The herald., 1898-01-02

and, therefore, an age that calls for
specialists. Competition is active. In
the professions, in the arts, and in bus
mess, the one who can give the most
Tor the money or do the best work is
the one who gets the most to do, and
VINO, therefore, reaps the greatest re-
ward from material point of view.
But man Is more than g workman, more
than a physical being. He has intellec-
tual and spiritual possibilities that con-
Germ himself alone and his own future
development as man more than they
do his re lations with his brother His
duty to himself and his duty to his fell
lows demand two phases of development
One the preparation as thoroughly as
possible for some practical life work
the other leading him out into the
thought-world, in which he can range
at will and feel his freedom as a child
CT the ages, not restricted by the neces-
stiles of mortal existence.
| To accomplish the best results, how
ever, in both phases of life, the object
i've and the subjective, higher educa-
ton is demanded. In so far as higher
education affects the practical side of
our lives, it cannot be considered liberal
according to the strict meaning of the
term by those who have defined it. The
aim of education now is to formulate a
course of study that shall take into
consideration both the practical and the
liberal during every year of the school
course, from the kindergarten to the
| university.
| At present, however, the elementary
schools deals largely with the practical.
This is necessarily so because the child
does not get far away from the individ-
ual notion. He has very few ideals. He
learns to read, to write, to cipher. to
draw, largely for practical purpose, in
| order to be able by and by to meet his
fellow-men on terms of equality and do
business with them. The child thinks in
concrete images and cannot readily per-
ceive principles and laws that NAV
guide his future action. The element
airy education fails to give an idea of
the interrelation Of things. The work.
man or the mechanic. therefore, who
has received no education beyond that
of the primary or the grammar school.
is likely to remain a mere workman.
under the direction of others unless he
has much native capacity for judging
and genralizing and much opportunity
through environment to develop these
powers.
Secondary, or high school education.
is within the realms of both the practical
and the liberal. Mathematics and the
sciences tend more to the practical side
of education. history, literature and
art to the liberal. This education should
lead the student away from the indi-
vidual into consideration of the re-
lations of things. The mechanic with
this training needs no longer to confine
himself to pattern work: but he has
the power to originate things that, in
application, fall under some general
law, as the cabinet maker who deyises
new forms of chairs and tables that are
more beautiful but just as useful as the
old kind to which he has been accus-
toned. One can hardly begin to think
along professional lines without a Sec
ondary education at least; for he no
longer deals almost solely with things.
as does the artisan, but with the world
of thought and action. He must. there