of labor1 and logically it is there his welfare and happiness are found4 ,max ,nordau wrote a book on 8,degeneration40 ,it contains much interesting matter1 many wholesome suggestions1 and considerable false theory4 ,he claims that the demands of modern civilization place men under too great a strain1 that the human race is tending toward insanity1 and that by and by we shall stop our daily newspapers1 remove the telephones from our homes1 and return to a life of greater simplicity4 ,it is true that tension never relaxed loses its spring1 and worry kills1 but the most potent causes of degeneration are false pleasures and lack of healthful work4 ,evolution's most important ethical maxim is that deadheads in society degenerate as do parasites in the lower animal kingdom4 ,every idler violates a great law of his being1 which demands that thought and feeling shall emerge in action4 ,every class of people has its idlers1 men who desire to possess without earning4 ,the aimless son of wealth and the tramp tread the same path4 ,universal interest in honest1 healthful employment would cure nearly all the evils of society and state4 ,manual labor is the first moral lesson for the street ,arab and the criminal1 and the best cure for some species of insanity4 ,true charity does not give when it can provide the chance to earn4 ,idlers1 lacking the normal source of happiness1 seek harmful pleasures1 and learn sooner or later that for every silver joy they must pay in golden sorrow4 ,false stimuli1 false excitement1 purposeless activities1 take the place of vocation4 ,tramps are not the only vagabonds2 there are mental and moral vagabonds whom a fixed purpose1 a definite interest and principles of conduct would turn from degeneration to regeneration4 ,balzac1 with his keen analysis1 describes the career of a graceless spendthrift who1 finally weary of himself1 one day resolved to give himself some reason for living4 ,under good influences he took up a life of regularity1 simplicity1 and usefulness1 and learned that men's happiness and saneness of mind are proportionate to their labors4 ,this is the great lesson of ,goethe's 8,faust10 set in imperishable drama for the instruction of the ages4 ,balzac's ,cur of ,montegnac speaks to a repentant criminal3 8,there is no sin beyond redemption through the good works of repentance4 ,for you1 work must be prayer4 ,the monasteries wept1 but acted too2 they prayed1 but they civilized4 ,be yourself a monastery here40 ,repentance1 prayer1 work--these are the way of salvation4 ,every man of broad mind has full regard for the problems of labor and has faith in a progress that shall mean better conditions for the less fortunate1 but ,edwin ,markham's 8,man ,with the ,hoe10 as applied1 not to special and extreme conditions of hardship1 but in general to the problems of the human race1 is wrong at the foundation2 it is neither correct science1 good philosophy1 nor accurate history4 ,it is the doctrine of the fall of man rather than of the ascent of man2 it is the doctrine that labor is a curse4 ,without the hoe the human race would be chimpanzees1 savages1 tramps and criminals4 ,in human development no useful labor ever 8loosened and let down the brutal jaw0 or 8slanted back the brow0 or 8blew out the light within the brain0 or deprived man of his birthright4 ,at a stage of his progress1 by cultivating the soil man of necessity cultivates his soul4 ,the hoe has been an indispensable instrument to the growth of intelligence and morals1 has been the great civilizer--a means of advance toward ,plato and the divine image4 ,hardship may arrest development1 but seldom causes degeneration4 ,our problem is not to free from bondage to work1 but to relieve of burdens that are too heavy1 and place a larger part on the shoulders of the strong and selfish4 ,our educational philosophy at times wanders in dangerous bypaths1 but there is a recent return to the plain highway4 ,some late notable utterances maintain that character must be formed by struggle1 that a good impulse must prove its quality by a good act1 that education is self-effort1 and that passive reception of knowledge and rules of conduct may make mental and moral paupers4 ,here is an apt thrust from a trenchant pen3 8,soft pedagogics have taken the place of the old steep and rocky path to learning4 ,but from this lukewarm air the bracing oxygen of effort is left out4 ,it is nonsense to suppose that every step in education can be interesting4 ,the fighting impulse must often be appealed to40 ,i like to discover philosophy in the literature of the day1 literature which does not rank as scientific1 but contains half-conscious1 incidental expression of deep perceptions of human nature4 ,kipling at his best sounds great moral depths1 and teaches the lesson of life's discipline4 ,he has a plain message for ,america as she takes her new place in the congress of the world4 ,civilized nations must take up the burden of aiding less favored peoples1 not for glory or gain1 but as an uncompromising duty without hope of appreciation or reward4 ,we must expect the untaught races will weigh our ,god1 our religion1 and us by our every word and act in relation to them4 ,we1 as a nation1 may no longer wear the lightly proffered laurel1 but must expect the older1 civilized nations will judge us by our wisdom1 equity1 and success in discharge of our new responsibilities4 ,in ,kipling's 8,mc,andrew's ,hymn0 many years of hardship1 sternly borne in obedience to duty1 atone for misspent days under the influence of the soft stars in the velvet skies of the ,orient4 ,in 8,the ',eathen0 the author refers to the native inhabitants of ,india1 whose most familiar household words are 8not now10 8to-morrow10 8wait a bit10 and whose chief traits are dirtiness1 laziness1 and 8doin' things rather-more-or-less40 ,he describes the raw ,english recruit1 picked out of the gutter1 recounts the stages of discipline that make him a good soldier1 and finally a reliable non-commissioned officer--a man that1 returned to his country1 would prove a good and useful citizen4 8,the 'eathen in 'is blindness bows down to wood 'an stone4 ',e don't obey no orders unless they is 'is own2 ',e keeps 'is side arms awful3 'e leaves 'em all about1 ,an' then comes up the regiment an' pokes the 'eathen out4 99 99 99 99 99 ,the 'eathen in 'is blindness must end where 'e began1 ,but the backbone of the ,army is the non-commissioned man40 8,l',envoi0 of 8,the ,seven ,seas0 suggests the creed of a healthy soul3 to accept true criticism2 to find joy in work2 to be honest in the search for truth2 to believe that all our labor is under ,god1 the ,source of all knowledge and all good4 ,robert ,louis ,stevenson is great as a novelist2 he is greater in his brief writings and his letters4 ,he presents some plain truths with attractive vigor4 ,he says3 8,to have suffered1 nay1 to suffer1 sets a keen edge on what remains of the agreeable4 ,this is a great truth1 and has to be learned in the fire4444 ,in almost all circumstances the human soul can play a fair part4444 ,to me morals1 the conscience1 the affections1 and the passions are1 ,i will own frankly and sweepingly1 so infinitely more important than the other parts of life1 that ,i conceive men rather triflers who become immersed in the latter4 ,to me the medicine bottles on my chimney and the blood in my handkerchief are accidents2 they do not color my view of life4444 ,we are not put here to enjoy ourselves2 it was not ,god's purpose2 and ,i am prepared to argue it is not our sincere wish4444 ,men do not want1 and ,i do not think they would accept1 happiness2 what they live for is rivalry1 effort1 success4 ,gordon was happy in ,khartoum1 in his worst hours of danger and fatigue40 99 99 99 99 99 ,a cartoon of ,gladstone1 appearing soon after he had ostensibly retired from public life1 showed him1 with eager look and keen eye1 writing vigorous essays upon current political questions4 ,it recalled the grandeur of a life filled with great interests1 sane purposes1 and perpetual action4 ,biography is the best source of practical ideals2 it is philosophy teaching by example2 the personal element gives force to abstract truths4 ,luther's ,titanic power and courage under the inspiration of a faith that could remove mountains has served the purpose of millions of men in great crises4 ,were ,i to seek an epic for its power to influence1 ,i would go to real history and choose the life of ,william the ,silent4 ,for thirty years this ,prince of ,orange stood for civil and religious liberty in the ,netherlands1 in an age when men little understood the meaning of liberty4 ,he sacrificed wealth and honors for his country4 ,in spite of reverses1 of the cowardice and disloyalty of his followers1 of ignorance of the very motives of his action1 he persevered4 ,throughout the long struggle he was hopeful1 cheerful1 and courageous4 ,when the celebrated ban appeared1 barring him from food1 water1 fire1 shelter1 and human companionship1 setting a price on his head1 in reply he painted in vivid colors a terrible picture of the oppressors of his people and held it up to the view of the civilized world4 ,the motives which sustained him were faith in ,god1 a strong sense of duty1 and a deep feeling of patriotism4 ,his biographer says3 8,as long as he lived he was the guiding-star of a whole brave nation1 and when he died the little children cried in the streets40 ,heine1 the poet and philosopher1 was dying in an obscure attic in ,paris4 ,he was wasted to a skeleton and was enduring the extremity of human suffering4 ,he could see only dimly1 as through a screen4 ,as he himself said1 there was nothing left of him except his voice4 ,under these almost impossible conditions1 he was still laboriously writing1 that he might leave a competence to his wife4 ,a friend of his earlier days visited him1 and through a long conversation his words sparkled with wit1 humor1 poetry1 and philosophy4 ,surely the active spirit is more than the body6 ,there was a feudal knight who went about saying to all despondent wayfarers1 8,courage1 friend2 the devil is dead60 and he always spoke with such cheerful confidence that his listeners accepted the announcement as good news1 and gained fresh hope4 99 99 99 99 99 ,in this ,philosophy of ,work is there no place for romance8 ,shall there be no thrilling adventure1 nothing but dull duty and drudgery8 ,shall we have only dead monotony--no color1 light1 or shadow8 ,shall ,carlyle's 8splendors high as ,heaven0 and 8terrors deep as ,hell0 no longer give a zest to life8 ,stevenson's 8,lantern ,bearers0 has an answer for this natural and ever recurrent question4 ,in a little village in ,england1 along the sands by the sea1 some schoolboys were accustomed to spend their autumn holidays4 ,at the end of the season1 when the ,september nights were black1 the boys would purchase tin bull's-eye lanterns4 ,these they wore buckled to their waists and concealed under topcoats4 ,in the cold and darkness of the night1 in the wind and under the rain1 they would gather in a hollow of the lonely sand drifts1 and1 disclosing their lanterns1 would engage in inconsequential talk4 ,in his words3 8,the essence of this bliss was to walk by yourself in the black night2 the slide shut1 the topcoat buttoned2 not a ray escaping1 whether to conduct your footsteps or to make your glory public3 a mere pillar of darkness in the dark2 and all the while1 deep down in the privacy of your fool's heart1 to know that you had a bull's-eye at your belt1 and to exult and sing over the knowledge4444 ,justice is not done to the versatility and the unplumbed childishness of man's imagination4 ,his life from without may seem but a rude mound of mud2 there will be some golden chamber at the heart of it1 in which he dwells delighted2 and for as dark as his pathway seems to the observer1 he will have some kind of a bull's-eye at his belt4444 ,the ground of a man's joy is often hard to hit4 ,the observer 7poor soul1 with his documents67 is all abroad4 ,for to look at the man is but to court deception4 ,we shall see the trunk from which he draws his nourishment2 but he himself is above and abroad in the green dome of foliage1 hummed through by winds and nested in by nightingales4 ,and the true realism were that of the poets1 to climb up after him like a squirrel1 and catch some glimpse of the heaven for which he lives4 ,and the true realism1 always and everywhere1 is that of the poets3 to find out where joy resides and give it a voice far beyond singing4 ,for to miss the joy is to miss all4 ,in the joy of the actors lies the sense of any action1 that is the explanation1 that the excuse4 ,to one who has not the secret of the lanterns1 the scene upon the links is meaningless4 ,and hence the haunting and truly spectral unreality of realistic books40 ,this quotation needs no excuse4 ,the mould of human nature from which this copy was taken is forever broken1 and can never be reproduced4 ,to be a lantern-bearer on the lonely heath1 to rejoice in work and struggle--this is the romance1 real1 attainable1 and apt for the world as it is and for the work we must do4 ,if irrational pastime1 attended with endurance1 may be a joy1 surely rational effort toward some desired result may have its poetry4 ,sacrifice and heroism are found in humble homes2 commonplace labor has its dangers and its victories2 and many a man at his work1 in knowledge of the light concealed1 the interest he makes of his vocation1 his romance1 exults and sings4 ,the world is as we regard it4 ,many look at the world as ,doctor ,holmes' squint-brained member of the tea-table views the plant kingdom4 ,he makes the underground1 downward-probing life of the tree the real life4 ,the spreading roots are a great octopus1 searching beneath instinctively for food1 while the branches and leaves are mere terminal appendages swaying in the air4 ,it is a horrible conception1 and we are pained at standing on our heads4 ,the tree roots itself to the earth and draws its nourishment therefrom that it may spring heavenward1 and bear rich fruit and be a thing of beauty1 a lesson and a promise4 ,man is rooted to the earth1 but his real life springs into the free air and bathes in the glad sunlight4 99 99 99 99 99 ,the purpose of our labor determines its qualities of truth and healthfulness4 ,satisfaction must be sought by employing our faculties in the useful arts and in the search for truth4 ,perfection of self is the ultimate good for each individual1 but this is attained1 not in isolation1 but in social life with its mutual obligations4 ,the lesson of civil and religious liberty1 taught by the great reformers1 has been only partly learned4 ,individualism1 rightly understood1 is the true political doctrine1 but the selfishness of individual freedom is the first quality to develop4 ,concerning great public questions often the attitude is as expressed in ,balzac's words3 8,what is that to me8 ,each for himself6 ,let each man mind his own business60 ,democracy is the way of social and political progress1 but we have not yet reached the height of clear vision4 ,we are struggling up the difficult and dangerous path1 looking hopefully upward1 thinking we see the summit1 only to find at each stage that the ultimate heights are still beyond4 ,when kings are dethroned1 the hope of democracy is to enthrone public conscience4 ,here is a picture of a condition occasionally possible in any state of ,america to-day4 ,we will say there is some great public interest1 not a party problem1 involving the financial prosperity and the essential welfare of the state1 and affecting its credit1 honor1 and reputation abroad4 ,and--with some noble exceptions--perhaps not a minister in his pulpit1 not an orator on his platform1 not a newspaper with its great opportunity for enlightening the people and exerting influence1 not an educator1 not a college graduate1 not a high-school graduate1 not a business man1 not a politician arises and says3 ,here is a common good imperilled1 and ,i for one will give of my time1 my energy1 and1 if need be1 according to my ability1 of my money in its support4 ,so long as such a state of apathy concerning public questions may exist1 there is something still to be desired for the ideals of democracy and for our methods of education4 ,the ,platonic philosophy has largely inspired educational work1 and must still furnish its best ideals4 ,but emphasizing the worth of the individual to himself has created a false conception of social obligation4 ,culture for culture's sake has been the maxim1 but ,i have come to believe that a culture which does not in some way reach out to benefit others is not of much value to the individual himself4 ,some one has aptly illustrated this view3 probably the drone in the bee-hive1 when he is about to be destroyed1 would say1 8,i would like to live for life's sake1 and would like to buzz a while longer for buzz's sake40 ,i would see young men and women go out into the world with a true democratic spirit1 with a ready sympathy for all classes of people1 and with a helpful attitude toward all problems of state and society4 ,the work of any public institution of higher learning is a failure in so far as its graduates fail to honor the state's claim on them as citizens4 ,the great principle of evolution is the struggle for life2 there is another equally important principle1 namely1 the struggle for the life of others4 ,altruism1 dimly disclosed away down on the scale of being1 finally shines forth in the family and home in all of those social sentiments that make human character beautiful and noble4 ,society is the mirror in which each one sees himself reflected1 by which each attains self-consciousness1 and becomes a human being4 ,from coperation spring industries1 commerce1 science1 literature1 art--all that makes life worth living4 ,if the individual owes everything to society1 he should be willing in some small ways to repay part of the debt4 99 99 99 99 99 ,the great ,bismarck1 that man of iron and blood1 not given to sentimentality1 in fireside conversation repeatedly proclaimed that during his long and arduous struggle for the unification of ,germany he was sustained by a sense of duty and faith in ,god4 8,if ,i did not believe in a ,divine ,providence which has ordained this ,german nation to something good and great1 ,i would at once give up my trade as a statesman4 ,if ,i had not the wonderful basis of religion1 ,i should have turned my back to the whole court40 ,some one has said that the essence of pessimism is disbelief in ,god and man4 ,fear is a kind of atheism4 ,heine once said3 8,god was always the beginning and end of my thought4 ,when ,i hear ,his existence questioned ,i feel a ghastly forlornness in a mad world40 ,the inspiration of labor is faith in ,god1 faith in man1 faith in the moral order of the world1 faith in progress4 ,the religious man should have a sane view of life1 should have convictions1 and the courage of his convictions4 ,he should believe that his work all counts toward some great purpose4 ,the impulse to reverence and prayer is an essential fact1 as real as the inborn tendency to physical and mental action4 ,its development is necessary to the complete man4 ,the religious nature obeys