The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1899-05-20

apostIe of a narrow sect. And when
time has done its worst and best with
his work-has disntegrated the quartz
and washed away the clay-there Will
remain treasure OF golo, Mith9u.
which mankind would be poorer. he
was one of the worlds great poets, ana
his verse will continue through all ages
as a living force because while NOT
only perfect in workmanship, IT is eS-
ceedingly broad-based upon the UNI
yersal human heart and will always be
eternal"
Miss Tessie Courtney of the training
class spoke of THE Sphere and Limits
of Education" as follows:
II might perhaps be well for me at
this point to inquire what education is
NV answer shall be, in the words Oh d
great educator, Education is the uiaw
ing out Of all that is good and desirable
in the soul and consequently comprises
all the influences which go to form the
character" The education OF childhood
is often spoken of as If 1t were pfe-eml-
nently the education of the whole man.
It is not so however; education winch
the man carries on of himself IN matur-
ity, when he has come to the possession
of all his powers, is that which deter
mines his character and position.
Education is a work demanding en-
ergy and seeks an end of highest i'm
portance. 1t is a work that VIII not
prosper where there is listlessness, in
difference or aimlessness. The best edu-
cation possible for all the people, so far
as they can avail themselves of 1T, is
the one governing principle. Education
must be universal The whole land must
be watered with the streams OF knoWl-
edge. It is not enough to nave mere
and there a beautiful fountain playing
in palace gardens; but let it come ike
the abundant fullness of the clouds
upon the thirsting earth
| All growth is toward an end or re-
suit, and it is the comprehensive func-
| ton of education to secure this end.
| Already we have normal schools for the
| teacher, art schools for the musician
and painter, schools of philosophy for
the cosmopolite in learning and science
and the end is not yet. The age is one
of progress. No branch of education
but is advancing, yes, with an acceler-
| ated motion. In our own times new
sciences have been created, new depart
ments of art have been brought to bear
on all conditions of society. The
| mighty power of steam has been deVel-
oped in our own time, everything
around us has been advancing, and ed
ucation should advance with the ad-
| vancement of society.
Let us then exalt ourselves These
things we cannot do without education
for education is to the mind what grace
is to the angel. 1t is just as indspen-
sable to one as to the other 1t Is I'M
possible to have an angel without grace
so it is with complete man without
education.
"Aristotle and the Ancient Educa
tional deals was the subject chosen
by Miss Jennie Thirloway. Most of u:
are familiar with the facts of Spartan
and Athenian education. In education
as in everything else, Sparta was con
sentative. socialistic and aristocratic
while Athens tended toward liberalism
individualism and democracy. In othe
words, Sparta chung desperately to thu
"old education and closed it's door
against art. letters and philosophy
while Athens, dragged into the new ed
ucation, became the home of all o
these.
In all epochs Of their history, TIL
Greek states produced men who strov
. to realize, in thought and in ina gina
ton, the ideal of their people, and t
use it as an inspiration in contrast witt
: the imperfect actual.
: When Plato wrote his "Republic' h
l was deeply impressed with the evils an
| dangers of the social order in which h
: lived. The results would be the demon
: alization of Athens, men and womel
! and the three great causes were: First
5 the defective education of children
t second, the neglect of women; third
S the general dsorganization of tn
: state. In fewer words, Plato's Re
70 public was recipe for the healing o
: the body and recommended com
! | plete transformation of society.
{ Following Plato in point Of time, wa
Aristotle. 1t is definitely settled anon
$ men of good judgment that Aristotl
: was the best educated man that ha
, ever walked the surface of this eartf
: and it is natural that we lock to hir
as the best exponent of ancient educa
, ton His early life was spent unde
i Plato, and though pupil he learne
= to form opinions of his own which wer
very different froh those of his respect
ed master.
- The practical life which Plato an
; Aristotle had labored so hard to estat
a lish in order to save Grecian civiliza
: ton fell asunder despite all their e
L forts. But every cloud has a silver lir
), ing and so, amid all this corruptiol
= worthy men-neither Grecian or Roma
Il arose who were profound thinker
> One Of these, Plotinus, was born
Egypt. His education was received {
: Alexandria, at the completion of whie
!. he taught philosophy His teaching
II had a religious tone and their influent
e upon Christianity has been plain
n traced. Plotinus was the only tru
o great, original ancient thinker aft
e Aristotle. Yet he paved the way fl
q the hermit. This ancient civilizatft
q fell to pieces because man himself he
: fallen and each piece had tried to e
tablish itself
my thoughts are not your thought
a neither are your ways my ways" al
= so it seemed with Aristotle and Il
other ancient educational ideals.
l.