The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1890-12-14
THE EIsTEDDroD.
1t II Something New, Novel and In
structive.


structive.
The numerous readers of the PosT-Iy-
TELLIGENCER are aware of the coming fes-
tivities of Christmas, 1880, and the last,
but not least of the things new, novel and
instructive will be the Eisteddfod literary
competitive meetings and concert to be
held in the Armory hall. feel, however,
that whether looking at the city of Seattle,
from the point of view of the Eisteddfod.
or the Eisteddfod from the point of view of
Seattle, that there are two points which
give me a peculiar anticipation, and, |
hope, viii cause peculiar gratincation to
all.
The first is the welcome by words of en-
couragement given by some of the most
prominent residents of Seattle and sur
rounding camps and villages, and the
highest officials of the state of Washing
ton. The other point is the popular APP
probation which meetings of this kind
have received in the past. Notwithstand-
ing that this will be the hrst Eisteddfod in
Seattle, hundreds of the sons and fair
daughters of Cambria, added to the great
throng of Seattleites, will Ill the Armory
hall 10 its utmost capacity, and all bent TO
enjoy themselves in a pure intellectual
and artistic manner. But it does more
than that because the nature of the works
performed and the nature of the prizes
result IN very great quantity of intel
lectual culture, in having 10 prepare mat
ter for the decision of the judges, and that,
OF course, confers benent upon the unsuc-
cessful as well as upon the successful COM
petitors.
Should say that there is no population
except Welsh population, which would
assemble to take that renned and intel
lecfual pleasure as We do, / should be
termed an egotist; but consider for a
moment. is there a nation without its par
ticular national sport, III baseball. cricket,
horse-racing, bullnghting, etc. The ante
cedents themselves are extremely rare,
and are 10 be looked for. as far as know.
only in the artistic meetings of the Greeks
OF the classic age, and certain competitions
of the same sort, but of much more child
ish character, which were carried out in
the South of France during the middle
ages. The model which comes nearest
would, think. be the Greek one.
The subjects for competition in the COM
ing Eisteddfod are IN themselves a sufficient
guarantee TO the most fastidious that the
end we strive for Is the elevation of our
intellectual faculties. Men talk and write
about the subject of education as if its
principles were already established on a
solid scientific basis. They build upon the
ground bequeathed 10 them from medieval
times, without taking the slightest pains
10 examine whether ii be quicksand or
rock.
The theory of the modern scheme of ed
ucation, If this can be said TO have any
theory. has not the faintest semblance of
scientific precision. Exact cumulative
statement, the unfailing evidence of true
science, IS not TO be found in its state
ments. Rule OF thumb prevails.
According 10 modern notions, that is the
higher education which includes the
greater number OF subjects in its curricu-
ium.
The aim Of eduoation-the true aim of
educatlon-Should manifestly be the i'm
proyement Of organization. If education
fails 10 do this when organization is i'm
perfect, she fails IL one of her most i'm
portart mission. But if she not merely
fails 90 improve organization hut by the
means which she adopts, actually deteri-
crates IL, she Is really undermining and
weakening the human mind and the in
evitahle result viii be intellectual decad-
enoe instead of progress.
Therefore the purpose Of the right, or
higher education. Is, in one concise, general
expression 1.-THE development Of the PRO
portioned manhood I" The Greeks NOT
only applied the science OF proportion 10
painting sculpture and architecture, but
80 the development Of living human De-
ingS.
The body should not be cultivated TO the
detriment of the intellectual, nor the in
tellectgal 10 the detriment Of the body;
neither should the faculty of observation
the senses-he exercised 20 the neglect
of memory and reason, nor memory at
the expense Of observation and reason
nor reason AT the cost of observation and
memory. Correct opSery alton, a retentiye
memory and right reason could grspple