Willmar tribune. [volume] (Willmar, Minn.) 1895-1931, 1904-07-20

reason it is very important that the
body should be so trained that It may
serve the mind efficiently and faith
fully. The ancient Greeks looked
upon strength of sinew and beauty OF
body as of vast Importance, and the
same idea Is fast attaining great
prominence also in modern systems
of education. But it IS we'll to re-
member that physical strength and
dexterity are not to be sought as an
end in themselves, but as means to
an end. Intellectual training has to
do with those powers by which we
know. This is without doubt, the
main thing sought for in our schools.
The school aims, among other thing,
to give skill and certainty in acquir-
ing facts, in remembering the facts
thus acquired, and in discovering
their true significance and relation.
The courses are 80 arranged as to
bring into use the greatest possible
number of pupils powers, and the
end sought for by these means is
harmonious and symmetrical develop
ment of the intellect. Moral education
has to do with the training Of those
powers by which we come to know the
right, to love it., and to choose and
follow it. That this should receive
much attention cannot be questioned,
for character is more than intellectual
power. This training is brought
about by putting conscience into all
that is done. Spiritual education Is
very closely connected with the moral,
and some do not consider them as
distinct, while others entirely deny
this kind of training. But, while it
may easily be proven that good
morality may exist where religious in
struction is wanting, still the fact re-
mains that spiritual education should
be put down as the most important of
all. 1t means the growth and cult
walton of the divine life begun in the
human soul by the renewing effect of
q Divine Power. It is "growth in
grace" 1t has done more for human
ity than any other form Of education,
yes, more than all the others taken
together. 1t Is unfortunately true
that many have neglected or willingly
rejected this part OF their education,
and have found too late that some
thing was wanting. The great work
done in the uplifting OF humanity
testifies to it's value, and the weight
of the testimony of the wise men Of
all ages, proves it's great and lasting
Importance. Socrates, who was call.
ed by one of his friends, the wisest
and busiest of all men of his Time
spent his last day in discoursing on
the Immortality of the soul; and the
greatest teacher who ever lived, the
Man Of Galilee, taught, and instruct
ed others to teach, the Divine truth.
A general scheme of education has
for it's purpose to make the best posi-
BILE specimen Of man or woman.
This should be the kind attempted by
our common schools and colleges.
1t is the fountain Of all that is to
follow. The work of special edu-
cation should never be undertaken
until that Of general education is
fairly done, for special training has
for its purpose the acquiring of some
profession, art or trade. In such q
course no effort Is put forth to cult
vate the weaker powers, while in
schools where general education is
aimed at, extra effort is put forth to
develop just such powers, in order
that the man or woman may become
as symmetrical as possible in all that
pertains to manly or womanly char
acter. Now, in system of special
education, effort is put forth to cult
vate and train the stronger powers,
for excellent endowments in any
direction indicate that in that direc.
ton lies the road to the greatest
power and usefulness. The man, how
ever, is more than the doctor, the
teacher, or the mechanic. Hence it
would be folly to put the special edu.
cation in place Of the general, or, to
undertake anything special before q
broad general fountain has been laid.
The result would be weakness. We
find many young men and women too
anxious to begin their life. work, and
neglecting or going over too rapidly
the more essential part of their edu
cation. If the result is not total fail.
ure, it is sure to be narrowness to the
end Of their careers.
We must be educated. There is nc
escape from it, for as we have seer
before, "Education Is growth" and
growth is unavoidable. From child
hood our powers grow, and theil
growth is modified by our environ
ment, by the influence which surrounC
US. Our choice il not between q good
education and no education at all
but between q good education and .
bad one. We think of the home, thu
school, and the church, as the places
where the children, the young men OF
women, are trained as they should be-
but to these must also be added thu
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