Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1880-07-21

Is mother, the prayers of the family altar, tt
II lessons of the Srnday school, the sermons {
q the pulpit, the books that are read every mo
h al and religious influence of a life time, pre-
= pares the oaIlow youth for that greaG hou
s when he must stand for the honor of humanit
}, and the glory of God, and when this Who'll
{ process of education must have its triumph o
= its share in his success or his defeat. Especl
r alIy is it true think that all arrangements O
the bioher education, academical collegiate
: professional should be made with this concep
3 tion ever present in the mind of the educato
that education ia basal, that 1t goes down t.
the roots of the nature and must proceed &C
} cording to the law of the nature of man. YoI
make of him thus the best thing possibl,
for him to be, aud think notice, and al
| clad to notice d favorable reaction In educa
tion, especially of young ladies, viz. reac
} ton away from that mere surface adornment
that wretched tinsel and vaneer of which We
have to-day too much, and desire and pur
pose to make education for both sexes more
alike that is, more according to the laws OF hu.
man nature.
1t is an easy thing know, for tho careless
| pride and d.niration of many rustic father
and mother to discover in the easily acquired
| accomplishments, superficial entirely, OF son
or daughter what is the delight of their hearts,
| so that contemptu0us and ponderous emphasis
| may cause the Ounce of the college to be la
/
] such mere superficial training can cause the
| young devotee to plume himself in his own
| h,me where knowledge is SO largely absent.
| nothing can enable him among men TO stand
| and hold his place except the becoming man.
| There is an old motto, and very good one,
| esse guam videfi. | think motto scarcely less
valuable, and harder by far for the in
| structor to enforce, and for the student, with
| doclity, to accept, is eSse guam hdtere. Every
mans sense of honesty compels him to admit
| the Justice Of that MOTTO but to be, rather
than to have is quite another thing. Woe to that
| student who while vet a freshman in college Is
| perpetually going about with wry face, lay
| ing aside his unwelcOme lesson and saying
| s.cai bono,'' 'swhat's the use?' The good
| thing for him is not to seem, is not to have,
| but 30 become. What is wanted is, first, to
make him man, and all our educational
| courses should be graduated by that idea.
| Studies should be laid out with the purpose,
| not of crowding the mind with the largest
| possible attainments of knowledge though a
Ger tain quantity of knowledge is
| Indispensable, but to develop
the mind, to educate the mind; culture, not
knowledge, is the great thing in education. Let
us have both; by ali means let us have cni
ture. You let young man prosecute faith
fully college course from the beginning to
the end, and if it were possible for him at the
close of it to forget every particular fact he
the grasp of thought and the
power of acquisition and of self
control which course would give him, he re-
tains far more than one-half of all such a
course can give to any man. You don't quarrel
with the managers of a gymnasium because you
are not allowed to carry away the clubs and
dumb bells, you don't go there for clubs and
dumb-Dells, you go there for muscle, nerve and
steadiness, and health and power, and then
leave the clubs and dumb, bells behind.
I cannot attempt within the limits
of time which l feel
pressing me from the very beginning of this ad-
Gress to throw out at any length the prao ical
advantages which come from education thus
attained. Take this single fact in the early
Gays of the history of this country when the
nation was being bora. When the declara-
lion of independence YVES drawn and signed OF
the ifty-six signers of that important document
twenty ty-eight-just one-half, were graduates of
colleges; and that from the
beginning of the nation until now onefourtb
Of all the members of Congress have been col
lsge graduates. Aud if you reckon the ratio
you will find that a college education gives to
a nation in the race for honorable distinction
an advantage in the ratio OF thirty to one over
his less favored fellows.
We cannot rightly comprehend the
principles which underlie this theme
unless we bear in mind and attempt
culture is attempted and what the outcome of
his life is to be; in other words, what is man,
and what is the true philosophy of human
life?
/ And now, in running outline, answer the
first oe these questions The first thing we per
ceive when we look on man is that he is an ami
NAL, possessed like animals of certain physical
organs. You may say he differs from them very
widely. How? Why, he uses instruments in
var. So do monkeys burl down cocoa-nuts at
the heads of their pursuers. They are their
cannon bslls. Well, he is, cosmopolitan; he goes
everywhere, into all zones, he can take his
horse and dog with him from the equator to
the poles; they can stand either climate as well
as he And if you take him after death and
dissect him you find that in muscle and
nerve and fibre and organ he is very much like
other animals. There is undoubtedly radical
and vast hiatus between him and
them--of that shall speak later-but man is
an animal and as such needs physical culture
and physical power. Don't tell me about in
divlduals wko have done great herculean tasks;
Of Baxter here and a Napoleon there. 1t is
true that once In a thousand times crazy hulk
makes safe voyage. but III nine hundred and
ninety-niue cases 1t goes to pieces or does not
dare to attempt one. So, young men, have, if
YOU can, q good body and understand that a
greater part af all the bad health in the world
Is wicked. 1t is not question of misfortune
OF fate, it is question of will, and certain
conscientious care of the human body as being
the temple of the Holy Ghost, as being redeem
ed by the blood of Jesus Christ. student
needs brawu as well as brain. Brain certain
ly, Drawn too, if he can get it. And 80 let no
student think to become great as scholar by
slipping Cruel and languidty lounging
with the midnight lamp and yawning over his
book until the small hours OF morning. That
is not the road to greatness. Let every student
eat beef and mutton in generous slices; let him
go forth with q leap into every new day assinto
paradise over the wall of eight hours of solid
sleep. Let him tug at the oar, or p Use at the
rihe or hurl the quot or ball. Let him go to
the gymnasium and train his body. not with
any mean Pagan idea Of the inferiority of mat
ter. but with an intelligent, scientific
Christian idea of body as part of the man,
and as the instrument and medium of the
soul. IApplause.
Then as to tue intellect. what shall I say? /
would go on to series of addresses. and not to t
small part of one which has to be said thie
part of the general topic. OF course all this
physical training TO which I allude, is to pros
ceed With the recollection that it is itself fun
damental and the basis of this higher culture
of this better part of man, for the sake of which
the body exists.
What is man? An animal? Yes, but more.
What is the universe? His larder and his dor
mitory? Yes, but more. nEan has a mind as
well az body, and the universe is not only
his bedroom and his dining room, it ia his gal
lery of ert1t is his school house, is the palace
of thought as well as the home of an animal.