the great law of power through effort1 and increases strength by use4 ,he who by scientific analysis comes to doubt the value of his ethical feeling has not learned the essential truth of philosophy1 namely1 that a thing's origin must not be mistaken for its character4 ,some tendencies of the best scientific thought of to-day1 seen here and there1 confirm this view of man's nature4 ,here are some fragments1 expressed1 not literally1 but in substance3 ,it is the business of science to analyze the entire content of human consciousness into atomic sensations1 but there its work ends4 ,the man of history1 of freedom and responsibility1 whose deeds we approve or disapprove1 is the real man1 a being of transcendent worth1 aspiring toward perfect ideals2 and the teacher must carry this conception of the child's nature into the work of education4 ,it is a scientific fact that prayer is for the health of the soul4 ,it is useless to theorize on the subject--men pray because it is their nature2 they can not help it4 ,even if prayer does not change the will of ,god1 at least it does change the will of man1 which may be the object of prayer4 ,the ,christian experience shows that prayer is a communion of man's spirit with ,god1 the ,spirit4 ,john ,fiske affirms the reality of religion4 ,he argues that the progress of life has been achieved through adjustment to external realities2 that the religious idea has played a dominant part in history2 that all the analogies of evolution show that man's religious nature cannot be an adjustment to an external non-reality4 ,he says3 8,of all the implications of the doctrine of evolution with regard to ,man1 ,i believe the very deepest and strongest to be that which asserts the ,everlasting ,reality of ,religion40 99 99 99 99 99 ,in this message to students we have emphasized a particular ideal1 namely1 normal activity1 because one's own effort and experience count most for growth and power4 8,it was better youth ,should strive1 through acts uncouth1 ,toward making1 than repose on aught found made40 ,students are at an age when to them the roses nod and the stars seem to wink4 ,their mental landscape is filled with budding flowers1 singing birds1 and rosy dawns4 ,every one has a right to consider his own perfection and enjoyment1 his own emotions4 ,one is better for his healthful recreations1 his aspirations and ideals1 his perceptions of beauty and his divine communings--the sweetness and light of the soul4 ,we can only ask that the main purpose and trend of life may be laborious and useful1 even strenuous and successful4 ,lowell wrote of the pioneers who settled ,new ,england that they were men 8,who pitched a state as other men pitch tents1 ,and led the march of time to great events40 ,the pioneers of this ,commonwealth were men who here pitched a state as other men pitch tents1 and are leading the march of time to great events4 ,the age1 ,america1 offer great opportunities to educated young men and women4 ,use them with courage4 ,king ,henry ,,iv4 of ,france once gained a great victory at ,arques4 ,after the battle1 as he was leading his troops toward ,paris1 he met one of his generals coming up late with a detachment of the army1 and thus greeted him1 8,go hang yourself1 brave ,crillon6 ,we fought at ,arques and you were not there10 as though the greatest privilege in life were an opportunity to contend and win for one's self a victory4 ,a few years ago ,i went to ,ayr1 the birthplace of ,burns4 ,i visited the poet's cottage1 walked by the ,alloway ,kirk where ,tam o' ,shanter beheld the witch dance1 crossed the ,auld ,brig and wandered by the banks and braes o' bonny ,doon--and it is a beautiful stream4 ,i found myself repeating lines from 8,tam o' ,shanter10 8,bonny ,doon10 8,scots ,wha ,hae wi' ,wallace ,bled10 and from some of the sweeter and nobler songs of ,burns4 ,and ,i thought of the mission of the poet4 ,the scenery in and about ,ayr is beautiful1 but there is many another region equally attractive4 ,the people with whom ,burns dwelt1 his neighbors and friends1 were commonplace men and women1 knowing the hardships1 the drudgery1 the pettiness of life4 ,and yet he so sang of these scenes and these people1 so touched every chord of the human heart1 that annually thirty thousand travellers visit ,ayr to pay their homage at the poet's shrine4 ,the poetic view of life is the right one4 ,the poet sees the reality in the commonplace4 ,our surroundings are filled with wonderful and varied beauty when we open our eyes to the truth4 ,our friends and companions are splendid men and women when we see them at their worth4 ,for happiness as well as success add poetry to heroism4 8,the ,inscrutable who set this orb awhirl ,gave power to strength that effort might attain2 ,gave power to wit that knowledge might direct2 ,and so with penalties1 incentives1 gains1 ,limits1 and compensations intricate1 ,he dowered this earth1 that man should never rest ,save as his ,maker's will be carried out4 99 99 99 99 99 ,there is no easy1 unearned joy on earth ,save what ,god gives--the lustiness of youth1 ,and love's dear pangs4 ,all other joys we gain ,by striving1 and so qualified we are ,that effort's zest our need as much consoles ,as effort's gain4 ,both issues are our due4 99 99 99 99 99 ,better when work is past ,back into dust dissolve and help a seed ,climb upward1 than with strength still full ,deny to ,god ,his claim and thwart ,his wish40 ,,the ,,psychology ,,of ,,faith4 ,mark ,twain quotes a schoolboy as saying3 8,faith is believing what you know ain't so40 ,this definition is turned from humor into seriousness by some modern thinkers when they charge immorality against all whose beliefs are not scientifically established on sufficient evidence4 ,they look upon what they consider unwarranted beliefs as a species of lying to one's self1 demoralizing to intellect and character4 ,if no element of faith may anywhere be tolerated1 these same thinkers should rexamine their own foundations4 ,the only thorough agnostic in history or literature1 agnostic even toward his own agnosticism1 is ,charles ,kingsley's ,raphael ,aben-,ezra4 ,let us listen to him4 8,here am ,i1 at last6 fairly and safely landed at the very bottom of the bottomless4444 ,no man1 angel or demon can this day cast it in my teeth that ,i am weak enough to believe or disbelieve any phenomenon or theory in or concerning heaven or earth2 or even that any such heaven1 earth1 phenomena or theories exist--or otherwise40 ,in a last analysis our very foundation principles rest on a ground of faith1 and a clear knowledge of this fact may make us more humble in the presence of other claims on our belief4 ,whenever the adventurous philosophic mind gazes over the dizzy edge at the 8bottomless10 it draws back and gains a firm footing on the reality of conscious ideas4 ,to abandon this is annihilation4 ,years ago an old friend of mine1 very worthy1 but somewhat self-opinioned and truculent1 in a discussion on religious thought exclaimed3 8,what6 believe in anything ,i can't see1 touch1 hear1 smell1 taste8 ,no1 sir60 ,he represented the uneducated instinctive belief in the reality of the outer world as revealed through the senses2 and he would have violently affirmed the reliability of the senses and the existence of material things4 ,but philosophy shows these also to be of faith4 ,had he been asked whether he had a knowledge of space and time and of certain indisputable facts concerning them1 and whether he could see or hear these entities and intuitive truths1 he would have paused to think4 ,the axioms of mathematics would have been a veritable ,socratic poser to him1 and he would have withdrawn from his position--would have acknowledged some truths as more certain1 by the nature and need of the mind1 than the existence of matter4 ,the modern scientist for practical purposes postulates the existence of conscious ideas1 of the outer material world1 of space and time4 ,he accepts axiomatic truths4 ,he goes farther2 he postulates the uniformity of nature1 and the validity of his reasoning processes4 ,he discovers natural laws1 and propounds theories concerning them4 ,he investigates the physical correlates of mental processes4 ,he has his favorite hypotheses concerning phenomena that defy his powers of analysis4 ,he shows the process of the world as a whole to be evolution4 ,so far we have no controversy and should have none1 did not some eminent investigators in the field of natural science claim to have covered the entire realm of legitimate inquiry1 and deny the right to raise further questions or entertain beliefs1 however strongly they may be prompted by our very constitution1 concerning the origin and end of things1 the meaning of the world1 and man's place in it4 ,to the well-rounded nature1 faith is not necessarily limited to the physical world1 and the credulity implied in unwarranted denial is at least as unscientific as positive faith4 ,human nature rebels against conclusions wholly discordant with its best instincts1 and1 in the light of the most recent data and speculation1 begins anew a discussion as old as philosophy4 ,the subject is all the more important1 because the uneducated mind1 misled by superficial catch phrases of materialism1 fails to know the reverent spirit of true science4 ,here is an illustration relating to the general theme4 ,a prominent biologist puts this statement before the reading public3 8,there is no ego except that which arises from the cordination of the nerve cells40 ,i might take the contrary of the proposition and reply3 8,there is an ego not adequately described by your #8colonial consciousness' theory40 ,regarding each position as dogmatic1 perhaps mine is as good as the biologist's4 ,as to evidence1 he founds his belief on the general fact of evolution and specifically upon the functions1 partly known1 partly conjectured1 of nerve cells in the brain4 ,he has no knowledge that a unit-being called the ego does not exist4 ,his is the faith of denial of something which from his standpoint he can neither prove nor disprove4 ,i also accept the facts of evolution and of the mechanism of the brain4 ,i base my belief in the ego on certain views of other biologists1 and on data of consciousness1 morality1 and religion1 and the insight of all subjective philosophy4 ,my faith is one of assent to something not admitting demonstrative proof4 ,have ,i sufficient reason for my faith in passing beyond the inductions of material science8 99 99 99 99 99 ,we present some latest views of eminent biologists4 ,while evolution must be accepted as a fact1 there is great uncertainty as to the factors that produce changes in the organic world4 ,to-day there is small evidence that variations are produced by direct influence of environment4 ,in the germ is the 8whole machinery and the mystery of heredity40 ,since the microscope fails to reveal the causes1 either of normal development or of variations1 some are forced to accept1 as the simplest and most rational hypothesis1 the existence of a psychic principle in the germ4 ,the facts appear to support the doctrine of purpose in evolution4 ,so earnest and able a thinker as ,professor ,le,conte frankly affirms3 8,with the appearance of ,man another factor was introduced1 namely1 conscious coperation in his own evolution1 striving to attain an ideal40 ,professor ,muensterberg is of high authority in experimental psychology and besides has a keen philosophic mind4 ,his paper entitled 8,psychology and the ,real ,life0 is instructive and significant4 ,he shows that it is the business of psychology to analyze the ideas and emotions1 the whole content of consciousness1 into sensations1 to investigate the whole psychological mechanism1 but that the primary reality is not a possible object of psychology and natural science4 ,by his view it takes an act of free will to declare the will unfree2 there can be no science1 thought1 or doubt that is not the child of duties2 even skeptical denial demands to be regarded as absolute truth2 there is a truth1 a beauty1 a morality independent of psychological conditions2 psychology is the last word of a materialistic century1 it may become the introductory word of an idealistic century4 ,his views are maintained with force and power of conviction4 ,but these references are only incidental to the purpose of this discussion4 ,they may serve to show 7#a7 that science has no real proof against the dictum1 8,evolution is ,god's way of doing things20 7#b7 that on the contrary it may support the spiritual view of the world2 7#c7 that there are grounds of faith with which science properly has no business4 99 99 99 99 99 ,evolution is according to nature's laws4 ,man is a product of evolution4 ,man possesses poetry and sentiment1 conceives the beauty of holiness1 and has speculative reason4 ,none of these can properly be explained by merely materialistic evolution2 they are not necessary to preservation of life4 ,we have tried to wholly account for the ideals1 emotions1 and aspirations of human nature by analyzing them into primitive sensations and instincts4 ,this is the fatal error of materialistic philosophy4 ,the process of evolution is not analysis2 it is synthesis1 development1 the appearance of new factors--a gradual revelation4 ,it is our business to analyze1 but1 also1 to try to understand the higher complex1 the perfected product4 ,the first stand of spiritual philosophy is faith in the validity of our own evolved being1 and to this we have as much right as to faith in the reliability of our five senses4 ,the geologist might say3 ,to me the grandeur of the mountain means nothing2 ,i know how it was made4 ,the cooling and contraction of the earth1 the crushing and uplifting of strata1 the action of air1 wind1 and water1 the sculpturing of time1 the planting of vegetation by a chance breeze--and you have your mountain1 a thing of science4 ,yet ,coleridge1 standing in the vale of ,chamounix and gazing on ,mont ,blanc1 8,till the dilating ,soul1 enrapt1 transfused1 ,into the mighty ,vision passing--there1 ,as in her natural form1 swelled vast to ,heaven10 found it an emblem of sublimity1 a voice from the throne of ,god4 ,we shall find it hard to believe that the poetry of science can be explained on a merely physical basis4 ,one may say3 ,the religious sentiment means nothing to me2 ,i know its origin2 it is the result of bad dreams4 ,a primitive ancestor1 after a successful hunt1 ate too much raw meat and dreamed of his grandfather4 ,thus arose the belief in disembodied spirits and a whole train of false conceptions4 ,yet we shall hardly grant that the religious feeling of the martyrs1 which enabled the exalted spirit to lose the sense of unutterable physical torture1 is adequately explained by the dream hypothesis4 ,a ,beethoven string orchestra1 to the musical mind1 discourses most excellent music4 ,it is a connected series of sublimated and elusive metaphors1 arousing the harmonies of the soul1 touching its chords of sweetness1 purity1 beauty1 and nobility4 ,yet there are minds that find in it nothing--pardon the quotation--but the friction of horsehair on catgut4 ,there are minds to which these grand mountains1 this deep sky1 these groves of pine are nothing but rock and vapor and wood4 ,the elements make no sweet tones for them2 they can not hear the music of the spheres4 ,to them honor1 courage1 morality1 beauty1 religion1 are but refined forms of crude animal instincts1 by aid of which the race has survived in its struggle for existence4 ,there are no soul harmonies--nothing but the beating of the primitive tom-tom4 ,they believe nothing which can not be verified by the methods of physical science4 ,they have no faith4 ,how many a man of science1 on some slight hint pointing in a given direction1 with faith and courage has pursued his investigations1 adopting hypothesis after hypothesis1 rejecting1 adjusting1 the world meanwhile laughing at his folly and credulity1 until he has discovered and proclaimed a great truth4 ,when in the world of mind we find phenomena calling for explanation1 needs that can be met in only a certain way1 higher impulses reaching out toward objects whose existence they prove and whose nature they define1 shall we show less faith and courage because of some dogmatic view that there is no reality beyond the world of material existence8 ,in this universe of mystery1 anything may be supposed possible for which there is evidence1 and any theory is rational that will best explain the facts4 ,if we have not the sense to understand the deepest conceptions of philosophy1 let us at least have the sense to stick to that common sense with which ,god has endowed us in order that we may know by faith the supreme truths concerning man4 ,somewhere and somehow in the nature of things is an ideal that made us as we are--an ideal that is adequate to our nature1 need1 and conception4 ,god at the beginning and ,god at the end of the natural world1 and the world of consciousness seems a postulate that is necessary and warranted4 ,professor ,james writes of an old lady who believed that the world rests on a great rock1 and that the first rock rests on a rock2 being urged further1 she exclaimed that it was rocky all up and down4 ,unless we postulate a spiritual foundation of things that is self-active and rational1 we are no better off than the old lady4 ,this appears to be a rational world1 for it is a world that makes science possible2 we believe it has a rational ,creator4 ,we commonly account for our ideals as constructed in a simple1 mechanical way2 but the explanation will fail to satisfy the mind of artist or saint in his exalted moments when he has visions of perfection4 ,he must conceive of a ,being who possesses the attributes of perfect beauty and goodness4 ,belief in ,god consecrates man's endeavor to attain the highest standards4 ,without ,god the world has not a home-seeming for man4 ,as in the dream in ,vergil1 always he seems to be left alone1 always to be going on a long journey in a desert land1 unattended4 ,philosophy has spent much time and energy to discover the origin of evil2 a saner quest would be the origin of good in the world4 ,we know that in accounting for evil there is always an unexplained remainder--the righteous suffering1 and the weak crushed under burdens too heavy4 ,it may be that ,spencer's age of perfection1 seen away down the vista of evolution1 will1 when realized1 not be inviting4 ,some one suggests that then men will be perfect1 but perfectly idiotic4 ,it is the great moral paradox that perfection must be obtained through struggle with imperfection4 ,laurels worn but not won are but a fool's cap4 ,freedom is possible only in a world of good and evil1 a world of choice1 and with freedom the humblest creature is infinitely above the most perfect mechanism made and controlled by a blind necessity4 ,cease to prate of a life of perennial ease under ,june skies2 the divinity within us rises in majesty and will not have it so4 ,after all1 those who are overcome in the struggle may have their reward2 at ,thermopyl the ,persians won the laurels1 the ,spartans the glory4 ,does evolution transform the nature of duty into a mere calculation of the sum of happiness8 ,on the contrary1 it