The Republican journal., 1905-10-12
of that time should be devoted to en-
riching the mind, broadening and

| ZION rs people 90 CnlS, anu Ill Can uO IL,
if they will, the individual and CON-
munity life will brighten and open
greater promise, its activities quicken
in short, it becomes happier and
better place to livein.
Time will not permit of detailed men,
ton of the many educational oppor-
tunities of today within reach of every
one. But to illustrate what may be
done with spare moments, consider for
example the Chautauqua idea. 1t has
taken the form of great educational
institution with headquarters at Chau-
tauoua. n. Y. But the studying is not
done there but all over the country, in
groups or circles, or privately in homes.
Its work requires just twenty minutes
a dav Who of us does not waste that
many minutes day? Just the wasted
moments so applied would do the work.
Its four years course of reading
covers the general work of colleges
and universities. not SO thoroughly of
course. but sufficiently well to give one
an idea of the great field of learning.
But still more important, it awakens
the learning habit, gives the clue and
direction to further discoveries in the
great world of opportunities lying all
about us.
Now this work is not just for persons
of studious habits or occupations: 1T
is for everybody, and anyone can DO 1t,
if he hut think SO and will.
This idea is carried out in the study
groups, classes and clubs of greatly
varied kinds and purposes Little do
people generally realize the value OF
these agencies and what might be made
Of them. This shortsightedness is due
largely to the idea that they are cal
culated for people of special literary
turn of mind, for teachers, ministers,
| lawyers and so On,-peOple who habltu-
ally study. Only too often these clubs
! and groups themselves foster this very
idea by the manner of conducting them
and the course of reading or study pur-
sued, But this is a very erroneous
notion which by wise attention could
easily be overcome.
| Now, let us suppose a case, not I'M
possible anywhere. y number of peo-
! Pile in cOmmunity-not just college
/ graduates, teachers ministers, etc. but
/ people of all occupations, desiring to
advance the educational life III them
selves and eighborhOOd-Or organize a
! club, circle OF society, no matter what
we call it, to advance that object 1t
forms a general organization and meets
4
| profitable. Under this general organi-
Zation 1t may form minor groups or
classes for more special lines of read
ing, study OF inquiry. The results of
the groups are brought into the general
work of the society for the common
good.
We need so no further into detail of
such an organization or any argument
| for 1t. Its value is apparent to anyone
who will give it a thought, aud it is a
workable idea anywhere. But what
stands in the way of it? Suggest it to
one, what does he say? Il can't do
that. 1t is all right for studious people,
but | can't. | can't" Oh. that word
can't. What an abomination There
is no word in the English language that
Is a more etfectual stumbling block in
the way OF human advancement than
can't. No more subtle and miscellaneous
lie was ever conjured by human jmagi-
nation than is expressed in the word
can't. Let us strike it out and face the
fact. We can if we will If we don't
it is because we won't. If we do moth
ing about it let us at least be honest
and square about the fact.
Here is one who works in the shop
clerks in the store, is busy with home
end of work hours he is tired. Can he do
any more that day? Suggest theater, a
dance, a game, party, a stroll up
street, or something else he likes and
let us see Now, suppose it occurs to
him that there is such an organization
as we have mentioned If he is man
enough to ignore that word can't, he
says: 81 will 90 and see if it can be of
any value to me. He goes in. He has no
ideas to express perhaps. But he listens.
He hears something he had not thought
of before. The talk or discussion sug-
geSts a book containing more about it.
He gets it at the library and in spare
moments reads He goes again to hear
more. New interest springs up, takes
hold of him, and before he is aware of
it the word can't is forgotten and he
has something to say on the subject.
The new interest lifts him out of the
narrow, deceiving imaglnings Of can't
and Indifference into the broader hap
pier facts of will and opportunity.
He has caught the eud of golden string,
Let him wind it into q ball,
1t will lead him in at learning gate
Built in fair Wisdoms wall
This is only one of the multitude of
ways in which our varied circum-
|
suits may open up avenues of educa-
tional opportunity. Education is not,
as we see, confined to schools, colleges,
or even to people of studious occupa-
tions, but the every day business of
every one.
l do not venture to suggest any par
ticular subjects for reading or study.
That would lead out to endlessly varied
opinions. 1t must be left for the indi-
vidual to choose which will serve the
highest use to him. But there are Ger
tain principles that may help in this
matter, by coming to clear idea of tho
purpose and aim.
What is education? Not pouring into
the mind information, learning a mass
of things. 1t is what the word itself
, says: from educare, to lead out, guide
and develop the native individual pow
ers, physical, mental, moral and spirit
ual. Its function is to prepare for com
plete living. The process of education
J is the effort to answer the essential
question, How to live? Not how to
, merely exist, but to live in the widest
possible sense. The object is full use
OF all ones powers, and the right ruling
. of conduct under all circumstances So