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

young. The lawyer would frame his
answer in accordance with his ca
perience. Likewise the merchant, the
farmer, the mechanic, would each
base his Judgment on his own peculiar
view OF life and his own peculiar ex-
perience. Many there would be who
would have no answer at all and who
would have to confess to total ignor-
ance on the subject. They have not
been sufficiently interested to form a
judgment. There is no doubt, how
ever, but that among the many who
would answer the question, not few
would be found to confuse the terms
Education" and "learning," who
would look on education as being
merely the acquisition of knowledge
of certain facts-in other words, mere
learning. They would overlook the
fundamental distinction between the
terms-that learning is mere posses
sion of something we have made ours,
while education is part of us-some-
thing in US and OF US, and not mere
veneer to beautify the outside of US.
Strictly speaking, education is
growth. One cannot give another an
education; he may contribute to the
culture but the growth must come
from within. The work Of true edu-
Gator is like that of gardener. He
prepares the soil, puts the seed into
the proper place, removes the weeds
and insects that would iDjure it, and
In this way the result is quite differ
ent from what 1t would have been had
the tender plant been left at itself.
The gardener by proper care and At
tention, has contributed to the culture,
but the plant has done the growing.
So it is with the person who ia being
educated While the instructor may
arouse and encourage his pupil, set
before him the right kind and amount
of work to do, guide him to do this
work in the right way, and make the
circumstances for his advancement a.
favorable as possible, the result will
depend chiefly on the putting forth OF
the pupils own effort and power. 1t
is not within the power of the gar
dener TO change materially the ma
ture OF the plant he is cultivating, nor
is it within the power of the teacher
to change materially the nature OF
his pupil. Every normal person is
born with all the powers common to
human beings, but these have differ
ent degrees of strength in different
persons, and no process of education
can make all to be alike, nor can one
become strong by q process of edu.
cation in any direction, II by his
natural endowments he ia weak in
that direction. He may develop his
weak powers to some extent, but the
development will necessarily be llmi.
ted. Angelo, the great Italian sculp-
tor, painter and architect, began to
draw as soon as he could use his
hands, while Sir Isaac Newton, the
great philosopher, at the age of twenty
one, expounded his greatest theory,
that of universal gravitation. If
| Newton had been educated for an
architect, even under the best teach
ers, and Angelo had been educated
for mathematician, under teachers
equally good, it is not at all probable
that these eminent men would have
changed places. Most likely neither
would have achieved distinction.
Education may be classified accord
Jog to two different ideas. If we con-
slider the different powers to be edu-
Gated, we have Physical, Intellectual,
Moral and Spiritual education. It
we consider the end or purpose, we
have two kinds, General and Special.
Physical education has to do with the
body. Its aim is to produce health,
strength and grace of muscular move
ments. We often hear the body spoken
Of as "the temple of the SOUL" and it
is the minds instrument and servant
1t is the only medium thru which the
mind can manifest itself. For this