The Manitowoc pilot. [volume] (Manitowoc, Wis.) 1859-1932, 1875-10-07
CHIT-CHAT.

CH1 I-CHAI.
Oar age is one that boasts of being prac.
teal, and it is claimed that the practical
theory deserves more attention; that each
student should be allowed to pursue those
studies which he considers best suited to
the profession or business he intends to
follow. The names of TyndaIl, Huxley
and Farady are placed before Us as men
who never read Greek or Latin. Mr.. Lin
clun's speech at Gettysburg was the finest
for swo centuries in the English language
yet he was not literally educated.
These are exceptional presentations OF
individual genius. "Plants of great vigor
will almost always struggle into blossom
despite impediments." While mediocrity
blind fatality, genius proves Itself to be
superior TO both. A genius is rare pro
duction, and although once in century,
one has furnished without culture in poo-
soil, it does not follow that ordinarIally all
culture ia useless. All knowledge is to
some extent practical, and the subjects OF
instruction in our higher institutions of
learning are not chosen with regard to the
question how far they may be most usefu!
in practical life, but how far they are most
conducive to the general training of the
mind.
If there were nothing beyond this short
earth life, if the teIlef in IL future, immOr
mortal existence were not as natural to the
soul, as ii heartbeat in its easement, the
argument against culture and mental disci
Fline might appear more plausible. When
we consider this life as II mere drop in the
endless ocean of eternity, the few short
years devoted to study do not appear a.
.ost time, even through the know ledge ac
quired may not appear essential to the
business in which we Lay engage.
The chief object of education is not to
teach us how we may most easily gather
together wealth. 1t is to furnish the men.
tai energies with material and facts to work
upon to arouse the mind, and lead it forth
to seek for itself to give us moral indie
pendence to speak the trcth as we see it,
and actualize it in our lives
The mind was formerly considered as a
storehouse, where prcfusion of articles
very Unfortunately stored away. Ac
co,ding to this theory the memory is cram
4 NJ 81 h. g
and facts, and the reflective faculties
scarcely IN the slightest degree exercised
The mind more truly resembles sculp
tors studio. The various faculties of the
mind represent the workmen the ideas
which we receive, represent the marble
which is transformed into beautiful shares;
the means by which the workmen have &C
quirsd skill to produce specimens of benrti
full finish, corresponds to education. 1t is
not of so much Importance to accumulate
vast store, as to give the mind clear and
vivid conceptions, and stimulates its ener-
gies to action.
A person is not of necessity well educat-
ed because he has read many books, or re-
ceived piece of sheepskin, signed by the
president of college and signifying be has
spent four years of his life within its walls
CARLYLE says Il have observed this truth
even in eur confused world, that whatever
of real human worth a man does put into
his grand enterprise, just about the same
quantity Of real human victory does he in
the end get out of it."
There are two classes cf students-those
s.ho study fer the love Of it, aud those " no
study for the sake of some practical benefit.
In some the intellectual tastes predOminate,
others she practical predomiEates, aud all
study Is unInteresting except as it has an
immediate bearing on life. In America
and England the practical prevails; in Ger
many AID France the Intellectual Outuum-
Der the practical. A large share Of tie
great practical work of the world may be
done by those who choose some one branch
of study and pursue it to the exc usion Of
all others but profound researches and
original the2ghts are more apt TO come
I from those who love stu1y for Its own sake.
/ Public opinion is still divided IN regard
I to the merits Of the respective courses OF
study. One advantage claimed for that
special devotion to language learning,
which forms so important feature in the
ordinary curriculum, is that the memory is
Thereby strengthened; but on the contrary,
it is also claimed that the sciences afford
an equally vide field for the exercise of
memory; that it is contrary to the beautiful
economy of nature, that kind OF cul-
ture is needed for the gazing OF informa-
ton and another kind as mental grmnas-
tic. Though We may choose some profess
eion requiring special course ef study, we