Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1874-11-19

ef.fnFe19Hl0Sts
;inv' fefors Is lsrae audience. at Standard
sHall. corner 81 Thirteenth street and
Michipan avenue, on .Education.''' He
introduced his lecture with deining edu-.
cation as consisting of two distinct parts
sfirst, the storing Of the mind with ascer-
tained knpwledg and second, the Open
ing Of all the faculties Of the mind, SO
that the student Shout be read for any,
pursuit and all the affairs Of life. If we
looked we would find that the education
was the man. yV atch the successful men
note what heir course had been, and fol-
low it, and we would become educated
0fthe various machinery employed
for the purpose of.e educating, some said
give our youth such instruction that
when they come from school they could
do things. This he pronounce q mar
row utilitarianism. It was simply to
give q special training, tOsgiYe meresskill.
The plownlan was skilled, the sailor
knew how to reef Z topsail, but Were they
educated men? When We wanted oar
sons to learn German because we wanted
them to make use of it in the counting
room, was that education? This acquisi-
tion of special skill to do special things
was too narrow to be considered educa.
ton. .*.'~, ~
There were those who turned to mat]l-
elnatics. He didn't believe in the differ
ential-integral-calcn MUS machine into
which were put formulas and from which
were ground out formulas But Euclid's
reasoning was sustained step by step, and
the last link in the chain, though there
were = thousand, was as strong as the
first. Itrequired and developed the pow
er- of reasoning, and was valuable, for i,
was astonishing how few people there
were who had learned when they an
nounce proposition, that they should bt
able to sustain it by argument, and If thu
reasoning failed, they should not an
nounce the proposition. But mathemat
les did not deal with the things that had
TO be dealth with in lite. Fixed scientit
ic facts such as it dealt with were not OF
the sort men had to deal with Ill their at
fairs, and the great mathematicians, be
cause Of their habit OF dealing with at
fairs as fixed scientific facts, were gcner
ally, almost always great children.
The great attention that is now paid tt
what is called science was severely criti
cised by Professor Price. Science, tn
knowledge of things about us, was i'm
portant. There was adhesion in science
| IN tudt oil tuc ldClS luuSC NC ndu, cloc
mess was made of it; and in that it laugh
the collection of all the facts, it was valu
able. But it was not the highest educa
ton. Professor Huxley had once beer
so ill-advised in speech as to say that ed
ucation of the Greeks and Romans, WIZ
had dealt with the everlasting problem
of existence, was less than that of hin
who could give the history of the piec
of chalk he held in his hand. But tn
history of piece of chalk was simply
record of the series of chemilal change
which it had undergone Huxley hin
self afterward confessed the superiorit
of general literature, which was treas,
nv of the thoughts and emotions, and thu
confessed beyond doubt the highest ed,
cation was the study of what was contain
ed in the human intellect.
, Oflanguage, he said, the mere lear
| ing to speak French or German from or
=. WHO spoke either correctly was not ed
J cation. The study of grammar, the moo
Of expression of thought implied a stud
: of thought, and in this and because of
there could be no higher education tha
> is the Grcek..and Latin, more particula
ly the former. It put one in the comp