Lancaster daily intelligencer. [volume] (Lancaster, Pa.) 1864-1928, 1886-07-17
VACATION PAPERS.
- t1URfHY0AwOE or rms fDga or
MAMMAL CULrUEs IN ooLLsoE-.
5BeuB1es % the study of Latin and Grees.
~ Piaes TO hs Fii,ed by tho modern
Languages In the Curriculum.
The UtiIitarisn Idcs.
- the lsrrLLlerrc-s.

fSj - ~ ~ J" 80 ..-,,,,a,,t Tbis 4. ,,,a o.
81 SSsss-.s \. s,ss.,.r,o ,o tho discpssior Tho, /
b <.-~- 49,. ecrv.rd op tbe subie,t of colIoc
3z ~ ,rrs<aou. President Eliot. of Harvard. an,
*:E 51~ prvser of yale have pnblisbed abie a,
|5jE S1rIm On opposite sides of tho ouestio,
" oaher Greek and Latin sbould be retaino,
f5x - college curriculum. President Elio
sRn fallen in with tho tide that has oct !,
&< ,S-,s,,.s Tho .,,,,x or C.roa,~ ,s,.,;.I,. ,r,
Fl: ::::f c'.-r--ss.. -. -, , -
& & s','e''' s' uoos 'o' 'u'n' no"eNei, upon tues
s~o isnguages' nor one oil them IL goe
deeper, ana touches the principle OF liberia
Oducation as compared with technical cd uca
fIon And the ouesi,op bere ia not vbetbe,
8 -. ~ n, h.,. ,,,,, ,,r ,,o., ,,> ,,i,1 or al,
= .-s,-. a. -. -. " '.,, ~. -, -, ~
" "us' oo S'"h'ou ,ua' oo'n a'e 10
Bnimste ana proper, each ior ns own pur
pose; but whether tho technical or purely
q utilitariau education shall drive out liberia
eriucation. President Eliot doas not ,naL,
{, th.t i,sne. n IL true but that ia i,yoI,oJ !,
4 n. ,sa. =, ,,,h., !. I,bora, o.,,,aa,;o, a; ~, = =
- 'e VI "'i"' i.oo. a. ouuoa''oh Ia froh
wnicn we may see tnat the different conclu
sions on this subject turn mainly ON the ide,
We may have of what a Z" liberal education ,
means.
Tho i;,ar,, ,;ro, ,,,a,,,;,,. -, A., ,, ,;,
-, .. - IL. - =, .'o ~
"oe rfee iroii WHAT UT III "ha'
sense iree Let us try 10 answer TINS ques-
tton, and so endeavor to get at the true mean.
ing OF liberal euucation.
FREED FROM UTILIrARIAN BIAs.
Liberal sometimes means large upstinted
a. when we say OF some one, he gave liberal
~ 'oh - sun use VI 'he
"o'o ehis sccohuary hedhinS Is uerlNeu
t,,,,,,, - t., 80, ,,,,.r,,,,a ..,,.,i
o'o. - ioo - .ioii' n"i vi Pon 'ous
Liberal education il education tread from
apy utilitarian bias or from anv purpose or
end that lies outside of education itself, II
has its end directly and primarily in itself.
Other ends IL does indeed suhserye 90 that
it NAV be said TO be utilitarian in the highest
and truest sense but this is not the direct
purpose aimed at Such education il at
tanned by that mental discipline which best
develops and cultivates all the powers of the
mind. 1t will tend to free the mind from
narrowness by bringing it into the sphere of
. .au.n, ana py ihakihg II subject only TO the
tha control of sense and nf ri,,a, is unuur
Its conyictions are determined hv its parrow
experiences and by its likes and dislikes
all holding in the element of feeling rather
than intelligence The case is quite like the
Z s0eveiopment OF Will, which we bring for
wn,u as an Illustration because the unselhng
~ tno VIII seeIhs o po more easily sTaSpeu
tnsn the unsensing OF the mind.
10. US state tnis Inc VIII Is at hrst sell
nsn, IN tne SENSE tnat IL IL goNernen py tne
naturaI ihciinations ana uesires rms may
Do naive selnsnness, wnlch means that IL Is
not yet eyii IL rs simply natural, and there
lore neutral, heltner goou nor oau, IL mas, a.
YET no moral character. NOW, when the
viii pogihs 10 pe confronted oy rlgnt, In the
M Miorm oi Jaws or conliianus, IL pegins To de-
9. .oIlihe ''seii ny iu.eli,SIoie OF Iatiohai mo
tves-H acts rationally. In the degree,
.nSn' ,' IN wnlon II comes 10 submit itself TO
lIgn1 ~ pecones ireeu from tiie constraint OF
mere uesire OF inclnstion, ana SO enters the
sPuere oi moral ireeuop, anu tue Will pe-
conos . entlrely ree wnen IL ulrects ltS -acuFi-
uos purely ny 'ne iorce oi niSsrsal will or
1'gn. Mi., ;.
process oi uhsensinR Inc mind is similar to
Nno unseihus line Will Truth is Tor the
intellect what right is for the will. Truth is
not only the nourshDg food for the intellect,
but IT is in deep sense its life. Tho work
OF education consists IN bringing the activi-
ties of the mind under the power OF truth,
which may be called universal reason. Just
as soon ~ the child begins 10 learn II feels
itself lifted upwards out OF the sphere OF
mere feeling, or instinct, and brought into
the atmosphere Of truth. 1t is for the child
as with the young bird when it tirsts spreads
its wings for flight, the fish feels its life
In which its true life expands.
The intellect now acts according to reason,
not according to mere feeling Here we get
the first meaning of intellectual freedom.
This condition of mind is reached by grad
ually bringing the intellect into the sphere
and under the control of universal mind, or
mind in its generality. Mind in this uni
versai character is formulated in the differ
ent branches of learning. We meet it in Ian
guage, which is the form of thought, not
O.oy s my .housn., put @ ,nDusnt III lIs wluer