adds to duty a practical way of discovering duties4 ,evolution affirms the truth that knowledge of right and wrong is a growth1 and that new conditions bring new problems4 ,the laws of nature and the organization of society promptly teach us applied ethics4 ,true1 we no longer search for eternally fixed codes2 but whatever conduces to happiness and genuine welfare1 whatever conduces to the beauty1 dignity1 and goodness of self and others is1 as ever1 a stern duty4 ,it is not in the nature of man to bridge over the chasm between right1 known as right1 and wrong1 known as wrong4 ,the moral imperative1 ,turn toward the light1 seek to see your duty and perform it1 is 8a presence which is not to be put by1 which neither listlessness nor mad endeavor can utterly abolish or destroy40 8,faith means belief in something concerning which doubt is still theoretically possible10 says a modern scientific writer4 ,he continues3 8,faith is the readiness to act in a cause the prosperous issue of which is not certified to us in advance4 ,it is in fact the same moral quality which we call courage in practical affairs40 ,we admire confidence and courage in the world of affairs1 even when disaster may possibly follow4 ,have we not in our hearts the 8substance of things hoped for1 the evidence of things not seen10 which constitute the faith of ,st4 ,paul8 ,and shall we not use the courage of faith to seek a supreme good1 when1 though we do not find it1 there is a reward even in the seeking8 ,if ,i were to define faith ,i would call it the ,x-ray of the soul4 ,there can be no absolute break between old thought and new4 ,the history of thought is a history of evolution4 ,modern science has not destroyed the old grounds of faith2 it enables us to correct the beliefs built thereon4 ,the next step of science will be a recognition and examination of subjective problems as such4 ,when discarding old things1 separate the treasure from the rubbish4 ,if you have ceased to pray selfishly for rain1 you need not deny the efficacy of prayer for change of heart1 forgiveness of sins1 and communion of spirit4 ,if you cannot accept certain views of the ,trinity1 you need not reject the sublime ,christian philosophy1 or refuse to pay homage to the perfection of ,christ4 ,if you have discarded some doctrine of inspiration of the ,bible1 you need not deny or neglect the value of the divine ethical teachings of the ,hebrews1 or their grand sacred poetry-- 8,those ,hebrew songs that triumph1 trust or grieve1-- ,verses that smite the soul as with a sword1 ,and open all the abysses with a word40 ,there is a faith which is a personal and conscious relation of man to ,god4 ,it is said that in its true nature faith can be justified by nothing but itself4 ,here we enter the temple of the human heart and approach the holy of holies4 ,this we do with reverent mien1 even with fear and trembling4 ,we quote from ,prof4 ,t4 ,h4 ,green3 8,that ,god is1 ,reason entitles us to say with the same certainty as that the world is or that we ourselves are4 ,what ,he is1 it does not1 indeed1 enable us to say in the same way in which we make propositions about matters of fact1 but it moves us to seek to become as ,he is1 to become like ,him1 to become consciously one with ,him1 to have the fruition of his ,godhead4 ,in this sense it is that ,reason issues in the life of ,faith4444 ,it is our very familiarity with ,god's expression of ,himself in the institutions of society1 in the moral law1 in the language and inner life of ,christians1 in our own consciences1 that helps to blind us to its divinity40 ,there is a poem1 from an author not widely known1 entitled 8,the ,hound of ,heaven40 ,it will affect you according to the education1 experience1 and beliefs of each2 but appeal to you it will1 for in all is an insistent something that makes for righteousness4 8,i fled ,him1 down the nights and down the days2 ,i fled ,him1 down the arches of the years2 ,i fled ,him1 down the labyrinthine ways ,of my own mind2 and in the midst of tears ,i hid from ,him1 and under running laughter4 ,up vistaed hopes ,i sped2 ,and shot1 precipitated ,adown ,titanic glooms of chasmed fears1 ,from those strong ,feet that followed1 followed after4 ,but with unhurrying chase1 ,and unperturbed pace1 ,deliberate speed1 majestic instancy1 ,they beat--and a ,voice beat ,more instant than the ,feet-- #8,all things betray thee1 who betrayest ,me4'0 ,the poem recounts a life made tragic by many a human error1 but ever forced to listen to the following 8,feet40 ,it closes thus3 8,halts by me that footfall3 ,is my gloom1 after all4 ,shade of ,his hand1 outstretched caressingly8 #8,ah1 fondest1 blindest1 weakest1 ,i am ,he ,whom thou seekest6 ,thou dravest love from thee1 who dravest ,me4'0 ,to me it requires greater faith to call the ,christian experience an illusion than to accept its reality and validity4 99 99 99 99 99 ,the true poet is the living embodiment of instinctive faith4 ,his mind and heart are keenly alive to ,god's revelation of ,himself in man and nature4 ,he is a seer4 ,his themes are the truths that come to him in visions from the realms of truth4 ,he sees the principle of beauty in things2 and familiar scenes1 commonplace experiences are clothed in a spiritual glory4 ,he accepts the world of facts and of science1 but gives them their real meaning4 ,poetic insight1 a thing so much contemned1 because so little understood1 is one of the best illustrations and evidences of the nature of faith4 ,wordsworth calls poetry 8the breath and finer spirit of all knowledge40 ,a few months ago ,i chanced to be looking from a railroad train near ,lake ,erie in the very early dawn4 ,i beheld1 as ,i supposed1 a beautiful expanse of water1 with islands and inlets1 and1 beyond1 a range of blue hills4 ,i was lost in admiration of the view4 ,as the light increased1 a suspicion1 at last growing into certainty1 arose that ,i was the subject of an illusion1 and that my beautiful landscape was but a changing scene of cloud and open sky on the horizon4 ,but the blue hills still seemed real2 soon they1 too1 were resolved into clouds1 and only a common wooded country remained to the vision4 ,the analogy to the dawn of civilization and the flight of superstition1 and1 finally1 of faith1 forced itself upon me1 and ,i was troubled1 seeing no escape from the application4 ,just then the sun arose1 bringing the glory of light to the eye1 and with it came a thrilling mental flash4 ,there was the solution1 the all-revealing light1 the greater truth1 without which neither the appearance of the solid earth nor of its seeming arial counterpart would have been possible4 ,both evidenced the greater existence4 ,are not our fancies and our facts1 our errors in the search of truth and our truths1 our doubts and our faith1 our life and activity and being1 proofs of a ,universal ,existence--the revealer of truth1 the source of truth1 and the ,truth8 99 99 99 99 99 ,this address has more than a formal purpose4 ,our beliefs in great measure determine our practical life4 ,freedom1 ,god1 and ,immortality are conceptions that have ruled in the affairs of men and made the best products of civilization2 they must still rule in the individual1 if he would grow to his full stature4 ,we are in a century of doubt1 but ,i firmly believe that in the ashes of the old faith the vital spark still glows1 and that from them1 phnix-like1 will rise again the spiritual life in new strength and beauty4 ,show your faith by your works2 faith without works is dead4 ,a mere philosophic belief in abstract ideals1 not lived in some measure1 may be worse than useless4 ,a mere intellectual faith that does not touch the heart and brighten life and make work a blessing lacks the vital element4 ,follow your ideals closely with effort4 ,give life breadth as well as length2 the totality will be the sum of your thought1 feeling1 and action4 ,when the active conflict is over and the heroes recount their battles1 may you be able to say3 8,i1 too1 was there40 ,there is still a practical side4 ,many young men have powers of growth and possibilities of success beyond their present belief2 faith creates results4 ,every one has rare insights and rare impulses1 showing his powers and urging him to action2 it is fatal to ignore them4 ,faith is needed in business2 confidence begets confidence4 ,it is needed in social life2 friendship demands to be met on equal terms4 ,it is a ground of happiness2 suspicion creates gloom and pessimism4 ,it is needed for practical coperation2 suspicion is isolated4 ,it is needed by the educator2 faith and love make zeal in the calling4 ,it is due even the criminal2 in most men there is more of good than bad4 ,charity for the sins and misfortunes of humanity1 hope for the best1 faith in our endeavor must attend successful effort to aid men4 ,after all it is the essential spirit that one cultivates within him that will determine his manifold deeds4 ,we can invoke no greater blessing than a character that in all ways will assert the highest dignity that belongs to a human soul4 ,be brave in your faith4 ,when materialism1 indifference1 doubt1 ease1 and unseemly pleasure claim you for theirs 7the ,devil's own71 let your answer be what is expressed in ,carlyle's 8,everlasting ,yea03 8,and then was it that my whole ,me stood up1 in native ,god-created majesty1 and with emphasis recorded its ,protest3 ,i am not thine1 but ,free60 ,when ,i see some grand old man1 full of faith1 courage1 optimism1 and cheerfulness1 whose life has conformed to the moral law1 who has wielded the right arm of his freedom boldly for every good cause1 come to the end of life with love for man and trust in ,god1 seeing the way brighten before him1 turning his sunset into morning1 ,i must believe that he represents the survival of the fittest1 that his ideals are not the mere fictions of a blind nature1 serving for the preservation of his physical being1 but that the order of his life has been in accord with realities4 ,,evolution ,,of ,a ,,personal ,,ideal4 ,a famous artist once painted a portrait on a unique plan4 ,he secured a copy of every photograph of the subject from his babyhood4 ,when the painting was finished1 there appeared in it the pictures of seven people of different ages1 skilfully grouped and variously employed1 but all portraits of the same person1 each representing a stage of growth4 ,we shall not attempt the work of the artist1 but will endeavor to furnish the brush and colors1 leaving you to fill in the sketches1 now and at future times1 at your leisure4 ,a tale is told of a man who awoke one night thinking of his past and groaning in evident mental distress4 ,to the solicitous inquiry of his guardian angel1 he replied3 8,i am thinking about the people ,i used to be40 ,the angel1 smiling1 said3 8,i am thinking seriously about the people you are going to be0--thinking of 8,the soul that has learned to break its chains1 ,the heart grown tenderer through its pains1 ,the mind made richer for its thought1 ,the character remorse has wrought ,to far undreamed capacities2 ,the will that sits a king at ease4 ,nay1 marvel not1 for ,i plainly see ,and joy in the people you're going to be40 ,the gradual realization of higher and higher types is the general law of evolution in the organic world2 it is also the process of the ideal spiritual development of the individual man4 ,the potency of an infinitely varied and beautiful world was in the primeval mist4 ,the potency of each higher type of being lies in the simpler form preceding4 ,ideally the potency of a soul of strength and beauty1 of continuous development1 is in the child and youth4 ,the self of to-day is the material of possibility which should grow into the higher self of to-morrow4 ,growth is not merely gain in knowledge and intellectual power4 ,the science of education must include a vision of the entire human soul with its need of sympathy and direction1 its vague dreams of possibility1 its ideals half-realized4 ,we must view the scale of feelings from the lowest animal instinct to the most refined ethical emotions1 the order of their worth from the meanest vindictiveness to the highest altruism under ,god and duty1 and note the struggle for the survival of the fittest of the impulses and motives under the guidance of reason and with the responsibility of freedom4 99 99 99 99 99 ,we see men1 yet in the vigor of life1 men of learning1 of position1 of opportunity1 complacent in their attainments1 fixed in ideas and methods adapted to a previous generation or a different environment1 psychically prematurely old1 their powers half-developed1 their life work half-done4 ,the men who reach the complete development of their powers constantly renew their youth1 and march with modern events4 ,we see young graduates1 men of power1 who1 through degenerate tendencies1 lack of faith1 lack of insight or lack of courage1 remain stationary and satisfied in the grade to which their diplomas duly testify4 ,they have as much life and growth and are as ornamental as a painted canvas tree in a garden4 ,a lazy indifferent man once said he would as soon be dead as alive4 ,when asked why he did not kill himself1 he could only explain that he would as soon be alive as dead4 ,in the established church is sometimes observed by its devotees a special season of solitude and silence for religious meditation2 it is called a 8retreat40 ,there is a ,german tale of an aged grandfather who1 every ,christmas season1 spent a day alone in meditation upon the year and the years gone by1 making a reckoning with himself1 with his failures and his blessings1 and casting a most conscientious account4 ,on that day the noisy children were hushed by the servants--8,the master is keeping his retreat0--and they went about in silent wonder and imagined he was making himself ,christmas gifts in his quiet room upstairs4 ,when he reappeared in the evening1 after his day of solitude1 he seemed by his quiet1 gentle manners and thought-lit face to have received heaven-sent gifts4 ,i shall never forget the passage of ,vergil which in my school days gave rise in me to a new sense of beauty in literature2 nor shall ,i forget the unique and rich experience of the revelation4 ,every one has at times a new birth1 a disclosure of hitherto unknown capacities and powers4 ,the soul must keep its retreats1 not necessarily on church-anniversary days1 but at epochs1 at periods of dissatisfaction with the past1 at stages of new insight--must have a reckoning with itself and readjust itself to life4 ,when one reviews the panorama of his own history1 and finds it inartistic1 a profitless daub1 empty of the ideal or heroic1 he is keeping a retreat4 ,when a new estimate of values and possibilities appears1 he has experienced a conversion1 has taken a new step in the evolution of his ideal life4 ,the revolt of the soul may be as necessary to its health and growth as the upheaval of a nation is essential to its development4 ,it is a battle for new principles1 for advance1 for freedom4 ,tolsto relates a most striking reminiscence of his own life1 substantially thus3 ,it was in #ahgb that the ,tolsto of to-day saw the light4 ,then a new insight revealed his former life as empty4 ,it was on a beautiful spring morning with bright sun1 singing birds1 and humming insects4 ,he had halted to rest his horse by a wayside cross4 ,some peasants passing stopped there to offer their devotions4 ,he was touched to the depths by their simple faith1 and when he took up his journey he knew that the ,kingdom of ,god is within us4 ,he says3 8,it was then1 twenty-three years ago1 that the ,tolsto of to-day sprang into existence40 ,president ,garfield1 when at the head of ,hiram ,college1 once addressed his students1 in a way that made a lasting impression1 on the subject of 8,margins40 ,personal distinction1 success1 depend1 not on the average bulk of knowledge1 power1 and skill1 but on that margin that extends a little beyond the reach of one's fellows1 a margin gained by some extra devotion1 by sacrifice and work1 by ideals a little more advanced or more clearly seen4 ,some recent and notable inductions of physiological psychology along the line of evolution reaffirm that without pain there can be no happiness1 that without struggle there can be no positive character1 that at times punishment may be most salutary and that a deadhead in society degenerates as does a parasite in the animal kingdom4 ,since these views are in line with the teachings of instinct and reason1 from old ,plato down1 we may believe that evolution as applied to the spiritual nature of man is1 indeed1 becoming a hopeful doctrine4 ,we have had somewhat too much of ,herbert ,spencer's pleasure theory1 and pursuit of inclination1 and the discipline of natural consequences1 and lines of least resistance4 ,the moral drama must be enacted on a field of conflict4 ,the principle of personal evolution is 8ideals and action40 ,mr4 ,gladstone's wonderful character and great career are a pointed illustration of this fact4 ,even his fixed standards of conduct were a contribution to his growth and greatness4 ,he always asked concerning a policy of state3 ,is it just8 ,no unworthy motive was ever known to determine his public or his private acts4 ,while working ever according to permanent standards of right1 his was essentially a life of change and growth4 ,mr4 ,gladstone had a mind always seeking truth1 and1 moreover1 had a rare capacity for receiving new ideas4 ,in his history one can discover many distinct stages of development4 ,he himself acknowledges three great 8transmigrations of spirit0 in his parliamentary career4 ,he broke away from his early political traditions and1 in consequence1 more than once was obliged to seek new constituents who 8marched with the movement of his mind40 ,he was ever 8struggling toward the light10 and was ever a fighter4 ,his political opponents said of him that his foot was always in the stirrup4 ,his mind rested not by inactivity1 but by 8stretching itself out in another direction40 ,he threw himself into new and important movements for humanity with tremendous zeal and force4 ,lord ,macaulay pithily expresses a law of human progress3 8,the point which yesterday was invisible is our goal to-day1 and will be our starting post to-morrow40 ,maurice ,maeterlinck says3 8,if at the moment you think or say something that is too beautiful to be true in you--if you have but endeavored to think or to say it to-day1 on the morrow it will be true4 ,we must try to be more beautiful than ourselves2 we shall never distance our soul40 ,in the problem of growth do not neglect ,emerson's principle of compensation4 ,as men injure or help others1 so they injure or help themselves4 ,punishment is the inseparable attendant of crime4 ,requital is swift1 sure1 and exact4 ,vice makes spiritual blindness4 ,the real drama of life is within4 ,some one has said that punishment for misdeeds is not something which happens to a man1 but something which happens in a man4 ,balzac describes a magic skin1 endowed with power to measure the term of life of its possessor1 which shrank with his every expressed wish4 ,personal worth grows or shrinks with the daily life and thought4 ,every one can will his own growth in strength and