The true northerner. [volume] (Paw Paw, Mich.) 1855-1920, 1896-12-02

mgniy civilized ana progressive Ma
tons. This fact shows that it is not
the child of ignorance. Its cause is
not TO be found in the absence of
intellectual culture alone. The want
of mental cultivation will not ac-
count for its existence and rapid in
crease in highly cultured comnuni-
ties. Its natural and only habitat is
not ignorance, poverty, filth and rags.
1t is found in the homes of wealth as
well as in the novels of the poor.
The educated and refined are often
found among criminals as well as the
ignorant and coarse. 1t is not con-
fined to the poor and illiterate. We
find it among all classes of society
and in all conditions in life. 1t is
not peculiar TO any one race or con-
fined to any one social station. 1t is
universal. 1t has no geographical
limitations. Like some diseases it is
found in all chimes, and common to
all nations. 1t thrives among all
people and grows under all laws. 1t
speaks all languages, and assumes
all forms. 1t breathes all airs and
warns in all suns.
The general prevalence of crime
shows that the elements from which
it is evolved are common to mans
dual and complex nature. Criminal
conduct results from the fact that
man voluntarily chooses to be con-
trolled by appetite and passion in
stead Of reason and conscience. The
natural and animal governs, when
the moral and spiritual should be
supreme. BY this choice and the ac-
ton resulting from it mans moral ma
ture is degraded, and his moral sensi-
bilities are blunted. His conscience
is scared, his heart is hardened and
his moral energy dissipated. This
degradation of mans higher nature
leaves the physical and animal in
control and opens wide the door to
the practice of vice and crime.
1t may be asked, what has educa-
ton TO do with this? The answer is,
very much every way. The modern
specialism in culture is largely re-
sponsible for the one-sided develop
ment of mans nature that has re-
suited in degrading his higher facul-
ties by placing them under the con-
troll of his animal instincts, passions
and appetItes. This is a fact of his
tory and experience.
Specialism in education has been
largely directed to the physical sci
ences, and to the study Of matter,
life and mind in their vital and
practical relations, dependencies and
activities. Tins has resulted in pro-
ducing among the cultured classes
widespread skepticism as to the ex-
istence, function, and usefulness of
the higher faculties of man. 1t has
given to materialism, atheism, pan
theism, mOnism, sgnosticism, and
pesslmiem, new impetus and a
wider and more distinctive influence.
The result is, moral ideals are de-
stroyed; moral restraints are re-
moved; moral motives are taken
away; moral convictions are weak
ened, and moral character is arrested
in its development. What else but
an increase of crime could result
from the teaching and acceptance of
a philosophy that dethrones God,
proclaims that man is only an ami
NAL, that the only principle of human
action is selfshness, and that there
is not rational good in the universe?
This is the outcome of much of the
educational specialism of the day.
Education to prevent crime and
reform criminals must be addressed
to mans whole nature. The body
and mind, the reason and conscience,
the head and heart, the intellect
ual and moral faculties, must all come
under its influence. The culture
must be many sided. The develop
ment must have unity, symmetry, har-
mony and strength. The higher ma
ture of man must be reached. The
moral elements in humanity must be
quickened into life, called into ac-
ton, and trained for use. Culture
must not only be intense, but broad,
deep and pure. Not alone the