The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1891-05-28

of his intended maSterShIp. And as we
pursue thought, / again remind you or the
ideal which that Development is to ap-
proximate-the harmonious and symmet-
rical proportions of the divine Father.
So first, l shall speak of the development
of the physical body as one of the condl-
tions of complete mastery God formed
man of the dust of the ground, " and while
this material element may properly be
looked upon as the lowest, do not forget
that your physical body is an essential
and for this life at least, as important
part OF your being as either the intellectual
or moral. Man is a unit, but that unit Is
a trinity-body. mind and soul. In the alb
sence of either there is no humanity. As
to the physical body, the attainment to be
aimed at should be such development and
culture as result in good health / would
not say that one must have the trained
physique of an athlete in order that his
prospects for mastery be not utterly dis
couraging, but the possession of sound
body is vital TO the highest success in any
undertaking that calls for the continued
exercise of any faculty of the human or
ganism Every one knows that
physical endurance is dependent on good
health; but the relation between the
body aud the mind is SO intimate that
physical disability also impairs the men
tai powers, both in their quality of &C
tion and in their capacity to endure, and
none the less depresses and hampers the
functions OF the spiritual nature That
this fact is not sufficiently realized. il
seems TO me, must alone account for the
reckless disregard of the laws of health,
especially on the part of those VINO do not
expect to engage in manual pursuits. II
would require more time that can be
spared TO refer to all the ways il which
health is sacrificed through carelessness-
unnecessary exposure to Indictment wealth
f1OfN NJ ~ n y
which fashion compels, as well as practices
that destroy, at once, the powers OF body,
mind and soul. Good health is an ele-
ment of manhood that, whatever your
calling may be, there is absolutely no sub
stitute for it and no complete success
without il. Parents and teachers often
put too low an estimate on the value OF
good health az an element essential for
mastering life. No amount Of marriage
settlements in bank stock or real estate,
or heads stuffed with book knowledge, can
ever compensate tor health lost through
over-continement in the school room or
undue application to study.
Again, and at the same time,
there must be development and
discipline OF the mind, We have seen that
the psalmist locates man next lower than
the angels IL is chiefly his mental equip
ment that exalts him TO that sphere and
fits him for occupying 1t. But when we
speak of the mind, the term often conveys
a partial, and therefore erroneous signi-
fcation In our thinking and in our prac
tice, the mind and the intellect are treated
as equivalents. Very much of the educa-
| tion of the schools is base d on the false
| idea that practically, at least, the intellect
| is the mind aud consequently, intellectual
| culture is the one essential thing to com
| plete mental mastery. We forget that IN
| its construction and operation. the mind
e. ~ folA h,..a int
sensibilities and the will. Oh, my friends,
we do not half appreciate what we are IN
our manifold endowmentS and capaDll-
| ties In your meditative moods have you
sometimes taken stroll through these
| strange and Intricate activities OF the
mind and observed the wonders there ex-
| hibited as the process OF their develop
ment goes on? Have you not. now and
again, stolen into the labyrinths of the
| mind and attentively watched its mysteri-
Gus operations? Perhaps you turn a
| turn a noiseless key, door swings silent
| ly open, and you realize that
you stand before the throne
where thought" reigns. That IS
| the domain of the intellect. Here
perception, memory, reason, imagination,
are busy catching, collecting, arranging,
moulding, clothing thought. Then, may
| be. thin veil rises, and you tread the
palace where dwell the affections, the de
! sires. the emotions. You are now In the
| DEPARTMENT of the sensibilities You touch
| a mystic spring, and out yonder in the
! life of the individual you see the effect OF
| that touch-in his walk, his talk, his
smile, his joy, his sorrow, his every act. A
| thousand such springs you may deity
! touch. as a player the keys of MS instru-
ment and you look without-the scroll OF
! life is unrolling. and on its fresh surface
! are traced readable characters as plainly as
| ;c,Ivt he ha Of nd
paper ribbon as it issues from the tele-
| graph instrument, bearing It's message
! from the other end of the line. Lost IN
| amazement, you turn about TO Ind your
| self confronted with an agent more subtle
! than electricity, combining these thoughts
| of the intellect with these impressions OF
! the sensibilities, weaving them into pur-
poses and thrusting them forth to their
! execution, as a dynamo discharges Its
! volts II is the will. All of this Is the
mind. What a magazine of wierd, ether
! ial. living sentieut forces, thrObbing with
! the pent-up power of divine impulse, and
swaying before whatever discipline presses
upon 1t.
Now, IN all the departments of
| the mind these forces lie crude
| and embryonic, waiting
| the process of Iife's education. They are
genuine mental forces from the begin
| ming, but undeveloped. Oh what should
be the character of that education II 10 IS
/ to help man to be MASTER Snce our
nature has been corrupted in its fountain
| head, there must be a mastery over the
/ evil within US as well as that which Is
| without: but no mere training of powers
of the intellect will produce any mastery
| over passion and self. No amount OF edu-
! cation bestowed on the memory, or the
/ imagination, or the reason, alone, viii do
| it, Not the study of chemistry or history,
| or language, or mathematics--nor yet, the
| lifelong battle for intellectual supremacy
can bring il about But the education
/ that qualities for mastery IS drill that
operates in ali the departments Of the
mind alike and that takes hold OF the
| conscience as the purely intellectual drll
| takes hold OF the intellect, and oy It's e1
| ercise strengthens and develops all the
| faculties together. IL will be happy day
| for the race, whe the curriculum OF study
| in our schools shall contain graduated
/ system Of instruction for the develop
I ment of the coordinate faculties OF the
/ mind, with q prOportlonate share OF time
! and effort daily bestowed in its appiica
ton Aud happier day, still, when the
individual thus equipped, shall supplement
it by life, that from beginning 10 cad Is
an exercising Of himself 10 have
a conscience void Of oiTeDSe toward
God and men always" There IS moth
ing impracticable or visionary about T.
The moral faculties OF the mind yield 70 a
process of education adapted to then
equally with those Of the intellect with
/ ia their range are powers capable Of th'
grandest posi- Utilities. When educated x
a high degree they marx the superior
man no less than does a cultured intellect
In the most eloquent passages OF the great
orators Of ancient or modern times, say;
Francis WayisDd. - j. not 50 much ths
Irresistible cogency, and unrelentlng grasE
OF logic that holds our atte1tl01, aDc
casts It's spe!l over Us. Is i Is tbs b1rnirl
indignation that exposes the sophls;rle'
and tears 70 shFeds the fallsciss OF al ep