symmetry or can become dwarfed and degenerate4 ,wrong takes away from the sum of worth2 virtue makes increase from the source of all good4 ,emerson says that even a man's defects may be turned to good4 ,for instance1 if he has a disposition that fails to invite companionship1 he gains habits of self-help1 and thus1 8like the wounded oyster1 he mends his shell with pearl40 99 99 99 99 99 ,if you would see the fulness of ,god's revelation in men1 look into the minds of those whose biographies are worth writing--men who in affairs of the world have shown clear thought and accurate judgment1 and in spiritual things have had visions that may strengthen and confirm your feeble faith4 ,study the record of their words spoken at the fireside in the presence of intimate and congenial friends1 when they showed glimpses of the real self4 ,learn in biography the history of great souls and see in them the ideal which is the ideal of the race1 and1 hence1 your ideal4 ,with the going out of this century some great lives have ended--lives that embodied high types of rugged1 honest satire1 political power1 poetic thought1 pure statesmanship1 ethical standards1 religious faith1 scientific devotion4 ,their histories have been written1 and enough is in them to stir the semiconscious indolent nature of any young man to cultivate a high personal ideal4 ,when ,i left college my first investment was in a few additional good books4 ,i advise students to buy a few of the best biographies recently published1 and read them with a reverent mind4 ,when you see a man of marked power1 you may be sure1 always sure1 that he has used means of growth which average people ignore1 means without which his strength would never have appeared4 ,he has been a student1 perhaps of ,plato1 of ,shakespeare1 of the ,bible1 of science or of human nature4 ,he has gone deeply into the character or writings of master minds in some field of knowledge or activity4 ,if he has a truly great nature he is able to find in many a passage of ,hebrew writings a power that welled up from the great hearts of the prophets of old--or a wisdom that gradually evolved with civilization through experiment1 disaster1 struggle1 and contrition1 and was corrected and formulated with rare understanding by the few great minds of history4 ,such writings are a very wellspring of knowledge and understanding for a young man of this or any age4 ,have you read the earlier as well as the later writings of ,rudyard ,kipling8 ,what a growth of power6 ,the evolution of his ideal ever promises and realizes greater things4 ,when recently it seemed that the riper fruits of his progress would be denied us1 the keenest solicitude was everywhere manifest4 ,it was a spontaneous tribute to the principle of ideal spiritual evolution in the individual4 ,we now know ,kipling's secret4 ,in his weakness and his sorrow he has already turned to a new and more ambitious undertaking and has gathered to himself all material that may enable him to pluck out from his subject the heart of its mystery1 and reveal it to the world of thought and culture4 ,it is with the magic of industry that he evolves the ideal of his life4 ,the following story is told of ,kipling--that it is not authentic does not rob it of its use3 ,father and son were on a voyage4 ,the father1 suffering from seasickness1 had retired to his cabin1 when an officer appeared and cried3 8,your son has climbed out on the foreyard1 and if he lets go he'll be drowned2 we cannot save him40 8,oh1 is that all80 replied ,mr4 ,kipling2 8he won't let go40 99 99 99 99 99 ,be men of to-day2 the past is useful to make us wise in the present4 ,the poet ,tennyson had a wonderful influence in his generation4 ,his influence is due not alone to his rich thought and poetic skill2 he had the broad liberal view that could adapt itself to the changing world of science1 philosophy1 and religion1 and he thus opened up the avenues of approach to all classes of thinkers4 ,he was a man with an evolving ideal1 a free1 sane1 healthy mind4 ,poetry is not a thing of the past2 it has not yet become familiar with its new themes4 ,kipling can sing the 8,song of ,steam0 and write the romance of the 8,day's ,work0--can find poetry in a locomotive1 a bridge1 a ship or an engine4 ,kipling is right when he makes ,mc,andrew1 the hard-headed engineer of an ocean liner1 see in the vast motor mechanism an 8orchestra sublime10 8singing like the morning stars10 and proclaiming3 8,not unto us the praise1 or man40 8,from coupler-flange to spindle-guide ,i see ,thy ,hand1 ,o ,god0--and this vision is always the ultimate ground of poetry4 ,on a palace steamer between ,new ,york and the ,new ,england coast ,i once heard an uncultured workman exclaim3 8,when ,i watch this mighty engine1 with its majestic1 powerful movement1 ,i feel that there is a ,god40 ,at first thought the sentiment was humorously illogical1 but his instinct was right4 ,the works of nature and the works of man alike suggest a divine origin--,god working in nature and working through man4 ,if this is a divine world1 then there is no claim of the commonplace1 no form of daily labor1 no need of the unfortunate1 no problem of society or government that is not a theme of dignity and worthy of attention and helpful effort4 ,the form of truth is an empty1 useless abstraction1 unless it is given a content1 unless it adjusts wrongs1 removes evils1 improves material conditions1 and strengthens growth among all classes of people to-day4 ,the man who beautifies his lawn1 plants trees1 lays good walks or cleans the streets is made more conscious of the divine within him--is a better man4 ,spinoza regarded his skill in making lenses to be as essential a part of his life as his philosophical interest4 ,every advance in civilization changes the perspective1 and new views and truths appear4 ,within a few years we have seen in ,america almost an entire change of attitude regarding many essential political and social questions4 ,throughout the world1 ,christianity1 by clearer interpretation of its spirit1 is gaining new influence in practical fields4 ,new problems have not the enchantment of distance2 history and poetry have not thrown a halo about them2 but they have the interest of present1 practical1 living issues4 ,every great man has attained his self-realization as a creative factor in the work of his own age4 ,take a hand in making current history4 99 99 99 99 99 ,successful men have shown at the close of their student life only the hope of what they finally became4 ,but they were men who knew how to cherish every helpful impulse1 to learn from every experience1 to profit by each fresh insight1 to concentrate their powers upon single tasks1 and at each fulfilment look forward to still greater undertakings4 ,such minds wear the beauty of promise1 8that which sets ,the budding rose above the rose full blown40 ,the realization of ideal promise is not merely intellectual power and practical attainment4 ,a man may have these1 and yet lack a rich mind4 ,sympathy1 pure ideals1 morality1 religious sentiment belong to a complete nature4 ,without them one is not a fit leader or a choice companion4 ,a wholly irreligious man is not conscious of his soul4 ,as the years advance1 with the progressive man there is more heart1 more simplicity and truth1 more moral and spiritual interest4 ,in the 8,memoir of ,lord ,tennyson0 by his son1 a chapter on the 8,in ,memoriam0 throws brilliant side lights on the essential character of the great poet4 ,one would almost take the truths there expressed as his creed1 and the inner life there revealed as the consummation of a personal ideal4 ,we note his 8splendid faith in the growing purpose of the sum of life1 and in the noble destiny of the individual man20 his belief that 8it is the great purpose which consecrates life20 his feeling that 8only under the inspiration of ideals1 and with his #8sword bathed in heaven1' can a man combat the cynical indifference1 the intellectual selfishness1 the sloth of will1 the utilitarian materialism of a transition age20 his faith that 8the truth must be larger1 purer1 nobler than any mere human expression of it20 his affirmation that1 if you 8take away belief in the self-conscious personality of ,god1 you take away the backbone of the world40 ,he believed in prayer4 ,in his own words3 8,prayer is like opening a sluice between the great ocean and our little channels when the great sea gathers itself together and flows in at full tide40 ,ideals do not belong to a mystical realm1 to a remote age or to an indefinite future4 ,they are not the exclusive possession of sage1 saint1 or poet4 ,they belong to this day1 here1 to us4 ,they belong to the professional man1 as a man1 as much as to the man of liberal culture4 ,to see the idyllic in what is familiar1 to realize the heroic in ourselves1 to make the lessons of greatness our own1 to work with the spirit of our time are the means of growth4 ,every thought and every act1 flowing from the conscious will1 fashion the soul4 8,i held it truth1 with him who sings ,to one clear harp in divers tones1 ,that men may rise on stepping-stones ,of their dead selves to higher things40 ,,the ,,greek ,,virtues ,,in ,,modern ,,application4 ,at the risk of imitating the severe logical discourses which proceed at least as far as fifthly1 let us enumerate some essential conditions that by the agreement of thoughtful men are requisite for a satisfactory life3 7#a7 a sound body2 7#b7 courage2 7#c7 intellectual ideals2 7#d7 moral ideals2 7#e7 reverence4 ,while these elements are selected for their intrinsic value1 without reference to the history of ethical thought1 the discovery that they show more than a fancied similarity to the ancient and the early ,christian ideals strengthens our belief in their value1 and suggests that essential human standards are not for one people or one age1 but for all peoples and all time1 and that they are spontaneously recognized even in an age like ours1 when men readily turn toward utilitarian ends4 ,if we go back to the dawn of philosophic thought and listen to the early revelators of the nature of man and his relation to the world and society--converse with ,plato in the groves of ,academus1 or walk with ,aristotle in the shady avenues of the ,lyceum--we find them proclaiming the great truths which have been confirmed by the experience of ages1 and urging upon men ,moderation1 ,courage1 ,wisdom1 ,justice1 and the ,good1 or ,god1 as aim4 ,if we cross over from the ancient world to the ,christian ,empire1 where old ethical thought was already taking on deeper meaning1 broader application1 and richer life1 we find in the ,cardinal ,virtues of ,st4 ,ambrose and ,st4 ,augustine a new and vitalized form of the ,greek ,virtues3 ,temperance1 ,christian ,fortitude1 ,christian ,wisdom1 ,christian ,justice1 ,god as aim4 ,if we come down to modern times1 and catch the spirit of ideals that still dwell among the people1 we find that human nature is everywhere the same1 and that the experience of human life in all ages discovers through the organization of society the same divine principles--laws to be reverenced and obeyed1 to be followed as practical guides to success4 99 99 99 99 99 ,modern psychology has rendered a service of far-reaching practical benefit in showing more definitely the intimate connection between the brain and mental action4 ,in this connection of body and soul the two are correlated2 the brain is organic to the functions of the soul4 ,the health of the brain is largely dependent upon general physical conditions1 and the old apothegm1 8,mens sana in corpore sano10 is interpreted with a new meaning not fully known in the days of ,juvenal4 ,maxims of health1 sifted by the experience of ages1 transmitted from generation to generation1 and confirmed by the proofs of modern science1 are wisdom of inestimable value for our instruction4 ,he who wastes energy of the body wastes vigor and duration of mental power4 ,rev4 ,william ,r4 ,alger used to say3 8,keep yourself at highest working capacity by preserving the vigor of the body40 ,the various ways of wasting physical energy are susceptible of classification1 and it is well worth the while to make a thoughtful analysis of the subject4 ,we admire the firm step1 erect bearing1 clear eye1 and bright brain that belong to healthful habits and noble manhood4 ,many a man by carefully conserving the vital forces will outlive and outdo others who1 with stronger bodies1 waste their energy4 ,physical sins react upon the mind and debase character4 ,they are signs of a character already weak1 and the interaction between mind and body doubly hastens the relaxing of just restraint4 ,the ancient virtue of moderation1 or temperance1 meant more than temperate habit2 it meant the submission of animal unreason to reason--the 8observance of due measure in all conduct40 ,in accord with the maxims of health are the ,greek ,virtue of ,moderation1 the ,cardinal ,virtue of ,temperance1 the ,hebrew ,purity4 ,regard for these maxims is an important condition of success4 99 99 99 99 99 ,courage appears in the ,greek ,category as heart for energetic action1 and in the ,cardinal ,virtues as firmness for the right and against the wrong4 ,courage is the sine qua non of success4 ,the student must have courage to overcome his inertia4 ,a venerable professor of my college days used to say3 8,every young man is naturally as lazy as he can be1 and the greatest problem of education is to gain an energetic will40 ,courage is required to undertake an enterprise demanding long years of toil4 ,a volume recently published contains the early experience of celebrated authors now living1 and nearly every one owes his success to a persevering determination1 in spite of poverty1 rebuffs1 criticism1 and repeated failures4 ,their genius lies in their courage4 ,we need the courage of our convictions to stand by the right4 ,the great reformers have shared this kind of confidence of soul4 ,nearly all of ,carlyle's types of the world's great heroes possessed it to an almost sublime degree1 and1 most of all1 the hero of the ,reformation4 ,waiving all religious controversies that centre about the doctrines of ,martin ,luther1 he is a figure for the world to admire4 ,some of his memorable words are known as household words1 but1 like strains of familiar grand music1 are ever grateful--they lose nothing by repeating4 ,when warned that ,duke ,george of ,leipzig was his enemy he said3 8,had ,i business1 ,i would ride into ,leipzig though it rained ,duke ,georges for nine days running40 ,when summoned to the ,diet at ,worms1 he answered the friends who would dissuade him3 8,were there as many devils in ,worms as there are roof tiles1 ,i would on40 ,when urged in the presence of that august council to recant1 he replied3 8,here ,i stand2 ,i can do no other2 ,god help me40 ,and the courage of his religious faith rose to its climax when he boldly faced the supernatural and hurled his inkstand at the head of the ,devil himself4 ,the student needs the courage of faith in his own powers and possibilities4 ,many a one fails because he has not confidence in himself4 ,in rare moments of meditation one sometimes discovers capacities and possibilities of attainment that become a life inspiration4 ,we are proud of our ,teutonic ancestry2 of the bold enterprise that led the ,teutons across ,europe in conquest1 or impelled them to embark in their galleys and push forth with adventurous spirit1 and fearlessly ride the tempestuous waves1 as their oars kept time to the music of their songs of victory4 ,their courageous and progressive spirit1 tamed and refined1 reappeared in the religious convictions of the ,puritans1 in the settlement of ,america1 in the westward march of civilization in our own country1 in the confidence of the pioneers that early crossed the plains and pitched their tents by these mighty mountains1 in the energy that has made all that the world holds as greatest and best in material civilization1 invention1 government1 science1 literature1 and moral and religious principle4 ,the young man who has in his veins the blood of this people1 and inherits the blessings that his race has wrought out1 is a recreant to his trust if he does not stand courageously for all that is best in his own development1 and all that is best in the progress of his age4 ,thor1 the ,norse god1 possessed a belt of strength by which his might was doubled1 and a precious hammer which when thrown returned to the hand of its own accord4 ,when he wielded the hammer1 as the ,northern legends relate1 he grasped it until the knuckles grew white4 ,this hammer is an heirloom of the ,northern races1 handed down from the ,halls of ,walhalla4 ,and herein lies the secret of success3 grasp the hammer until the knuckles grow white4 99 99 99 99 99 ,plato held ,wisdom to be the supreme means by which to attain the great purpose of human existence4 ,the ,cardinal ,virtue of ,christian ,wisdom is to gain knowledge of ,god4 ,plato conceived growth in wisdom to be a gradual realization1 in the consciousness of man1 of the eternal ideas4 ,man came from heaven and in his progress in knowledge he was but climbing the upward path to regain his lost estate4 ,the exercise of wisdom marked him off from the lower order of beings1 and he was fulfilling the distinctively human function only when living a rational life4 ,if nature is a congeries of metaphors arranged in a system of relations and constituting a sublime allegory1 and we1 being the offspring of ,god1 may interpret this allegory and thereby come to a consciousness of verities1 if there is a spiritual sense that may feel the presence of great truths and of a personal ,god--then man pursues his supreme calling when through the laws of physical nature1 when through the beauty of its forms1 when through knowledge of self1 when through the world's history and literature and philosophy he aims at a further acquaintance with truth4 ,if knowledge and the power that comes through knowledge enhance our material civilization and make more favorable conditions for the body and more leisure for the mind and more refinement for the spirit1 if to create material things brings us more in accord with the creative spirit of the universe1 then we have the highest incentives to gain knowledge toward so-called practical ends4 ,the universities are not always the first discoverers of wisdom1 but they are the storehouses of the wisdom of the ages1 and the distributing points4 ,they are not a substitute for nature and real life1 but they help to interpret both4 ,they are not a substitute for practical experience1 but they bestow the instruments with which to do better the work of practical experience4 ,they do not create power1 but they develop power4 ,a few geniuses have in strong degree the intellectual impulse and follow it until they become original and creative1 and contribute to the world's insight4 ,but the average youth needs all that the formal training of the schools can give him4 ,when the student is once aroused by the sense of his privileges and duties1 he will select no easy goal to attain4 ,he will not be satisfied until he has learned the secrets of nature's processes1 has examined his own nature1 has made use of the