, 1896-09-24

That no mistake may occur in that
direction, more perfect confidence
should be and is being constantly en-
couraged between student and instruc-
tor. Thus the pupil. by perfect frank,
ness in stating his hopes and inclina-
ton. may be helped to a correct deci-
sion through an impartial adviser. The
probability of the students being pre-.
cipitated into life, unable to do any one
thing with skill. is abolished by such
consultation and preparation. The su.
periority over the other method is as
evident as the difference between an
unrigged drifting hull. and a ship with
n compass, a fixed course, and adequate
p%ropulsive power.
Simply as an ornament or an
accomplishment, an education is
of very little value, and not a
source of any great comfort. But to
those who have the impulse to advance,
and see the road which they propose to
travel. | have only a note of encourage
ment. The Greeks were wise, in exper-
fence and generalization. when they lef,
the runner at the national games not
without the Indictment that came from
seeing the prize plainly in view as he
strained toward IT,. The vague glory
of success and renown was not cOnsid-
cred an adequate spur TO bring out his
Iact ntfnpt urn- tho ripht - thn
definitely outlined prize that stirred his
heart. So there is today a power in
well-designed plan and projection OF
ones self into the future that breeds a
consciousness of strength and an as
Surance of success.
AS to the second objection to an ear
ly selection of ones life-work, that it
narrows the scope of the man; it by nc
means follows that because a student
chooses to direct his powers of mind
forcibly in one direction, be makes him,
self narrow. One branch of learning
if properly pursued, draws to it all 9th
ers. not S o engrossingly as the main
subject, but in association. A young
man ono asked Daniel Webster what
he should read first to prepare himself
for practicing law, and was told by the
great man to read some aw book
The advice did not seem very definite
but it was supremely wise. 1t was has,
ed on the fact that every branch of law
is buttressed by every other. So the
branches Of learning generally inter.
Irvine and each draws to itself a Grea,
deal of every other part.
Let us now consider what is tru edu'
cation. 1t will serve the purpose Of
giving us a common basis for the con
sideration of what | have to say here.
after. 1t is commonly conceded that
the final purpose of education is not the
mere storing of facts in the mind
That is perhaps the earliest step in the
complex process. 1t is with observa,
ton that the child begins its mental
training. His first years are busted with
harvesting the crop of observation
Then retention comes in play to store
away III pui lie, l. C., ht 6luhul lSo "
the memory. If we stopped there, We
had better never have begun, but re.
lied on the compilation of facts in the
encyclopedia, which in that respect is
more comprehensive than any individ'
ual mind or memory.
But after the grain has been RAISED
and stored and brought to the mill, thu
reflective powers should begin to grint
upon it. The earlier processes are in
dispensable. but the wheat must be re
duced to a state that renders assimila'
ton possible. Many a child has keeI
powers of observation and a retentivt
memory, and when he is away from
home notices infinitely all the peculiar
tiles of those about him and feels al
the beauty of the scenery, but can give
no intelligent description of his obser
vations. His crude efforts would be
meaningless except to the affectionatt
maternal mind, that reads a meaning
that the powers of description have no
been trained. the potentialities have
not been drawn II Reflection has no
begun. and there is no real education
He who can say well what he sees ant
feels and thinks is in so far educated
If he simply has his mind stored will
an accumulation of unclassified infor
nation, he has what Rudyard Kiplins
calls "a perfect rag-bag of informa
ton" The ripe apples fell before New
tons time, and men saw them fall, ant
remembered it; but never asked them
selves why it occurred.
In life success does not come to tn,
man Of irrepressible energy alone, bu
to him who vigorously executes well
matured plans. But | wish to impress
one thought upon the students who ar
kind enough to listen to me today
simulated and classified by reflection
1t is hardly requirement at all, so mucl
as it is developing the power of acqui
%sition: the training of the mind SO tina
it shall be apt in grasping new prob
lens. That is true education.
Let us for a moment look at one OBJ
lection that is often brought against ;
college education, 1t is argued that
because some men who have been es'
pecially endowed by nature and trained
by reflection alone, have succeeded, &
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