The evening telegraph. [volume] (Philadelphia [Pa.]) 1864-1918, 1870-02-17


study now in use may be proftably modified
The methods of study, too, are In rapid pro-
cess Of improvement and there is yet much
advancement to be made ere we approximate |
perfection. Let it be freely conceded that |
till a comparatively recent date, and perhaps |
too largely up TO the present time, we have |
been somewhat unnatural in our habits both |
of teaching and study, especially in that we |
have not enough regarded the common-sense, |
nor kept in line with the spontaneous and in |
tuitiye action of the mind But because we |
have not all possible wisdom, are we to |
abandon the accumulations of the ages
and begin dc R00O to learn everything
over again Would it be sensible for
a semi-civilized nation to 90 back to
barbarism because their attainments fall
short of the full enlightenment of a
more advanced race? Yet this is precisely
the plan recommended by some of our would
be educational philosophers.
The student, then, needs to come under the
dominion of some theory of the scholastic life
which is the result of the experience and OBJ
servation of scholars, not for a series of years
merely, but for series of generations; and
not to abandon it hastily for plausible but
never tested fancy of few visionary persons.
Let this better notion be more generally dis
seminated among cur young people in Anne
rican, and we shall have less of the superficial
and the unscholarly specialism, and less aver
sion to what is obviously the most natural,
the most satisfactory, and most enjoyable
course of training.
Another essential thing is a high moral
purpose. 1t needs no labored argument to
prove that the proper ends of human action
are moral. The mightiest inspirations are
those of a religious character, and the
grandest motives impelling to human action
are found in Christianity. Evidently, too,
this requires of us the fullest development of
all our faculties and their largest culture.
None of us at present can begin to oompre-
hend the wealth of power, and wisdom, and
greatness-the mighty volume of being which
God has made possible to every soul. Here,
too, there are measureless resources for the
satisfaction of every want and every require
ment of our being. To neglect these germs
of infinite growth, and squander the treasures
furnished forth for their uses, is to trample
under foot the richest gifts of God, and to
hold in contempt the grandest opportunities
conceivable to mortals.
The great end to be arrived at by
the student, and his great need, is to
get control of all the spiritual forces
which belong to him, and to hold them
to the great purposes for which they were
created. 1t is not enough that he keep his
appetites from making him brute, or his
passions from making him a savage or a
demon, or his other propensities from making
him good-for-n nothing man of the world, or
his selfshness a monster from which all
goodness revolts but his volition must have
in it positive quality, calling into action all
| those God-inspired forces which without this
| authoritative summons would slumber in
| gloriously.
| 1t is not designed to recommend the artif-
cial and superficial system of ethics practi-
cally adopted by large class of the commu-
nifty. Much that goes by the name of virtue
| is only thin veneering having reference to
nothing beyond social responsibility or a
reputation suited to the exigencies of bust
| ness or popular policy. 1t comes from no
inward principle, and has no more of real
| character in it than has the coat of Broad
way dandy. The morality which is essential
| to great things grows out of profound con-
viction of our accountability, quickened and
inspired by the Divine love acting upon the
very springs of our being.
To the lack of this moral purpose is in
great part owing the aversion to high scho
larly culture on the part of so many, and OF
the inefficient and partial scholarship on the
part of others, which characterizes our com
munities. Selfshness is ever short-sighted
and sometimes stone-blind. 1t is nearly
certain to defeat its own ends by mar
rowing existence down to the earthly
life, to immediate and transient enjoy
ment. A profound moral motive is the ONLY
one tnaL cOnSlSCS VIII CQe nature ana gf an(
vocation of man. Any lower incentive il
likely to fail at some point far short of tn,
true goal of the highest development of tn,
souls power. 1t lacks the force to carr,
some through any part of the self-denyinl
discipline implied in the higher academic
course; it is the occasion of failure to other
before their course is completed; while i
permits still others to go forth with kind o
scholarly repute, but with almost no ftnes
, for scholars work. This deplorabl
defect has also much to do with tn
fiimsy schemes of education to whicl
L have alluded, and which only see
to qualify man for ''getting a hving'-as
a mere living, even a good living, were any
thing worth having at all. 1t degrades ma
to the condition OF an oyster or polyp whe
he is entitled to the companionship of angels
= the heirship of all things, and to the unspeal
able eternal joys OF glorGed existence
Q Whatever else young man needs at college
e he needs this high moral purpose, not onl
: that he may aim at the best and the onl
o proper things, but that he may accomplis
the things at which he aims.
9 These seem to me to be the main esseI
7 tas for a student. With these and what
S implied in them, together with the qualiti'
> requisite to any kind of success anywhere,
s will succeed in this grand enterprise, and
i all those to which it freely opens the way.