recorded experience of the ages--thereby taking a giant stride in knowledge that he could not have taken alone--has given himself the power to help in the work of his own time4 99 99 99 99 99 ,justice was regarded by ,plato as the ground of social uprightness2 ,christian justice recognized the brotherhood of man1 with all that follows in moral conduct2 8moral ideals0 for us has the same significance4 ,this is not the place for the discussion of ethical theories1 but it is of the highest importance for the young man1 after wandering more or less vaguely over the field of ethical doctrines1 to turn to the nature of his own being and find there written the supreme fact of moral obligation1 with its implications of freedom of will1 a personal ,god1 and immortality of the soul4 ,every man knows that even in his ordinary approvable acts he does not work to the end of pleasure1 but that he has impulses that reach out in fellowship and compassion toward others1 impulses that reach out toward the ,truth and ,beauty and ,supreme ,goodness of the world4 ,every man knows that he possesses a power to choose amongst and regulate his impulses2 that such aims are to be employed as will conduce to the perfection of his being and of all human being2 that his reward lies in this perfection1 in a noble and approvable character1 which is not to be completed in this life1 but is to attain its full realization in a future life4 ,and hence is revealed to him the rational necessity of that life1 without which the present struggle and growth would lack meaning4 ,if there is moral order in the universe1 then man will be successful as he conforms to that order4 ,if he goes against the great silent forces moving in the direction of ,right1 his life can but result in failure4 ,men who show a disregard for moral law are held to possess a dangerous malady slowly decaying the tissues of the soul4 ,they are treated with suspicion in business relations and condemned in the minds of others and by their own judgment4 ,sound to the core must a man be who would make the most of life and receive the approval which the world bestows upon character4 ,a true man is bold2 he feels that for him all the forces of right will contend4 ,he has courage for his work1 because he knows he is on the right path and is moving toward ever higher attainments and a supreme result4 ,the subject is old as man1 the thoughts are trite2 why not utter your maxim and proceed1 or rather say nothing8 ,while there are lives empty of purpose and hearts that bleed in contrition and tragedies that fill prisons and madhouses1 there is much to say and more to do4 ,have we no further use for wisdom8 ,have we ceased to erect perennial monuments to the memory of saints and reformers8 ,if the subject is old1 the generations of men are new1 and the race has not attained its perfection4 ,the best men and the best thoughts reveal us to ourselves1 are the source of our aspiration2 and we of the present1 not half-way toward the goal1 have need of our ,socrates1 ,augustine1 ,luther1 and supremely of the divine ,christ4 ,we still have need of our ,pilgrim's ,progress4 99 99 99 99 99 ,the aim of ,plato's philosophy was the ,supreme ,good1 or ,god4 ,the ,cardinal ,virtues were framed in the light of religious faith4 ,reverence is the sentiment whose object is ,god4 ,says the ,sage of ,chelsea3 8,all that we do springs out of ,mystery1 ,spirit1 invisible ,force40 ,some1 well-versed in ,spencer's works1 have failed to note this passage3 8,one truth must grow ever clearer--the truth that there is an ,inscrutable ,existence everywhere manifested1 to which the man of science can neither find nor conceive either beginning or end4 ,amid the mysteries which become the more mysterious the more they are thought about there will remain the one absolute certainty1 that he is ever in the presence of an ,infinite and ,eternal ,energy1 from which all things proceed40 ,add to this the ,faith which is the 8substance of things hoped for1 the evidence of things not seen10 and you have the origin of all religions1 of all temples of worship4 ,it is the conception of the philosopher and the insight of the poet2 it is held most strongly by the most profound4 ,few great men1 though they may reject formal creeds1 are without the feeling of ,reverence4 ,carlyle's 8,everlasting ,yea0 is the vision of a true seer1 and it reveals1 in the spontaneous language of earnest thought1 the breadth and depth of a possible ,christian experience4 ,he speaks through the hero of the 8,sartor ,resartus40 ,by disappointment and dim faith the universe had become to him a vast merciless machine2 he was filled with an indefinable fear4 ,but over his soul came the spirit of ,indignation and ,defiance1 and he shook off fear of all that is evil1 and all that may happen of evil4 ,in his words3 8,the ,everlasting ,no had said3 #8,behold1 thou art fatherless1 outcast2 and the ,universe is mine 7the ,devil's7'2 to which my whole ,me now made answer3 #8,i am not thine1 but ,free1 and forever hate thee6'0 ,this is but the first step1 and only by the 8,annihilation of ,self0 does he awake to a 8new ,heaven and a new ,earth40 ,now nature is seen to be the 8,living ,garment of ,god40 ,the ,universe is no longer 8dead and demoniacal10 but 8godlike and his ,father's40 ,he looks upon his fellow man with an 8infinite ,love1 an infinite ,pity10 and enters the porch of the 8,sanctuary of ,sorrow40 ,happiness is no longer the aim2 happiness cannot be satisfied4 8,there is in man a ,higher than ,love of ,happiness2 he can do without ,happiness1 and instead thereof find ,blessedness60 8,love not pleasure2 love ,god4 ,this is the ,,everlasting ,,yea40 ,the ,temple of ,sorrow 7the ,christian ,temple7 is partly in ruins1 but in a crypt the sacred lamp still burns for him1 and for all4 ,applied ,christianity is action4 ,he says3 8,do the ,duty which lies nearest thee3 thy second ,duty will already have become clearer40 ,thy opportunity is in whatever thy condition now and here offers thee4 8,whatsoever thy hand findeth to do1 do it with thy whole might40 ,christianity 8flows through all our hearts and modulates and divinely leads them40 ,of immortality he says3 8,know of a truth that only the ,time-shadows have perished1 or are perishable2 that the real ,being of whatever was1 and whatever is1 and whatever will be1 is even now and forever4444 ,believe it thou must2 understand it thou canst not40 ,if we may draw a lesson from this1 ,carlyle's greatest work1 it is that the completeness of life requires vivifying1 hope-giving1 sin-subduing1 courage-inspiring faith and reverence4 ,to the hero of ,carlyle's prose poem success did not come1 until the 8,fire-,baptism0 of his soul4 ,he confesses3 8,i directly thereupon began to be a man40 99 99 99 99 99 ,are these ideals of value for practical success8 ,yes1 for all the success worth striving for and worth having4 ,does not craft succeed better than honesty8 ,sometimes1 and for a time1 but honesty appears to be even the best policy1 and it is the essential stamp of real manhood and womanhood4 ,the genuine heroes of all history are the morally great4 ,are not such standards too high--impractical ideals for the pulpit and platform1 which no one is expected to carry into real life8 ,no one attains even his own ideals1 much less the absolute standards2 but they are the steady aim of a fully successful life4 ,if a young man is true to himself1 the bounties of nature1 the good will of others1 the coperation of the forces of right1 and the approval of ,god are his4 ,the world waits to see what he will do with his powers and opportunities4 ,much is expected of him1 and rightly4 ,the state which has helped educate him expects much2 the home which has made sacrifices for him expects much4 ,will he have the courage to stand by his ideals8 ,to progress must be part of his religion4 ,when the oak has ceased to put forth its leaves and extend its branches1 it has gone into hopeless decay4 ,there is no lasting happiness but in action and ever new and higher realizations4 ,longfellow represents early manhood turning regretfully from the memory visions of childhood and youth to the earnest work of life4 8,visions of childhood6 ,stay1 ,o stay6 ,ye were so sweet and wild6 ,and distant voices seem to say1 ,it cannot be6 ,they pass away6 ,other themes demand thy lay2 ,thou art no more a child6 8,the land of ,song within thee lies1 ,watered by living springs2 ,the lids of ,fancy's sleepless eyes ,are gates unto that ,paradise1 ,holy thoughts1 like stars1 arise1 ,its clouds are angel's wings4 99 99 99 99 99 8,look1 then1 into thine heart1 and write6 ,yes1 into ,life's deep stream6 ,all forms of sorrow and delight1 ,all solemn ,voices of the ,night1 ,that can soothe thee1 or affright1-- ,be these henceforth thy theme40 ,,the ,,student ,,as ,,citizen4 ,solomon1 in the fulness of his wisdom and the maturity of his moral strength1 wrote ,proverbs4 ,in the third chapter are many appeals in behalf of ideal manhood1 and in behalf of justice and mercy in relations with one's fellow men4 ,he exhorts men to depart from evil and hold fast to truth4 ,he instructs them that intellectual and moral wisdom is better than silver and gold and rubies2 that it gives long life1 riches1 power1 and peace of mind4 ,the wise shall find favor in sight of ,god and man4 ,reverence for ,god contributes to worldly success and the growth of character4 ,with equal force he teaches regard for the rights and the welfare of others4 8,devise not evil against thy neighbor40 8,strive not with a man without a cause40 8,choose not the ways of the oppressor40 8,withhold not good from them to whom it is due1 when it is in the power of thine hand to do it40 ,and he sums up the whole matter in the sentence3 8,god blesseth the habitation of the just40 ,men sometimes question whether ideals and ,utopias have any practical value4 ,note the words of ,professor ,jowett1 penned after he had spent years of his intense life in translating and commenting upon the ,dialogues of ,plato--writings which1 in broad outlines1 represent the best ideals of all philosophy for the individual and for society4 ,he says3 8,human life and conduct are affected by ideals in the same way that they are affected by the examples of eminent men4 ,neither the one nor the other is immediately applicable to practice1 but there is a virtue flowing from them which tends to raise individuals above the common routine of society or trade1 and to elevate states above the mere interests of commerce or the necessities of self-defense4 ,most men live in a corner1 and see but a little way beyond their own home or place or occupation2 they #8do not lift up their eyes to the hills2' they are not awake when the dawn appears4 ,but in ,plato1 as from some #8tower of speculation1' we look into the distance and behold the future of the world and of philosophy4 ,the ideal of the state and of the life of the philosopher2 the ideal of an education continuing through life and extending equally to both sexes2 the ideal of the unity and correlation of knowledge2 the faith in good and immortality--are the vacant forms of light on which ,plato is seeking to fix the eye of mankind40 ,in ,plato's ,ideal ,republic the ruler is to be a man of wisdom and probity1 and is to consider only the good of his subjects4 8,until political greatness and wisdom meet in one1 cities never will cease from ill40 ,the citizen must perfect his calling1 however humble1 as an artist perfects his art1 and must form a harmonious and useful factor in the state4 ,states must be organized on the 8heavenly10 that is1 the ideal1 pattern4 ,after developing the understanding of justice through the ten books of the 8,republic10 ,socrates concludes3 8,need we hire a herald1 or shall ,i proclaim the result--that the best and the justest man is also the happiest1 and that this is he who is the most royal master of himself2 and that the worst and most unjust man is also the most miserable1 and that this is he who is the greatest tyrant of himself and of his state40 ,the good citizen is described in ,plato's 8,laws0 as he who honors his own soul1 obeys the laws1 meets the just demands of the state with endurance2 who holds virtue above all other good1 teaches children reverence1 instead of bestowing upon them riches2 who sets a good example1 holds a contract as sacred1 aids the suffering2 who is trusted because of his truthfulness1 does no injustice1 exerts good influences1 is ambitious without envy2 who is gentle1 forgives the penitent1 loves not self unduly2 who is cheerful and hopeful in misfortune2 who is wise and moderate1 and courageous in spirit4 ,thus the wisdom of the ,greek confirms the wisdom of the ,hebrew1 and1 were we to trace the ,christian teachings that constitute the true spirit of our modern civilization1 we should find these same maxims1 wrought out with fuller understanding1 given a richer content and a broader application4 ,the good citizen is he who is true to his best nature1 and toward others is just1 truthful1 merciful1 and helpful4 ,it requires no new philosophy to solve the problems of society1 only a better grasp and use of the old2 for the germs of essential truths are as old as man1 and have their origin in the mind of the ,creator1 who made this a moral world4 99 99 99 99 99 ,each man1 as a part of the universe1 is subject to the universal will of ,god revealed in him2 he1 though a free agent1 is under universal law1 binding upon him as sharing in the common brotherhood4 ,did a different universe walk under your hat and under mine1 then there would be no society1 no brotherhood1 no individual growth2 so far as a man isolates himself in selfishness and narrowness1 he is detached from the source and life of his being1 and perishes by himself4 ,he remains undeveloped1 because the soul comes to know itself only by reflection in the mirror of kindred natures4 ,the state is the organization that brings men into the most favorable conditions for the interplay of mind upon mind and heart upon heart4 ,as a part of the whole1 each man must have his vocation4 ,man is conditioned by the needs of his physical being4 ,he is compelled to make requisition on the fruitfulness of the earth1 the abundance of the sea1 and all the forces of nature4 ,this demand upon his energies develops his intelligence and creative power4 ,by serving his own needs he also serves others and contributes to a material civilization favorable to soul growth4 ,the most favorable material conditions1 however1 are only the scene for the play of spiritual forces1 and on this scene some find their special vocation in arousing and guiding mental and moral activities4 ,he who1 being able1 does not contribute by his vocation to the common good1 is a drain upon the whole2 he takes without giving1 and has no just share in the products of earth1 the protection of state1 or the favor of the ,universal ,father4 99 99 99 99 99 ,the ideal scholar is a man of rich thought and feeling1 one who has realized much of his possibility1 has come to a consciousness of universal truths4 ,he has variety1 breadth1 and definiteness of knowledge1 and1 hence1 is able more wisely to play his part in the state4 ,he is the conservator and transmitter of the thought of the ages4 ,from his acquaintance with the past he may interpret the present4 ,by his own activity and invention he may add to the store of wisdom and the progress of civilization4 ,he is able to view broadly the field of knowledge4 ,he should judge wisely of events1 and be able to sift useless details from essential truths4 ,upon him rests the responsibility of having many talents committed to his charge2 he must gain other talents4 ,but this educated power is not to be merely self-centred4 ,in these days no man is privileged to live an unproductive life4 ,the development of his nature and the enjoyment of his powers is every man's right2 but mere serene pleasure in exalted thought and feeling1 as sought by the medival recluse1 in an age when ideals must be followed by action1 when utility is yoked to philosophy1 is no longer tolerable in scholar or saint4 ,the world demands the best expression of every man's best ability4 ,the educated man should be a man of action and influence4 ,if he chooses literature1 he must give mankind the result of his deepest insight4 ,if he chooses science1 he enters a vast field1 and the world expects of the trained specialist some fresh contribution to knowledge or skillful application in using the forces of nature4 ,if he chooses teaching1 he holds his only valid commission from the wise men of all ages4 ,he is a mediator between the whole world of intellectual and moral wisdom and the needs of the plastic mind1 and he is in large degree responsible for the shape it assumes and its beauty and worth4 ,young minds will reflect the richness or poverty of the thought1 feeling1 and life of the teacher4 ,college-trained educators have a greater responsibility in proportion to their superior advantages4 ,in whatever field1 the educated man must use his trained powers for the honor of his calling4 ,the world has special claims upon the learned professions4 ,the client pays for the honest service of the advocate1 and1 to the full limit of the justice involved1 he may demand the best effort of his patron4 ,the graduate in medicine has a mission1 not alone of drugs and instruments1 but of ministering to the mind diseased4 ,his relations call for the soul of honor and delicacy and secrecy4 ,the nature of his profession requires the most devoted service4 ,this demand for unselfish public service from the educated has not merely an objective significance4 ,a man's full growth is1 in a large measure1 dependent upon the effective outward expression of his better self4 ,man finds his well-being in regard for the well-being of others4 ,there are times when the popular clamor of those who see only the near event must be resisted by the steady courage of citizens of far-reaching vision4 ,one such man may see a truth more clearly than a thousand of average judgment4 ,plato surpassed the race in discovery of the foundations of truth4 ,copernicus penetrated to the centre of the solar system1 and1 there taking his stand1 all the orbs moved before him in harmony4 ,such a standpoint1 amid all the complexities of affairs1 is always to be sought by men of deep discernment4 99 99 99 99 99 ,he who is educated by society or by the state stands under a peculiar obligation4 ,the state says3 ,i offer you as your right the best opportunities for your development2 ,i provide for the acquisition of professional and mechanical skill4 ,as a human being1 for whom ,i am responsible1 you have a claim to these privileges2 but ,i give them also for the further welfare and progress of the whole1 and ,i demand that you use your opportunities appreciatively and wisely4 ,i expect you to conserve your physical being1 to develop your powers1 to train your mind for service and your heart to regard the claims of society4 ,i expect no dwarfed and distorted growth1 but a growth that has expanded in normal beauty and strength4 ,the state has trained you that you may be an active factor for the welfare and glory of the state--a factor that shall consider the