The evening telegraph. [volume] (Philadelphia [Pa.]) 1864-1918, 1869-04-28

teaching consists far less in the facts acquired
than in the action onthe mind OF the individual
nroduced Nv thcAtlrOcess of acquiring them.
teThc aim OF q liberal education should be not 60
fit men for this or that special profession eX-
clIlsiyelv, but to supply such requirements and
sharpen such faculties rs shall he equally useftl
in hny.n These seeming commonplace are not
uttered in the interest OF the English system or
any other system; they are not used in defense
of classical studies, or any other particular
studies. They are spoken I'm the interest OF the
human mind in the interest of steady application,
of real knowledge of accurate discrimination, of
careful thinking, OF Intellectual soberncss, hum
bleness, and faithitlincss. Mental activity is
not sufficient; there must be trained activity.
Quick -wittedness Is not enough. There must be
wisdom in il, Zeal for requirements will not
serve alone The zeal must be according 20
knowledge. Honesty of purpose may be over
priced; for who are more honest than bigots
"Everv one of us is bound not merely to do the
thing which seems to him right. but to do also
what lies in his power, that the thing which
seems to him right may be that which really is
right. We may do il in one way or another; by
one method or another. 'If man wishes to
train himself to be good walker. ii matters very
little what road he chooses to walk upon The
passages that speak of education as a corrective
of the disastrous habit of faulty thinking as a
rescue from the pit of ignorance and prejudice,
ms a resource against idleness and languor. re-
fuge from annoyance defense against tempta-
ton, soace in trouble, anally of fidelity, foun-
tain of JOY, reach places in thoughtful minds.
1t would do us no harm to hear such words
oftener for they recall the fact that the mind
is not tool to be caught up in an idle moment,
sharpened by a few turns of n grindstOnc, and
then set to whiting pegs to hang greasy caps
on. Our demand for education is beginning to
be inconsiderate. We want ii on too easy terms,
we want it for illegitimate purposes; we clamor
for il indscriminately; we are satisfied with too
little; we think more of the quantity we get than
the quality, more of diffusing what we have than
of sitting it. Readiness swiftness tluency of
tongue, and pen-agility-many-sid -sidedness are the
qualities coveted. Excellent qualities for young
| people in young country but preJudicial to
| nobleness and truth. Not to do many things,
| but to do one or two things well; to do artist
| work. not Job work: to put sense of duty into
| work; to make work pleasure and contribu-
| ton; by honest work to pay honest debts; to
| shape thoughts nicely, to weigh words delcately,
to frame knowledge itly for service, is the grand
| matters and for this education must be made an
swcrable. because nothing else can be made an
swerable for it. To perceive clearly, to reason
fairly to conclude justly. Is the result of men
| tai training begun in childhood, continued in
youth, perfected by all the devices of practised
and experienced discipline.
-Cramming is our bane. 1t is a notion among
| our people that culture is unfavorable to earn
estness. To much that passes for earnestness it
| is unfavorabe. To the hearty enthusiasm that
| rushes on without knowing whittier it is going,
| which takes up causes unintclligently. pursucs
| methods recklessly. theories. decaims, dogma-
| tZes, culture is unfavorable. 1t takes down the
| of presumption. and pours plentiful cold water
on the blazing piles of cracking emotion.
| knowledge is sometimes check on action.
| Great questions are most earnestly taken up by
| those who can see but one side of them. Gull
ture is often apathetic. not seldom cold now
and then sneering. But rs yet it has done nc
mischief at all comparable TO that which blind
| ignorant, opnionatcd, intense passion has
| achieved.
These are very general considerations. They
touch none of the problems that are debated il
our communities. They do not assist in fiXins
the relative value of the classical and the mathe
matical studies. in adjusting the claims o
science, in deciding whether the university o
the college system is the best; but they do sery
to impress on our minds the fact that mer
smattering of learning is not educaton th;l
technical familiarity with some special depart
ment of knowledge is not education; that ligh
accomplishments are not education; that heaC
full of available facts or of unavailable specula
tions. il not educatiOn that education is neither
fertility nor glibness, but is intellectual clear
ness. steadiness, and force. Few men have
better right to say that than Lord Stanley. ThC
students of the university in Glasgow are not the
only people who may be benefited by listening
| to him,