Lexington weekly intelligencer. (Lexington, Mo.) 1871-1887, 1885-11-28

of the counterfeit. The glory of Solo
mon was made up of show, of tinsel, OF
the unreal, of the counterfeit The one
gorgeous and fleeting; the other simple
and eternal. The one from the mind
of God, the creation of His handiwork:
the other from the mind of man and
the invention of his finite weakness.
The question may be asked, Why give
instruction in art?
1t may be said truihiully that no
sense presents the beauty OF the world
to any human being. Beauty surrounds
us on every side. 1t is in the world
and everywhere apparent.
How then do we become affected by
it?
Through the emotions only. The
eyes and ears are useless as organs
without an artistic soul. They are not
the medium of art or the medium OF
the beautiful in nature. Tie cat and
dog have eyes and ears, these senses
are keenest where to art and the beau
titul they are useless organs. These
organs are useful only to the soul that
can perceive and understand the beau
tiful. The senses give sensuous beau
ty. There is light of the eye which
goes out and does not come i'll. 1t
issues from the cultivated soul, and is
the means by which the beautiful is
seen and appreciated.
While the natural senses do not con-
vey the sense of the beautiful to the
soul, the beautiful in its widest sense
comes through the senses.
The beauty of the world is the only
specially human thing about it. All
| the rest is animal. Real human enjoy
ment consists in the power of seeing
the beautiful, of recognizing it, OF low
ing it.
Scores of persons, with even fine
education, have no faculty for discern
ing the higher beauties and for appro-
priating their truths. They have not
the fineness of sensibility which ena-
bles them to send out from the soul the
light which ilumes the eye that appre-
ciates the beautiful; that gives keen
sense to the ear awakened by the beau.
tiful III sound. Our power to see the
beautiful measures the moral sense OF
mans nature; and measures the power
of his soul to fathom and recognize its
forms and methods. Mans nature Is
labelled by what he loves.
The cultivation of the faculties which
develop the appreciation of the beanii-
full in it's widest and deepest sense
,, places man on moral heights. The
moral life is spontaneous through
the course of we'll distributed love, ac-
cording to the intrinsic beauty of the
world and its people. Greater stress
: should be placed upon that faculty
which enables man to see the higher
beauties. When there is non- CORES.
!, pondence between the eye and light
, between the ear and sound; there ID no
: less light aud sound in the world, but
so much less to the individual as his
, faculties are deficient. So there must
: be correspondence between the inner
and outer sense.
!, Beauty is realized idea. 1t is the in
, ner correspondence with the outward
beauty of the universe. How is this
, brought about? Through the liberal
: or fine arts.
. The Greeks divided education into
three parts
Gymnastic-or body.
Instruction-or intellect.
Publication of the moral sense-ol
= heart.
We can reach the elimination of true
art and true education in the beautiful
and good, only as we revert to ant
adopt their standard. We must dc
}, this. It is essential.
:, The meaning and purpose of educa
), ton from Plato onward means this:
!, When we think of the activity an(
effort by which man has brought art t.
its present degree of perfection, it may
be said there is very little artistic beau
ty in the world, save as produced BY
a his ingenious hand.
We have the crude material furnish
ed for the remodeling of artists.
A gentleman in New York who's
father transmitted to him love ant
genius for art, said he thought serious
e ly of organizing a society for the sup
preston of art. For, in his opinion
~ nine-tenths of it should be annihilated
while one tenth should be spread abroat
Is and cultivated. The greater portion o
II the present art is poor and could wei
It be sacrificed to fill the space with tru
art.
This leads to the activity which ha
e given blossom and beauty to the out
ward forms of adOrnment. The wOrlt
presents sensuousness to our conscious
20 ness and vision. Art enables us t
eliminate this from that which we Cal
~ and must appropriate with benefit. T.
is see the beautiful, this is the creates
j. Joy in the universe; to understand it, i
, the nearest degree to perfect happi
"a ness. The worlds beauty, too, doc
III not come to us direct. The contrar
le supposition is erroneous 1t comes t
in US through art.
IF Ruskin said :-'The beauty of natur
comes to us in the highest sense Q
;, realized good first through painted land
~ scapes atterward from nature
v The beauty halt concealed halt re
Of vealed in nature, comes to our emotion
- al nature, and is appreciated mos
" through the medium OF painting, sculr
n ture, etc. Those who are reare
in amidst the master pieces of art in tn
N old world are especially blessed in hay
ic ing nature and art at their feet.
Education resolves itself into tw
Of heads, human and professional. On
k must not encroach, or proceed, or stan
1t above, or condition the other. Th
!. growing evil of to-day is the effort
to make education practical. 1t is
e, crime to insist and to persist in abrids g
l. ing the human side of education, tn
l. slow cultivation of the beautiful, tn
1t elevated, the ennobling elements, an
10 to widen the practical and professional
= Republics need enlightened men an
b women-high- minded thinkers. Cul
ture of the head and heart. There
,r no tendency sadder to-day than tn
3. strife for bread and butter, for tn
: practical education. The human edu
ID cation develops the human being as
human being. The professional educa
j. ton enables him to make his bread.
n Public instruction should have absO
,e lutely nothing whatever to do witt
1. professional education. That shoul'
< be quite outside of the jurisdiction o
,e state education, received at the publ
Is hand Municipal authorities should re
l. quire children to enter the school
to earlier, beginning their simple forms O
1. art education in the kindergarten, ant
o should not permit them as children, t
= be taken out of school to enter work
IS ing or professional spheres.
e The three grand purposes of educa
j. ton are, to develop the intelligence ant
z. .insight-development of the affectiona
v nature (to love what is lovable, to hat
a, what is hatable) and to develop read.
l. energy which will put forth efforts ac
n. cordimg to these faculties. Anyone
N having these qualities as basis "
4. character, and this development rs iii
4, advancement of character, will find In
I'd or her sphere, and discover it TO be
e. worthy one.
wi Education of the emotional nature i