state's problems1 shall take part in political affairs1 shall occupy honestly positions of responsibility1 shall stand for the right and raise its voice vigorously for every just cause1 shall impart of its knowledge and professional skill in proportion to the full measure that has been received4 ,good to the state is the state's due2 withhold not that good when it is in the power of your hand to do it4 ,if your power is used selfishly1 if your cunning is turned to the harm of your foster mother1 if your influence leads men aside from the path of moral progress1 ,i disown you as unworthy and ungrateful1 and unconscious of your obligations as a man and a citizen4 ,the name of a country stands for more than its territory1 people1 and government4 ,it represents the principles and conditions that gave it birth1 the battles in defence of its integrity and honor1 the civil conflicts for the triumph of the best elements1 the monuments to the loyalty and sacrifice of its founders1 defenders1 and preservers4 ,it represents the glory of its heroes1 statesmen1 poets1 and seers2 it stands for the peculiar genius and mission of the people4 ,it is a heritage whose glory is to be maintained by the character1 wisdom1 and devotion of all its citizens4 99 99 99 99 99 ,i do not take the pessimistic view of political life4 ,men in places of responsibility are more disposed toward the right than is allowed by their political opponents4 ,respect is due to our rulers1 and a man is not to be charged with wrong motives merely because his judgment is not in accord with ours1 because the affairs of state or municipality are not perfectly administered1 nor because of the exigencies of party4 ,that there is much to condemn in political conduct is also true1 and corruption1 whether in the primaries or the ,presidency1 is most potent in weakening the integrity of ambitious young men4 ,the best influences of church and school hardly serve to offset the tendency of daily contact with men who have no ideal standards of citizenship4 ,the idea of public gain without commensurate public service is a most insidious tempter1 to be resisted by every instinct of true manhood4 ,this is not a matter of abstract speculation1 but a practical condition here and now1 and one that every educated man must face4 ,you recall the scene of ,shakespeare1 where ,hotspur on the field of battle1 8breathless and weary0 after the conflict1 encountered a certain lord1 8perfumed like a milliner10 holding to his nose a pouncet-box1 and calling the soldiers1 who bore the dead bodies by1 untaught knaves1 8to bring a slovenly1 unhandsome corse betwixt the wind and his nobility40 ,hotspur adds3 8,it made me mad to see him shine so brisk1 and smell so sweet1 444 and tell me but for these vile guns1 he would himself have been a soldier40 ,i mean no undue disrespect to educated and refined gentlemen who stand aloof from the political field because it smells of 8villainous saltpetre10 and is altogether too dirty and dangerous for their respectability and ease4 ,the intelligence of the nation should guide the nation1 and any educated man who stands by and views with indifference or timidity the struggle for the triumph of the best elements of society and the best principles1 deserves the objurgations of every valiant ,hotspur in the land4 ,a minister recently said3 8,it is as much your duty to attend the primaries as the prayer-meeting40 ,i would have educated young men take a hand in every contest where order and justice and honesty are endangered2 ,i would have them independently take a stand with whatever party or faction1 at a given time1 may represent the best cause4 ,i would have them measure public service and public reward by the strict standard of equity2 ,i would have them recognize the duty of active practical citizenship4 ,the people are keen to detect wrong aims in political life1 and in their minds they speedily relegate the politician who shows himself unworthy to the plane of his motives4 ,they as speedily recognize probity and patriotism and devotion to the commonwealth1 and the truly royal men in public life are enshrined in their hearts and are made an example to their children4 ,the majority of citizens are right in their feeling and purpose2 their fault is in their apathy4 ,edgar ,w4 ,nye1 the genial humorist1 quaintly expressed a deep thought when he said3 8,to-day there is not a crowned head on the continent of ,europe that does not recognize this great truth--viz43 that ,god alone1 speaking through the united voices of the common people1 declares the rulings of the ,supreme ,court of the ,universe40 ,in the long run the voice of all the people is just4 ,in the sixteenth century literature we find a choice bit of truth and eloquence3 8,of ,law there can be no less acknowledged than that her seat is the ,bosom of ,god2 her voice the harmony of the world40 ,moral order is a part of the beneficent law of the world2 only by conformity to it can an individual or a nation prosper4 ,if ideals of truth and right are existent in the mind of the ,creator1 are implanted in human nature and revealed through society1 no one can escape from their authority4 ,one of the old ,sophists declared honesty to be 8sublime simplicity10 and those are yet found who subscribe to the creed4 ,the life that is controlled by mere prudence is likely at some time to commit a fatal error4 ,that ,state is sound that lives under the law of ,god1 that regards principles of right and maintains healthy sentiment4 ,,optimism ,,and ,,interest4 ,not long ago ,i met an old acquaintance1 and by way of greeting asked how affairs were with him4 8,all right10 he replied2 8business is looking up2 the city is improving2 the ,state is in a better condition2 we have a good ,legislature1 a good ,governor2 it is a beautiful day1 a beautiful world2 everything is all right40 ,and ,i went on my way1 meditating on interest and optimism4 ,his interest in life was not due to any recent stroke of good fortune1 but was habitual4 ,the optimist is your best philosopher4 ,he adapts himself to the world and uses it4 ,he selects the best that life offers1 and1 when the sky is gloomy1 he lives in hope of bright days4 ,he has faith in the ultimate beneficent outcome of the plan of the ,creator4 ,as there is light for the eye1 sound for the ear1 form for the touch1 aromas for the smell1 food for the taste1 so there is an object in the outer world1 adapted to every human instinct and impulse4 ,the impulse for life and action1 the desire for property1 the impulse for friendship1 the impulses of wonder1 sthetic admiration1 and religious worship--each has its objective counterpart4 ,man is adjusted to his environment1 and his environment includes the whole round world of utility and sentiment4 ,human life is perpetual activity1 a searching for objects that will meet material needs and conduce to spiritual development4 ,the feeling of interest arises when the mind finds the object of its search or feels that it is on the right track4 ,interest is the condition of the mind that makes a thing of value to us4 ,it is the cry of ,eureka when a fitting discovery is made4 ,it is the magnetic relation between impulse and the end at which it aims1 between man and the outer world1 between man and himself4 ,it makes life worth living1 and is the secret of activity and progress4 ,inasmuch as interest shows the kind of objects that appeal to the mind1 it is a revelation of character4 99 99 99 99 99 ,the objects1 which a man may cherish are limitless4 ,he may rejoice in his strength1 his personal adornment1 his lands and money1 his books and works of art4 ,he may find an eager interest in his own image as pictured in the minds of his relatives1 friends1 or fellow citizens4 ,he may take pride in family or in personal glory and honor4 ,men pose before the world2 they act often with reference to the appreciation they will receive4 ,it is told that the poet ,keats could not live without applause4 ,carlyle says men write history1 not with supreme regard for facts1 but for the writing4 ,nero conceived that he was a musician1 poet1 and actor1 surpassing in merit the geniuses of his age4 ,man's attitude toward wisdom and religion1 the quality of his thoughts and feelings1 his aspirations1 constitute his spiritual interest4 ,the sentiments of his soul are his2 for them he is responsible1 and in them he finds satisfaction or humiliation4 ,as one forgets self and self-interest1 more and more he makes the whole world his possession4 ,nature1 the welfare of others1 man in history and literature1 the ,maker of all1 may become objects of regard4 ,a ,french nobleman who in the vicissitudes of revolution lost his estates and titles1 but received a small pension from the government1 became a philosopher and had the world at his command4 ,for slight pay1 willing service for his daily needs was his2 private gardens1 public parks1 the broad landscape1 the sky were his to enjoy1 and he was free from care and fear4 ,some interests are universal1 not the heritage and possession of one1 but1 like sun and air1 free4 ,they fall 8as the gentle rain from heaven upon the place beneath10 and bless him that receives4 ,rich in experience is he who can see in the drifted gleaming snows on our mountain peaks more than the summer's irrigation1 in the green plains of ,may more than the growing crops of wheat and alfalfa1 in the orchard bloom more than the promise of fruit1 in public education and charity more than political and social prudence1 in religious devotion more than conventionality4 ,for him blessings come on the morning breeze1 gleam from the midnight sky1 appear in the quality of mercy1 and spring from communion with the ,soul of ,nature4 99 99 99 99 99 ,prometheus is said to have given to men a portion of all the qualities possessed by the other animals--the lion1 the monkey1 the wolf--hence the many traits that are manifest in his complex nature4 ,there is a slight suggestion of evolution in this--that man is but the highest stage of animal development1 and that his refined emotions are but the instincts of the lower orders modified by complex groupings4 ,we grant the process1 but not necessarily the inference4 ,an apple is none the less an apple because it is the product of an unbroken development from a germ and simple shoot4 ,the spirit of self-sacrifice need be none the less valid because it is a late phase of some simple instinct4 ,we believe the world was fashioned according to an intelligent plan1 a plan gradually realized1 and that its meaning is found1 not in the lower1 but in the higher stages of development4 ,we explain the purpose of creation1 not by the first struggle of a protozoan for food1 but by the last aspiration of man for heaven4 8,from harmony1 from heavenly harmony1 ,this universal frame began3 ,from harmony to harmony ,through all the compass of the notes it ran1 ,the diapason closing full in ,man40 ,the latest science hesitates to question the validity of our higher emotional life4 ,it is becoming antiquated to say that1 because we are descended from animals1 our sense of duty1 our feelings of faith and reverence have no more significance than the animal instincts from which they may have developed4 ,there they are in all their refinement1 need1 and suggestiveness1 and1 as such1 are a proper ground of belief4 ,a late philosophical evolutionist says it is useless to theorize about our impulse to pray1 its use or futility--we pray because we cannot help praying4 ,evolution is undergoing the test of the last stage of a scientific process--in this instance that of fitness to explain the facts of man's nature4 ,it may not escape the test by denying the facts4 ,pardon the seeming digression1 but the reasonableness of our faith is the ground of interest4 ,interest vanishes with the genuineness of our supposed treasure4 ,we do not like to handle counterfeit coin2 we do not value antiquities and sacred relics of modern manufacture1 or mementos that no longer represent cherished memories4 ,much that stimulates the higher life would perish did we doubt the truth of our nature2 the glory of the world would depart were the soul lost out of it4 99 99 99 99 99 ,some interests have sacred claims above others2 there is a hierarchy amongst our impulses4 ,analyze the fact as we may1 duty still remains4 ,moral laws and their practical application are progressively revealed by the relations of men in society4 ,we may believe the laws are there in the nature of things1 but that our discovery of them is gradual1 as is the discovery of the unchanging laws of physics4 ,the moral problem is the old one of the struggle between light and darkness1 between good and evil1 between duty and pleasure--the problem of responsibility1 character1 and destiny4 ,in its modern form it is the problem of utility1 that is1 of life and happiness4 ,but utilitarianism includes1 and ever must include1 the happiness that comes from the exercise of the higher spiritual functions1 from the sense of duty performed1 and from belief in divine approbation4 ,interests chosen and pursued reveal the character4 ,men do not gather grapes of thorns nor figs of thistles4 8,a good tree can not bring forth evil fruit2 neither can a corrupt tree bring forth good fruit40 ,the outward act is but the visible expression of the inner life4 ,there is something more than a pleasing myth in the ,greek conception of choosing the lot of life4 ,every responsible act of free will is gradually fixing our destiny4 ,the conduct of life is not a series of skirmishes with fate2 it is fate itself1 and a thing largely of our own creation4 ,we are constructing the future out of the present4 ,for the goal that we may finally reach we are even now running the race1 the direction is already chosen1 and1 if we find ourselves on the wrong road1 time is already lost4 ,times change1 science brings in new conceptions1 superstitions vanish1 beliefs are modified1 new conditions and duties arise4 ,but as the scenes shift and new actors come on the stage1 the themes are still human history1 comedy1 and tragedy4 ,the argument of the play is still the triumph of heroism and the reward of virtue4 ,the spectators still smile at innocent pleasures1 weep with misfortune1 and applaud sentiment and worth1 and the orchestra still plays the triumph or the dirge as the curtain falls on the final scene4 ,the ideals of the saints1 the courage of heroes1 the sufferings of martyrs still teach their lesson4 ,reverence for ,god1 justice1 benevolence1 the ethical worth of the individual are still dominant ideas4 ,if our ideals are less severe1 they are more practical2 if our heroism is less phenomenal1 it takes on new forms or is reserved for imperative need2 if we shrink from martyrdom1 it may be because martyrdom is sometimes folly2 if we worship with less zeal1 we are more conscious of the rational grounds of worship4 ,our justice and benevolence have become more useful and practical1 and reach all men4 ,the problems of physical comfort and material progress1 of practical charity1 of political justice1 of social purity1 of the rights of all classes of men1 of education1 of peace and good will1 of the true grounds of religious faith are at the front1 and claim our interest and devotion4 ,romance is not dead4 ,the modern hero has his opportunity1 an opportunity open as never before to all kinds and conditions of men4 ,every educated young man has an unlimited field1 a free lance1 and a cause worthy of his valor4 ,let him go forth1 as an ideal knight of old1 pure in heart and life1 with consecrated sword1 to aid misfortune1 to defend the people1 and fight bravely for truth and right4 99 99 99 99 99 ,i have seen young men going about1 dallying with this or that pleasure1 physically lazy1 mentally indolent1 morally indifferent1 burdened with ennui1 aimless1 making no struggle4 ,will power must be awakened1 life given to the mechanism1 or it will go to rust and decay4 ,while there is hope there is life4 ,when interest is gone1 the mind and spirit are dead1 and the body is dying4 ,what a hopeless lump of clay is he who1 standing in this infinitely glorious world of ours and having eyes sees not1 having ears hears not1 and having a heart understands not4 ,what shall men do who have not come to a consciousness of their better impulses1 to whom the number and worth of human possibilities are unknown1 who have hidden1 silent chords1 awaiting the touch that will set them vibrating8 ,plainly by studying the highest types of men1 the completeness of whose inner life is revealed in their deeds and thoughts4 ,by contact with a better than himself one comes to know his better self4 ,under the influence of great companionship1 whether in life or literature1 new conceptions may appear in the vacant soul4 ,a popular work of fiction lately published shows incidentally how great conceptions may grow in a foreign and incongenial soil4 ,it treats of the times of ,nero and the early struggles of the ,christians in ,rome4 ,amidst that folly1 profligacy1 debauchery1 strife1 and cruelty1 the ,christian purity1 humility1 brotherly love1 and faith in ,god are made to stand forth in world-wide contrast4 ,through a series of dramatic events1 possessing for him a powerful interest1 a ,roman patrician comes to receive the ,christian ideas1 and1 under the nurture of interest1 they gradually wax strong and become the dominant impulses of his being4 ,a fellow patrician1 maintaining a persistent attitude of indifference to the new truths1 lives and dies1 to the last a degenerate ,roman and a ,stoic4 ,a remote interest whose attainment is doubtful may come to wholly possess the mind4 ,a young man1 misunderstood and underestimated by friends1 suffering years of unrequited effort1 persevering in silent determination1 standing for the right1 making friends with all classes1 seizing strongly the given opportunity1 defying popularity1 and thereby winning it1 may gradually rise to prominence through long years of focusing of effort4 ,man's free will makes him responsible for his interests4 ,aristotle's dictum comes down to us in an unbroken line of royal descent3 ,learn to find interest in right things4 ,repugnance to the sternest demands of duty may be converted into liking1 and1 in the process1 character is made4 ,if you have a need for mathematics1 science1 history1 poetry1 or philanthropy1 cultivate it1 and interest will come as a benediction upon the effort4 ,i sometimes think the gods love those who in youth are compelled to walk in hard paths4 ,rudyard ,kipling has a trace of imperialism which is not the least valuable feature of his unique writings4 ,in a late story he describes the transformation of a son of wealth who is already far on the road to folly--one of those nervous1 high-strung lads who in the face of hardship hides behind his mother1 and is a particular nuisance to all sensitive people4 ,crossing the ocean in a palatial steamer1 he chances to roll off into the ,atlantic and is conveniently hauled aboard a fishing schooner1 out for a three months' trip4 ,he has literally tumbled into a new life1 where he is duly whipped into a proper frame of mind and made to earn his passage and a small wage1 by sharing the hardships of the fishermen4 ,in time he is