The daily morning journal and courier., 1895-03-11

| love-songs when I have loved, How could I write songs of hatred when l
 did not have the feeling of hatred@' He soon got beyond the artihcialities
 Of the romantic school in which he started forth and came to repudiate his youthful work. "The Sorrows of the Werther," and wrought upon sim- pier principles of truth in art, so that
 Schiller said of him: T am but a bungler in poetic art compared with Goethe" Although Schiller may have
 been the nobler and more upsel1ish man, he was met so great an artist or poet as Goethe, who represented a world
 with it's heighths and depths, calmly experiencing life and striving to ex-
 press the complete whole. Goethe re- produced in his writings the eXpan-
 sive spirit of German philosophy. His
 art was healthful, springlng from
 truth and full of hope and joy, recog-
 nizing the great law of sympathy
 which runs through the universe: and
 though, at times. he burst wildly from
 the bands of custom which knit soci-
 ety together-and I would mot for a
 moment defend his moral apathy and
 immorality-yet in are he never forgot
 the principle he laid down in Faust
 that it was through law man comes
 into freedom, and that he himself had
 a lofty work as teacher of true culture,
 Here he was easily master He was
 perfect in his artistic perception and
 culture. Art is assuming its high posi-
 ton in modern civilization and edu- cation. Shall We intelligently reeog-
 nize this? In education shall we give
 it its legitimate place? It might, in-
 deed, be taken for granted that the
 training of the knowing powers makes
 education to mean nothing unless it means the development of the intel
 lectual faculties; but this surely is not all in education.
 There is left a portion of the being which is more peculiarly the region of aesthetic power, and in which are the services of the beautiful; and how
 broad a region is this and how narrow the view which would suffer this part of our nature, the truly human parS, to lie barren It is the aesthetic fac ulty that reconstructs and makes all things new; it is the creative power, It is that which give one mans speech or writing, fresh power that anothei mans of equal force and thought does  not possess.
 This matter of aesthetic culture, com prlsing as it does the forces and rich nesses of literary style, may have had considerable to do with the continued defeat of Yale in the debates with Har- ward, but there is no reason why this should continue to be cause of failure in the future.
 AoGthafio eI nyot int education, because art comprises so great a portion of the life of mind It needed mind to build St. Peters church | and to compose the music of Sebastian Bach, as truly as to compose the Prin- cipia and the Mechanique Celeste; and in art we are not confined to architects, sculptors, painters and musicians, but may reckon on as true artists (of which | Eocthe was one of the greatest), the poets, who body forth ideas of beauty | refiecting spiritual types.
 Art is useful once more in fulfilling l the province of education, to bring out | more and more clearly the lovely per lection of truth so that it shall meet | the desires of the mind and be followed | freely and joyfulIy; but as a people we have freedom much on our tongue, yet | not so much in our spirit We have l brought down everything to the dead | level of the actual It is the thing | which answers to the present use, the | present success, and not the thing which [ should be or the ideal and while we would not weaken this noble practical quality, we ought to counter act it's current towards an utterly earth ly conception of life and thought; and art would immensely help Us in this struggle to deliver ourselves from the crass bondage of materialism and to give play to spiritual ideas Art would, lastly, afford a counterpoise to certain narrowing tendencies in our present of education by presenting truth in more natural and vital forms. The purely scientific process, it is true, comes first The mind must learn how to investigate and reason. First fact and then beauty But the scientific process has it's dangers unless guarded against, dealing as it does almost en- .irely with analysis, and it may thus ose the living synthesis of truth, and rot come after all to the unity of | and the perfection of truth Art through it's munitions arrives often tt truths WnoIeneSs, when science sees put in part. Art aims at unity, the l whole, the perfect form of !, lature and spirit, and it's influence is oward the introduction of a living va fety into educational processes, so that -oung men may come out of the univer- ity men of alert and independent minds, with the eye open to see the use and glory of the universe
 BURGLAR SHOT