New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1891-11-18

,s tells s1sv Of s1y .enssnE E7 Hsss s fs
H. Of God nSwa HsAsf iGash
far mot ss dH.cG sra'ts' them
said 1t not good that they sh on be S Sl9hs
s sfs ss DeSs 3 The Old and
new theology. The old theology Is abstract. spceu-
s.asieui sna historical a' Rss soosy
dogma important than NE the rev tsoDgs 10y
Dogma mot ons Sc az eSs%' s' D &
Of enave dogma that has tSmo S9Tn so 10 "
in order to ascertain whether It has truth and reality
about has not now and d, never has 9d any
Pas not been an education FOR the welfare the pros
per the increase Of chrss Church tho criticism OF
bats. The new theology is real theology, i az,
propristes all that is real and true IN the Ola; IL
Doctrine and sife are married, and they look for
healthy vigorous chden in revived wnrS Church hnDnss re-
So the new education has been Obliged to use the
fires of criticism upon all that mass Of crude nndgesed
schools in order to destroy the Illusions and decisions
the eonccs and fances and fassoods that NAVE NAVE so
this house cleaning for when the rubbish IS cast ous
into the fire. any g OF the Pre- fca , te frey
Truth Is ndestuctibe II Is mighty. and II will pre-:
vail over every force aud every obstacle.
WHAT TRUTH Is IKE.
The CaballStic book OF Sonar gives o parable to
illustrate the approach Of truth to man. Truth Is
beautiful woman who first gives gentle hint which
none but true discover; next she whispers
through thick veil that hides her entire form then
she cOnverses through thin veil which discloses inc
outlines OF her beauty at last she shows her glorious
face and intriists him with the secrets of her heart
abstract propostoas in obscure and indefinite hints no
is not content with truths yelled by thin thick dis
PERSISTENT and Irresistible that he reaches after her
erasps her In his and clasps her to his heart as
hs a Ssas Ii e MS n &ppa tas companion Au
That ancient book, called the obstruction q Wis
DOM gives US excellent advice In puhlC education
Wisdom crieth aloud In the street.
She uttereth her voice in the broad places
She crieth IN the chief places Of cOslcourse;
At the entering IN Of the gates,
IN the city she uttereth her words "(Prov l. Fl.
Public education Will attain Its ideal until IL
becomes 50 practical 50 intensely interested IN every
public tic SS IN the great cilcs III the eoopotaS
o dd ass Is 1ss s Pebble sVas%se all the mani
yus al pubic ssoV be Dc iaG not swS
most Important thing. Public education is for tho
also. He told His apostles whom He had chosen to
educate iis church Whoever would says his Hfe
sake shall find ltr-(Matthew XVI a5( Jesus teaches
that the educators Of tine Kingdom OF Christ mist sacrl
Zee Themselves IN the public veal OF the kingdom tat
self education can only bo gained in the Kingdom Of
heaven by seeding. above I'll. the welfare Of the
l. tn; not true of all educatoni Is not public well
fare the aim Of II all No man can be true teacher
|
aud fully TO his pupils who does not npart to them Of
his spirit q his nervois energy Of his vital powers,
sttution of learning fulfil It's purpose which aims
merely at It's own advancement wealth and external
eEt of Is se i coz its IS Service Vie to
the public only by giving Of It's wealth Of knowledge,
city ia which it is situated the community Of which
il forms part keeping IN view the welfare o. the Ma,
ieasnng f: entitled to the name of university which
does MT aim at least at the comprehension Of The
oct crpia NJ Eunyy
strucion. ard keep in mind the welfare of the uni
verse of God CApplause)
WHAT 1T SHOULD EMBRACE
A university Is Il much greater and grander thing
than Is commonly supposed. 1t should embrace the
class ca and the scientific of the college, all the
professional schools, law, medicine and theology ard
training Of teachers. 1t should embrace schools OF
art ard of music Of political science. and OF commerce
and tade 1t should embrace eli the crcla OF human
welfare. 1t needs museums filed with specimens from
all departments OF nature and art and great lbinres
stored with manuscripts tracts and printed books mat
history ~ the world and such universities can
only be in the great cosmopolitan cities of the world:
human beings are assembled from ali nations and
and @ aS s T yaS @hat cy e @
that Is suitable for such university than New
The citizens Of Ncw-York have done nobly In recent
years in charging our Institutions OF learning the
Museum Of Art and the Museum Of Natural History are
this metropolis. TIE Influence OF such museums upon
public f Is ncacusbe We need great eOn.e SS,'c
IG Siary Of 6ar Colleges and Schools o
sether with such general harmony and good spirit one
and ali need enlargement m order to enable them 10
VAN e al sat bse on Sd be- daed
No other city in the world hns the present time.
more students pursuing the work Of higher education.
Tie difficulty is that ihee Tire scattered in number OF
ansn ne one or q appaa neeed TO do It's en-
fire work Is SIN necesary f9r advanced students
Old World for higher education. II the citizens d
| New-Yor5 with one hesrt and mind would rally abont
lshed and build them up with the energy and zeal OF
which they are capable, we night ere long anticpsss
come measuraby In line with Ideal, one that would
train our Children for all the varied departments Of
our metropolis and the fountain OF blessing the city,
the Nation and the word. tApplause)
wHAr Is NEEDED.
One of tn. msst dlscouraging features In public edu
IN America Is the prevailing opinion that public
education Is sufficient II It aim to prepare the average
citizen for his duies and that tn. higher education IL
only for tho few, and can be left TO the few. No
country has produced more men OF native genius than
h c9uny N t pSt prsa IL y , na we
| leaders In human thought In this respect Wa have
been content TO follow ne thought OF the old world ut
have TOO often lacked that higher education which they
T,8 greatest danger that stare, us IN the face as
Nation is the lack Of competent leaders We have
enormous population Of men and women who have
common school education. but when ascend into tho
| higher reaches of thought and ask where the
eadrs TIE guides, the educators of the masses, wo
| filled Will disnay.
| Genius Is q gift Of God, q native endowment OF the
few but these few need training In order that their
genius may not be used or wasted, but employed at
| Is hest for the welfare Of How can great
men be trained except In great Institutions OF larn-
ing whre II may be possible TO climb 10 the highest
reaches Of human thought and undergo that patient
persistent, comprehensive and exact discipline that will
enable them % accomplish tho great st work human
| skIli (Appausc.)
! Public education rises like pyramid, layer upon
layer 0. diminishing extst until The height 4 reached
| in tb. apex The foundations and lower course do
rot make pyramid. The upper layers and the apex
are necessary Have not thought too exclusively OF
training the and too little of. the public edi.
cation 81 the afcrs o. these masses There times
| In the history 81 every nation when master OF NJ.