The herald and news. [volume] (Newberry S.C.) 1903-1937, 1904-11-04

dlsrsTage IN the least love OF knOWl-
edge for its own sake. | think it
would be a great wrong to say am
thing that would fall like a wet
blanket upon the enthusiasm of
young man for science per Sc. I
know in a slight degree what that en-
thusiasm is, for l have had exper-
ience OF it. \ great German schola,
Iagarde) said: Science wants to
know. nothing but to know. and only
in order to know There was
time in my lie when felt something
OF the power OF that aspiration. 1t
is fine thing, noble ambition for a
Young mind opening to the limitless
spheres OF truth. to grasp as much
OF it as possible and to appreciate it
Tor its own beautiful sake Even
now I have an inward contempt or
pity for the Philistine. who like the
man that asks OF Millions Paradise
Lost. What does it prove:-asks in
reference to the requirements OF any
knowledge: What's the use? AS if
the possible honor or emoluments are
the only things worth considering in
the pursuit of an education, or in cul-
tiva.ion of the glorious gift OF intel
1ect It seems to me, every cultured
mind must synnpathize with the sar-
casm OF Goethe's remark about the
uses to which science is put: ITO the
one she is the exalted, divine goddess;
to another she is merely good COW
that provides him with butter"
People may call this idealism. But
this idealism is not so useless as some
may think. Ny observation as we'll
as my experience have taught me that
an enthusiasm for science as its own
reward, kindled in youthful mind is
an important element in the prepara-
ton for the higher service OF life 1t is
true that the wisdom that comes from
a larger view of life, teaches us that
the dictum of Lagarde is faliacious.
I agree with the living German theo-
1ogian, who says OF this statement:
1t is just as false and just as true as
the proposition: Man wants to eat,
nothing but to eat, and only in order
to eat. Behind the stomach is the
organism of the body, and back of
the scientist is imam with his contra
diction" Science, he continues, will
die. if it tries to separate its investi-
cations from life.
The man, whose passion is knowl-
edge and whose world is the realm Of
ideas, is perhaps not so far removed
from the realities of life after all.
Some of the most influential scholars
and thinkers have been awkward to
the degree of helplessness in the COM
mon affairs Of life. What did itemat-
ter? There are always plenty Of peo-
pie, who are able to do the smaller
things, the menial service of life. AS
long as ideas remain the greatest
moving forces in the world, and that
will be until its end. the man of ideas,
the man Of thought will remain a
chief factor in the work OF the world.
Education must therefore consist
largely OF the power of comprehend
ing and forming ideas. 1t must not
be reduced to the cultivation Of tech
nical skill If it is made altogether
practical, it becomes impractical. For
that is an impractical education that
does not develop thinking power. 1t
must be culture as we'll as skill.
Approaching to its fullest extent
the value of learning and scholarship,
. we recognize at the same time that
the school must realize that it is not
a world in itself, but part Of
that organization of civilized human
ity that makes for further progress
and higher attainment not of indi-
v;duals here and there, but of the
whole mass. In claiming that the
school must serve it's generation, that
it must remain in contact with the life
of the people among whom it has its