returned to his parents1 together with a bonus of newly acquired common sense and love for useful work4 ,hardship did for him what all his father's wealth could not buy4 ,it is in the time of need that men seek ultimate reality4 ,a scientific writer1 after speaking of our interest in the friendship and appreciation of men1 refers to our need of friendship and appreciation in our time of stern trial1 when we stand alone in the performance of duty4 ,then we have an intuitive consciousness of a ,being supremely just and appreciative1 who recognizes worth at its exact value1 and will duly reward4 ,we feel that in ,him we live and move and have our being4 ,the finite conditions of life drive us to the thought of an infinite ,one1 who possesses in their fullness the ideals imperfectly realized in us4 ,when the world swings from under our feet we need a hold on heaven4 ,in these modern days we need the spirit of the hero who places honor above life1 the spirit that places character above material advantage4 ,without it we are like ,falstaff1 going about asking 8,what is honor80 and complaining because it 8hath no skill in surgery40 ,balzac1 describing one of his human types1 paints a striking picture4 ,a miser is on his death bed4 ,as the supreme moment approaches1 and a golden crucifix is held before his face1 he fixes his glazing eyes upon it with a look of miserly greed1 and1 with a final effort of his palsied hand1 attempts to grasp it4 ,he takes with him to the other world in his soul the gold1 not the ,christ crucified4 99 99 99 99 99 ,there are people who demand a series of ever varied1 thrilling1 fully satisfying emotional experiences4 ,for them 8the higher life consists in a sort of enthusiastic fickleness4 ,the genius must wander like a humming-bird in the garden of divine emotions40 ,when they do not save themselves by devotion to scholarly work or by refuge in the church1 they frequently end in pessimism1 madness1 or suicide4 ,they exalt the ,ego1 do not lose self in the pursuit of proper objects of utility4 ,nordau has done the world one service in branding them as degenerates1 living in abnormal excitement1 instead of employing the calm1 strong1 balanced use of their powers4 ,their fate is fittingly suggested by a choice sentence from a well-known writer1 describing ,byron's 8,don ,juan03 8,it is a mountain stream1 plunging down dreadful chasms1 singing through grand forests1 and losing itself in a lifeless gray alkali desert40 ,goethe's ,faust sets forth--be it noted1 under the guidance of the devil--to find complete enjoyment1 and tries the whole round of experience4 ,everything palls upon him1 until he at last finds permanent satisfaction in earnest practical labor for the welfare of his fellow-men4 ,in the words of ,faust3 8,he only earns his freedom and existence ,who daily conquers them anew40 ,labor6 ,it is the secret of happiness4 ,we are born bundles of self-activity1 in infancy ever developing our powers by ceaseless movement1 with eager curiosity ever reaching out toward knowledge of external things1 ever laboring and constructing in imitation of the great1 working world4 ,unless our energies are wasted by folly and our hearts are chilled by custom1 it is the natural condition1 even as children1 older and wiser1 but still as children1 ever to extend with enthusiasm the boundary of knowledge1 and in reality to join in the labor which was the play-work of our childhood4 ,and when our effort overcomes1 creates1 develops power1 aids humanity1 we are conscious of the joy of true living4 ,in our work self must be put in the background4 8,he that loseth his life shall find it40 ,the great ,goethe1 once weighed down with a mighty sorrow1 forgot his grief in the study of a new and difficult science4 ,it is a mistake to suppose that interest and happiness may not attach to duty4 ,duty is not a dead1 barren plant that no more will put forth green leaves and blossom4 ,philanthropists do not need our sympathy4 ,a man of learning1 culture1 and ability1 capable of enjoying keenly the amenities of civilization1 and of winning worldly success1 goes on a mission to the interior of ,darkest ,africa4 ,amid hardships and dangers1 he offers his life to help an alien race in its suffering1 ignorance1 and savagery4 ,he makes this devotion his supreme interest1 and who shall say that his satisfaction will not be as great as that of the most favored son of wealth amid the luxuries of civilization8 8,he that goeth forth and weepeth1 bearing precious seed1 shall doubtless come again with rejoicing1 bringing his sheaves with him40 ,one great purpose of education is to increase and strengthen our interests4 ,it shows the many fields of labor and gives us power to work therein2 it reveals the laws and beauties of the natural world2 it introduces us to many lands and peoples1 and acquaints us with the problems and means of progress2 it opens to us the treasury of man's best thoughts2 it gives us philosophical and poetic insight4 99 99 99 99 99 ,sydney ,smith1 indulging one of his quaint conceits1 says3 8,if you choose to represent the various parts in life by holes upon a table1 of different shapes--some circular1 some triangular1 some square1 some oblong--and the persons acting these parts by bits of wood of similar shapes1 we shall generally find that the triangular person has got into the square hole1 the oblong into the triangular1 and a square person has squeezed himself into the round hole40 ,this fancy has some truth1 but more of nonsense4 8,men at some time are masters of their fates40 ,create your place in life and fill it1 or adapt yourself to the best place you can find4 ,the choice of occupation is important1 but filling well the profession chosen is more important4 ,turn your knowledge and power to the performance of to-day's duty4 ,lowell in his 8,vision of ,sir ,launfal0 imparts one of the sweetest lessons man may learn4 ,sir ,launfal is to set forth on the morrow in search of the ,holy ,grail1 the cup used by our ,saviour at the last supper1 and in his sleep there comes to him a true vision4 ,as in his dream he rides forth with pride of heart1 at his castle gate a leper begs alms1 and in scorn he tosses him a piece of gold4 ,years of fruitless search pass1 and as he returns old1 broken1 poor1 and homeless1 he again meets the leper at the castle gate1 and in ,christ's name he offers a cup of water4 ,and lo6 the leper stands forth as the ,son of ,god1 and proclaims the ,holy ,grail is found in the wooden cup shared with communion of heart4 ,the morn came and ,sir ,launfal hung up his idle armor4 ,he had found the object of his quest in the humble duty at hand4 ,a poet of our day quaintly but not irreverently writes of the future life1 8,when the ,master of all ,good ,workmen shall set us to work anew40 ,there we shall work for the joy of it2 there we shall know things in their reality2 there we shall enjoy the perfect appreciation of the ,master1 and know the blessedness of labor performed in ,his service4 ,thus the lesson is good for this world as well as the next4 8,and only the ,master shall praise us1 and only the ,master shall blame2 ,and no one shall work for money1 and no one shall work for fame2 ,but each for the joy of the working1 and each1 in his separate star1 ,shall draw the ,thing as he sees ,it for the ,god of ,things as ,they ,are40 ,,the ,,ethical ,,and ,,sthetic ,,elements ,,in ,,education4 ,a historic sentiment is associated with the laurel tree1 sacred to ,apollo2 with the laurel wreath which crowned the victor in the ,pythian games1 was the emblem of the poet1 rested upon the heads of victorious generals1 later indicated academic honors1 and has become a figure of speech and a gem in poetic literature4 ,the ,baccalaureate ,day--the day when victors in the endeavor to reach the graduate's goal figuratively are crowned with the fruited laurel--we would preserve4 ,we would preserve it for its history1 its significance1 its associations1 its sentiments1 its memories1 its promise1 and its religious suggestion4 ,we would preserve it1 not only to celebrate scholastic honors already won1 but as a fitting occasion to consider some of those deeper lessons whose meaning will appear through experience in the ,school of ,life4 99 99 99 99 99 ,higher education ever enlarges the borders of science and leads forth into new fields4 ,it transmutes superstition into knowledge4 ,it is the spirit of civilization and the leader of progress4 ,it stands at the summit of human development1 represents the aggregate of human knowledge1 is the goal for intellectual endeavor1 and it points the way for the discovery and progress of the future4 ,there was a time when many scholars turned the pages of literature1 in which were preserved the deeds1 investigations1 and thoughts of men1 solely that they might develop and enjoy their own powers2 when they devoted themselves to ,truth for its own sake2 when they stood isolated1 as in a world of their own1 considering naught but their own welfare and1 perhaps1 their relation to their ,maker4 ,men dwelt in caves1 in remote deserts1 or within gloomy walls to dwarf the bodily and worldly impulses and to rise to a serene contemplation of ,god and ,his truths1 disregarding the appeal of ignorant or suffering humanity and the duty of adding works to faith4 ,our relations to our fellow-men give rise to nearly the entire ,ethical ,code4 ,society cares for us1 educates us1 develops us1 and it has claims upon us1 not on purely selfish or utilitarian grounds1 but under a higher ethical idea1 whose sanction is the perfection and will of ,god4 ,the law of ,god requires effort for humanity1 government enjoins it1 charity demands it4 ,the ,associationist1 the ,utilitarian1 and the ,evolutionist teach it4 ,an honorable character and a useful life are full of influence4 ,and there are hundreds of ways1 in some of which1 without burdensome effort1 one may be a blessing to others4 ,ignorance may be awakened to its condition1 vice may be shamed1 sorrow may be assuaged1 fear may be changed into hope1 sloth may be aroused to action1 doubt may be converted into faith4 ,go forth and join in the labor you are fitted for4 ,if you have a truth1 utter it2 if you have had superior privileges1 impart to others2 if you have an insight into principles of conduct1 stand for them2 if you have a trained eye and a deft hand1 use your skill4 ,externalize the powers of your being2 find outward expression for your inward thought4 ,thank ,god for a courageous man1 a true ,anglo-,saxon man1 a man whose convictions are deeply rooted1 and who guards them as his very life4 ,heroes1 philanthropists1 and martyrs are his exemplars4 ,he has a work to do1 and he enters upon it as his fathers battled for the right4 ,the sensualist1 the dreamer1 and the fatalist lie supine1 are lulled by the summer breeze1 and gaze upon the drifting panorama of clouds with playful imagination4 ,the man of duty marches forth and takes the fixed stars for his guide4 ,the educated young man of to-day has every reason to thank the stars under which he was born4 ,behind him is the teaching of the civilized world--the poetry and art of ,greece1 the laws and institutions of ,rome1 the growth of ,christianity1 the ,medival commingling of forces and evolution of rare products1 the ,renaissance1 the religious and political emancipation1 invention1 science1 art1 poetry1 and philosophy4 ,behind him is the history of the ,anglo-,saxon race1 its courage and deeds of valor1 its profound earnestness1 its stern ideals4 ,behind him is ,puritan ,new ,england and liberty4 ,around him lies the new land of promise with its natural blessings of air1 sun1 mountains1 and plains1 with its mineral wealth and industrial possibility1 with its people of pride1 energy1 intelligence1 and high enthusiasm4 ,before him lie the development of a great and unique civilization1 a wonder of material progress1 a rare growth of poetic power and free spirit under new and fostering conditions4 ,before the youth of this ,state is the possibility of success in any pursuit1 of rise to influence1 of contributing to the formative period of a new commonwealth4 ,there is every inducement to be a courageous1 energetic1 and ideal man4 ,those who have made our history1 most of them1 are still living1 but their work is nearly accomplished1 and you will take up the responsibility4 ,may our great system of public instruction contribute to fill the ,state in coming decades with noble men and women who are not afraid of ideals4 99 99 99 99 99 ,man may deceive others1 but is shamed at the tribunal of his own better judgment4 ,a celebrated lecturer describes what he calls the 8,laughter of the ,soul at ,itself10 8a laughter that it rarely hears more than once without hearing it forever40 ,he says3 8,you would call me a partisan if ,i were to describe an internal burst of laughter of conscience at the soul4 ,therefore let ,shakespeare1 let ,richter1 let ,victor ,hugo1 let cool secular history put before us the facts of human nature40 ,we may refer to one illustration3 ,jean ,valjean1 one of ,hugo's characters1 an escaped and reformed convict1 was about to see an innocent man condemned for his own act1 through mistaken identity4 ,he tried to make himself believe self-preservation was justifiable1 and as the mental struggle between ,self and ,duty went on he seemed to hear a voice3 8,make yourself a mask if you please2 but1 although man sees your mask1 ,god will see your face2 although your neighbors see your life1 ,god will see your conscience40 ,and again came the internal burst of laughter4 ,the author proceeds3 8,valjean finally confessed his identity2 and the court and audience1 when he uttered the words1 #8,i am ,jean ,valjean1' #8felt dazzled in their hearts1 and that a great light was shining before them4'0 99 99 99 99 99 ,science does away with superstition and many an error1 it makes known the laws of nature1 it applies them to practical ends1 it is the handmaid of civilization1 it emphasizes the welfare of humanity1 it shows the working of the mechanism within the field of demonstrative knowledge1 the finite1 knowable land of the real4 ,science exceeds its purpose only whenever it proclaims that there is no field of spiritual knowledge1 glimpses of which may be seen by souls that dwell upon the heights4 ,some would measure the earth with a carpenter's rule1 forgetting ,him 8,who hath measured the waters in the hollow of ,his hand1 and meted out ,heaven with the span1 and comprehended the dust of the earth in a measure1 and weighed the mountains in scales1 and the hills in a balance40 ,carlyle says3 8,religion in most countries is no longer what it was1 and should be--a thousand-voiced psalm from the heart of man to the invisible ,father1 the fountain of all goodness1 beauty1 truth1 and revealed in every revelation of these2 but for the most part a wise1 prudential feeling1 grounded on mere calculation1 a matter1 as all others now are1 of expediency and utility2 whereby some smaller quantum of earthly enjoyment may be exchanged for a larger quantum of celestial enjoyment40 ,but again and more truly he says3 8,religion cannot pass away4 ,the burning of a little straw may hide the stars of the sky1 but the stars are there and will reappear40 ,once a pupil asked to be excused from exercises in which choice extracts from the ,bible were sometimes read1 simply because they were from the ,bible2 but he listened with pleasure to good thoughts from other books1 though these books contained many a palpable error4 ,aside from the view which makes the ,bible the ,sacred ,book of the ,christian believer1 he had not thought of its value to a large portion of the human race4 ,he had not regarded it in the light of history and philosophy4 ,the ideals for which the ,hebrew race has stood1 the wonderful prophecies of great and far-seeing men1 the grand poems of faith and promise1 the words of condensed wisdom1 the maxims for right living1 the ,beatitudes1 the teaching of the ,parables1 the spirit of adoration1 the moral code1 the allegorical wisdom never had been contemplated apart from the religious view1 against which he had imbibed a prejudice4 ,permit me to speak from the standpoint of history and philosophy4 ,the ,christian religion is a chief source of our peculiar civilization1 of the character of our institutions1 of the growth of altruism1 of the equality of man1 of the supreme worth of the inner motive1 of charity1 of liberty4 ,it has given the world the highest examples of pure and devoted lives4 ,i have a friend who is struck with the tale of how ,buddha1 wearing a ,brahman's form1 when 8drought withered all the land10 encountered a starving tigress with her cubs1 and1 in the unbounded pity of his heart1 offered himself a sacrifice to their hunger4 ,he says3 8,here is a beautiful religion for me40 ,and yet he is not touched by the story of a ,saviour who carried the burden of the pains and sorrows of many and died that they might live4 ,disregard no good1 wherever found4 ,the human race must have its ideals4 ,thousands have felt what a famous man has expressed1 that1 were there no religion1 men would of necessity invent it and worship a false idea4 ,the religion of ,mohammed is better than the idolatry of the ,arab2 the idolatry of the ,arab was better than nothing4 ,the races--each at its own stage--have been improved by their religions4 ,the ,scandinavian conception of ,walhalla2 the ,ancient ,oracle at ,dodona1 where the priests in gloomy groves caught the responses of ,zeus from the whisperings of the sacred oaks2 the ancestor worship of the ,chinese1 the system of symbolism in ,egypt--all represented the struggle toward ideal life and the notion of retributive justice4 ,with bowed head and reverential heart ,i would stand in the presence of any sincere devotion1 the uplifting of the soul in prayer to the ,god of its faith2 how much more in the presence of that worship which the best intelligence of the best races has accepted4 ,and how often one misinterprets the real meaning of an alien religion4 ,the 8,light of ,asia0 gives a meaning to ,nirvana never heard from the pulpit3 8,foregoing self1 the ,universe grows #8,i'2 ,if any teach ,,nirvana is to cease1 ,say unto such they lie40 ,let young men learn as a common-sense proposition that1 though creeds may change1 though there may be frequent readjustments of theological beliefs1 the religious sentiment is an essential fact of our nature1 and has a meaning the depth of which they have not sounded4 99 99 99 99 99 ,the love of ,art is necessary to the complete man4 ,whatever may be said of the cold1 intellectual spirit1 one attains a high standard of humanity only when he possesses a heart warmed and ennobled by a vivid conception of the ,beautiful found in the rainbow1 the color of the leaf1 and the sparkle of the rill1 works framed in nature and hung in ,god's great art gallery--the universe4 ,man sees the real spirit shining through material forms1 and architecture1 sculpture1 painting1 music1 and poetry follow4 ,noble thought and action1 right and truth1 all perfect things partake of the essence of ,beauty4 ,art adds to nature2 it casts a halo3 8,the light that never was on sea or land1 ,the consecration and the ,poet's dream40 ,i have often dwelt upon the lines of ,wordsworth3 8,to me the meanest flower that blows can give ,thoughts that do often lie too deep for tears40 ,i have often wished to hear a sermon arguing from this thought the existence of ,god and the immortality of the soul4 ,the peculiar nature of the soul1 that transmutes sensation into divine emotion--a sweetness1 longing1 and reverence that are not of earth--is it not suggestive of all that is claimed by religious faith8 ,wordsworth rightly ascribed a dwarfed nature to him who sees only meaningless form and dull color in the flower3 8,a primrose by a river's brim ,a yellow primrose was to him1 ,and it was nothing more40 ,that education is inadequate which ignores the value of man's sthetic nature and neglects its growth4 ,,progress ,,as ,,realization4 8,for now we see through a glass1 darkly40 8,yet ,i doubt not through the ages one increasing purpose runs1 ,and the thoughts of men are widened with the process of the suns40 ,in the process of development nature goes from potentiality to higher and higher actuality2 what is in its being as tendency becomes real4 ,we may not suppose the movement that of spontaneous energy toward accidental results1 but rather the progressive realization of what is in the entire rational scheme of the universe4 ,from the nebular mass sprang worlds and suns greater and less1 substance and form in infinite variety1 plant life in progressive orders1 animal life in ascending types4 ,conscious existence gradually became responsive to the multitude of nature's impressions4 ,the broken rays of light displayed their rainbow hues to the growing power and delicacy of the eye2 sound revealed its keys1 qualities1 and harmonies to the increasing susceptibility of the ear4 ,mind1 as it developed1 realized in its consciousness new laws and ever greater wonders of the outer world4 ,on the objective side the laws were1 the tinted sky and the murmuring stream were1 before mind became cognizant of them in their perfection and beauty4 ,any serious contemplation of the great law of development1 in its full meaning1 should inspire hope and purpose in life4 ,it suggests1 not only sublime fulfilment for the world1 but large possibility for the individual man4 ,the natural world1 plants1 animals1 the human race1 institutions1 science1 art1 religion1 all animate individual beings1 man as an individual1 have their history of development1 which suggests its lesson4 ,nature is aspiration4 ,from chaos to the world of this geologic age1 from protoplasm to man1 from savagery to civilization1 from ignorance to culture1 from symbolism to developed art1 from egoism to altruism1 from germ to fruit1 from infancy to maturity1 from realization to higher realization1 has been the process4 ,and this plan seems the only one adapted to satisfy the nature and thought of rational being4 ,a world perfected1 all possibilities realized1 no chance for higher attainment--these are conditions of monotony and death4 ,the old ,heraclitus was right when he proclaimed the principle of the world to be a becoming4 99 99 99 99 99 ,the child's history1 in a way1 is an epitome of the history of the race4 ,at first he is deaf and blind to the world of objects4 ,note how the possibilities of his being become realities1 how knowledge grows in variety and definiteness1 until the external world stands revealed1 each object in its place1 each event in its order1 until notions of time1 space1 cause1 and right rise into consciousness4 ,the child is father of the man in the sense that the man can become only what he was implicitly in childhood4 ,there is a tale of ,greek mythology that ,minerva sprang full-grown from the head of ,jove--a perfect being4 ,we would rather contemplate a being with possibilities not completely revealed4 ,a philosopher said that if ,truth were a bird which he had caught and held in his hand he would let it escape for the pleasure of renewed pursuit4 ,there are the wonders of nature and of physical evolution2 but transcendently great are the wonders of mind1 and the view of its possibilities of endless development--a thing that we believe will live on1 when the sun1 moon1 and stars shall be darkened4 99 99 99 99 99 ,the educated young man of to-day is the heir of the ages4 ,all that science1 art1 literature1 philosophy1 civilization have achieved is his4 ,all that thought has realized through ages of slow progress1 all that has been learned through the mistakes made in the dim light of the dawn of human history1 all that has been wrought out through devotion1 struggle1 and suffering1 he may realize by the process of individual education4 ,the law of progress still holds for the race and for him4 ,he is a free factor1 with a duty to help realize still more of the promise of human existence4 8,know thyself0 was a wonderful maxim of the ancient philosopher1 and it leads to knowledge4 8,know thy powers0 is a better maxim for practice1 and it is a fault that men regard their limitations and not their capabilities4 ,we look with contempt upon a lower stage of our own growth4 ,not for the world would we lose a little from our highest attainment4 ,the view is relative1 and we have but to advance our position and life is subject to new interpretation4 ,this is a period of the fading out of old ideals as they merge into higher ones not yet clearly defined4 ,the reverence for nature1 for its symbolism1 the sanctions of religion1 the transcendental belief1 the poetic insight have somewhat fallen away1 and the world is partly barren because not yet rehabilitated4 ,ideals are regarded as fit for schoolgirl essays1 for weakly sentimentality1 for dreamers1 for those who do not understand the meaning of the new science and the new civilization4 ,ideals6 ,the transcendent importance of ideals is just appearing4 ,not an invention could be made1 not a temple could be built1 not a scheme for the improvement of government and society could be constructed1 not a poem or a painting could be executed1 not an instance of progress could occur without ideals4 ,the world may be conceived as an ideal1 the development of all things is toward ideals4 ,we are at a stage of that development2 the progression is infinite1 ever toward perfection1 toward ,god1 the ,supreme ,good4 ,lamartine said wisely3 8,the ideal is only truth at a distance40 ,do circumstances forbid the possibility of higher development8 ,then let the individual1 in a chosen vocation1 however humble1 lose himself in obedience and devotion to it1 and thus1 as a hero1 live to his own well-being and the welfare of others4 ,thereby he will find blessedness4 ,carlyle's 8,everlasting ,yea0 shows this passage3 8,the ,situation that has not its ,duty1 its ,ideal1 was never yet occupied by man4 ,yes1 here1 in this poor1 miserable1 hampered1 despicable actual1 wherein thou even now standest1 here or nowhere is thy ,ideal2 work it out therefrom2 and working1 believe1 live1 be free4 ,fool6 the ,ideal is in thyself1 the impediment1 too1 is in thyself2 thy ,condition is but the stuff thou art to shape that same ,ideal out of2 what matters whether such stuff be of this sort or that1 so the ,form thou give it be heroic1 be poetic8 ,o thou that pinest in the imprisonment of the ,actual and criest bitterly to the gods for a kingdom wherein to rule and create1 know this of a truth3 the thing thou seekest is already with thee1 here or nowhere1 couldst thou only see60 ,here is a striking story1 related as true3 ,a young man had met with misfortune1 accident1 and disease1 and was suffering from a third paralytic stroke4 ,he had lost the use of his voice1 of his limbs1 and of one arm4 ,a friend visited him one day and asked how he was4 ,he reached for his tablet and wrote3 8,all right1 and bigger than anything that can happen to me40 ,by energy of will1 by slowly increasing physical and mental exercise1 he reconquered the use of his body and mind--gradually compelled the dormant nerve centres to awake and resume their functions4 ,later he wrote3 8,the great lesson it taught me is that man is meant to be1 and ought to be1 stronger and more than anything that can happen to him4 ,circumstances1 fate1 luck are all outside1 and1 if we cannot always change them1 we can always beat them4 ,if ,i couldn't have what ,i wanted1 ,i decided to want what ,i had1 and that simple philosophy saved me40 ,a healthy philosophy1 speculative or common sense1 a healthy ethics1 theoretical or practical1 are indispensable to youth4 ,away with unfree will1 and pessimism1 and pleasure philosophy1 and the notion of a perfected world and a goal attained4 ,substitute therefor vigorous freedom1 cheerful faith and hope1 right and duty1 and belief in development4 ,most of the great poets and artists1 most of the successful business men have struggled with difficulties1 and have wrought out of their conditions their success4 ,burns did not permit poverty1 obscurity1 lack of funds1 lack of patronage1 lack of time to destroy or weaken the impulse of his genius4 ,shakespeare 7if this poet-king be not indeed dethroned by logic7 with but imperfect implements of his craft wrought heroically1 and realized the highest possibilities of literary creation4 ,the biography of success is filled with the names of men in a sense self-made4 ,education is the unfolding of our powers4 ,there is the realm of knowledge3 the relations of number and space1 as revealed to a ,laplace or a ,newton2 the discoveries and interpretations of science1 as they appear to a ,tyndall or a ,spencer2 history1 in whose light alone we can fully interpret any subject of knowledge2 literature1 whose pages glow with the best thought and feeling of mankind2 philosophy and religious truth1 with their grasp of the meaning of life2 art1 that is a divine revelation in material form--all that has been realized in the consciousness of man4 ,the race has taken ages to attain the present standard of civilization and enlightenment4 ,the life of the individual attains it through education4 ,with some distinction of native tendencies1 education makes the difference between the ,dahoman and the ,bostonian4 ,tennyson1 in his 8,locksley ,hall10 in a mood of disappointment and pessimism1 would seek the land of palms1 of savagery and ignorance1 and abjure the 8march of ,mind0 and 8thoughts that shake mankind20 but a healthful reaction arouses again his better impulse1 and he counts 8the gray barbarian lower than the ,christian child40 ,every young man who aims at medicine1 theology1 law1 or teaching1 who aims at the best development of his powers1 needs all the education he can gain before he enters upon independent labor4 ,all need a broad foundation of general knowledge upon which to rear the structure of special knowledge and skill4 ,our grandfathers got along with the grammar school1 the academy1 college1 and apprentice system2 we need the high school1 the graduate school1 and the professional school4 ,men go into the field of labor without map1 implements1 or skill1 and then wonder why they do not succeed4 ,the generation has advanced2 more is known1 more is demanded1 and undeveloped thought and skill soon find their limitations in the practical world4 ,we are called upon not only to feel1 but to act2 not merely to know1 but to impart4 ,the inner life is to realize itself in the outer world of action4 ,ideals are to be followed closely by deeds4 ,a mere recluse is not in harmony with the times4 ,there is a thought in the following passage from ,goethe not inappropriate in this place3 8,wouldst thou win desires unbounded8 ,yonder see the glory burn6 ,lightly is thy life surrounded-- ,sleep's a shell1 to break and spurn6 ,when the crowd sways1 unbelieving1 ,show the daring will that warms6 ,he is crowned with all achieving ,who perceives and then performs40 ,the child does not at first discriminate colors1 but later realizes distinctions permanently existent4 ,the child does not at first realize the force of the abstract idea of right2 but1 when the idea appears1 it is not so much an evolution as a realization in the process of evolution of the child's consciousness4 ,in the development of life on the earth a time came when human beings realized the existence and obligation of right as a new idea to them1 not one 8compounded of many simples40 ,however produced1 we may suppose that when it appears it is a unique thing1 a binding and divine thing1 a thing carrying with it all the implications of the ,kantian philosophy--,god1 ,freedom1 and ,immortality4 ,how religion1 philosophy1 ethics1 maxims of experience1 dictates of prudence proclaim to the ear of the youth the necessity of realizing in idea and practice a progressive1 upward tendency of character6 ,vice is not a realization1 but degeneration4 ,vice paralyzes the will1 paralyzes the intellect1 paralyzes the finer emotions1 paralyzes the body1 deadens the conscience to all that is positive and worthy4 ,men often regard only the larger duties1 but character is often made by the sum of little duties performed4 ,we are ready to use great opportunities only when we have trained our powers by diligent performance of humble work4 ,carlyle says3 8,do the ,duty which lies nearest thee1 which thou knowest to be a ,duty6 ,thy second ,duty will already have become clearer40 ,it broadens our view of religion to hold that the divine impulse works in all men1 and leads them toward truth2 that no age or people has been left in utter darkness2 that there is something common to all religions2 and that in time ,god's full revelation will come to all nations4 8,whoe'er aspires unweariedly ,is not beyond redeeming40 ,may we not ask if the experience distinctively called ,christian is not an actuality1 the highest blossom of religious growth--if it is not a realization possible for all1 if it is not an ideal sweetly1 nay1 transcendently1 inviting8 ,one who has read the following lines from ,goethe will never forget them2 he has had a glimpse of the ,holy of ,holies3 8,once ,heavenly ,love sent down a burning kiss ,upon my brow1 in ,sabbath silence holy2 ,and1 filled with mystic presage1 chimed the church bell slowly1 ,and prayer dissolved me in a fervent bliss1-- ,a sweet1 uncomprehended yearning ,drove forth my feet through woods and meadows free1 ,and while a thousand tears were burning1 ,i felt a world arise for me40 ,i sat on the veranda at my home at the close of a beautiful day4 ,the western glow was fading into a faint rose color4 ,the pine trees on the neighboring mountain top stood out in magnified distinctness against the bright background4 ,a bird in a near tree sang its good-night song4 ,just over the mountain peak a star shone out like a diamond set in pale gold4 ,the great earth silently turned and hid the star behind the pines4 ,the ragged outline of mountains loomed up with weird effect4 ,the breeze freshened and waved the branches of the elms gracefully in broader curves2 it seemed to come down from the heights as if with a message4 ,it was a time for meditation4 ,my thoughts turned for a hundredth time to the significance of the higher emotional effects in the presence of natural beauty and sublimity1 and in the contemplation of exalted sthetic and ethical conceptions4 ,when the hand of nature touches the chords of the human heart1 may we not believe that the hand and the harp are of divine origin1 and that the music produced is heavenly8 ,i mean that the human soul with all its refinement of emotion is not material1 but spiritual and ,godlike2 that it has written upon it a sacred message1 an assurance not of earth that its destiny is boundless in time and possibility--a message profound in its meaning as the unsearchable depth of ,god's being4 99 99 99 99 99 ,all human institutions are progressive4 ,each stage of civilization is complete in itself1 but preparatory to another and higher stage4 ,liberty1 the art idea1 the religious idea develop more and more as men realize in consciousness higher truths and standards4 ,from the art that found expression in the cromlechs of the ,druids to the highest embodiment of spiritual ideas1 from crude faith to philosophic and religious insight1 from rude mechanism to magnificence of structure and invention--such has been history1 such1 we believe1 will be history4 ,no wonder ,carlyle exclaims3 8,is not man's history and men's history a perpetual ,evangel80--an announcement of glad tidings8 ,it is in this philosophy that the hope of the solution of many present problems is found4 ,in medival times the feudal system was the reconciliation of the opposing interests of men in a unity of service and protection4 ,later new conflicts arose which resulted in freedom for all classes4 ,to-day opposition has grown from the selfish interests of capital and labor1 and we believe the reconciliation will be found in a unity which will equitably combine the interests of both4 ,change is the law4 ,the phnix1 ever rising from its own ashes1 is stronger in pinion and more daring in flight4 ,plato held to the doctrine of ideas1 of eternal verities1 the archetypes of all forms of existence1 and believed growth in wisdom to be a gradual realization of these ideas in consciousness4 ,modern ,platonism makes man a part of the ,divine ,being1 with power to progress in knowledge of truth and in moral insight4 ,this progress aims at an ultimate end that is both a realization and a reward4 ,this view explains our nature and aspirations1 our intuitive notions and sense of right2 it explains the seeming providence that runs through history and makes all things work together for good2 it explains that harmony of the soul with nature that constitutes divine music2 it explains the insight of the poet and the faith of man4 ,any new theory must be a continuation of the past instead of standing in contradiction to it1 must reveal the deeper meaning of old truth4 ,the spiritual truths that belong to the history of man must be included in the new philosophy4 ,theories must explain in accordance with common sense1 and make harmony1 not discord1 in our intellectual1 sthetic1 and moral feelings4 99 99 99 99 99 8,for we know in part1 and we prophesy in part4 8,but when that which is perfect is come1 then that which is in part shall be done away4 8,for now we see through a glass1 darkly2 but then face to face3 now ,i know in part2 but then shall ,i know even as also ,i am known40 8,still1 through our paltry stir and strife1 ,glows down the wished ,ideal1 ,and ,longing moulds in clay what ,life ,carves in the marble ,real2 ,to let the new life in1 we know1 ,desire must ope the portal2-- ,perhaps the longing to be so ,helps make the soul immortal4 8,longing is ,god's fresh heavenward will ,with our poor earthward striving2 ,we quench it that we may be still ,content with merely living3 ,but would we learn that heart's full scope ,which we are hourly wronging1 ,our lives must climb from hope to hope ,and realize our longing40 ,transcriber's ,notes pg #hb ,changed3 and he repeated the the process to3 and he repeated the process pg #afa ,changed3 remove mountains has nerved the purpose to3 remove mountains has served the purpose pg #bbe ,changed3 ,analyze the fact as we way to3 ,analyze the fact as we may ,new original cover art included with this e,book is granted to the public domain4