The mirror. (Stillwater, Minn.) 1894-1925, 1905-11-23

NdE true Valuo OI our own ouu-
cational methods can best be
determined by a comparison
with those employed by the
other prominent civilized nations.
This refers to education in general;
but as far as this article is concerned,
we shall content ourselves with refer
ring only to the so-called higher
branches, as the common-school educa-
tion is tolersbly we'll defined by our
compulsory educational laws. Before
entering on the subject, a few general
remarks may be in place. A good
education is of great advantage to its
possessor; but in itself it is no protec-
tion against the vicissitudes of life. A
superficial education is of little practi-
cal value, and is generally forgotten
soon after it has been acquired. The
problems of our times, and the prob
lens on which humanity is laboring
and experimenting, cannot be re-
moved by education; but education,
intelligently used, has the undoubted
tendency to reduce such problems to a
possibly attainable minimum. Many
parents are anxious to give their chill
dren good education, because they
believe that thereby they can protect
the children from many of the ills,
sufferings, and inconvenience of life,
of which they themselves had to suffer
in their youth. This idea, tho perfect
ly natural and conceivable, is an illu-
sion nevertheless.
Most nations of Europe spend vast
amount of time and labor on high-class
education. To prepare pupil, he is
sent to high-school, called in some
countries college, in others gymnasium
l'ecole latin, or academy. In most
countries the pupils enter such schools
after having already received com
mon-school education, at the age
of eight or nine years, and remain ii
the school about nine or ten years
Latin is taught already in the Lowest
class at the rate of at least ont
hours lesson each day, which, system
atically continued during nine or ter
years, is supposed to make goo(
Latin scholar of the youth. AS Latir
\ is the fundamental language of Italian
Spanish and French, and great hell
in the acquisition of most other Ian
guages, and as, furthermore, the Latil
classics are eminently calculated t.
instill into the minds of the studen
the highest motives of culture and re
fnement, a thorough study of thi
language is deemed to be of much i'm
portance. Greek is taught during tn
last six years. Hebrew is not obliga
tory, except to those who intend t
study theology or philology, later o.
at university. Besides the nativ
language of the pupil, two other moder
languages are taught to him. 1t is neeG
less to mention that history, geograph,
mathematics and all other necessar
sciences are duly represented. But
deserves particular mention that a
the different branches of knowlede
are taught in its minutest detail
from the very beginning, graduall
but surely, up to their highest develol
ment. The result is that knowlede
so gained, is not easily forgotten, an
generally lasts lifetime. That, {
course, does not mean that the acquis
tion of knowledge will remain unin
paired during many years of impractic
but only that the seed will remain, an
that such details as may have becon
impaired in the course of years, ca
easily be called to recollection by sho
study, if such recollection should
any time be desired.
After the student has absolved tn
preparatory higb-school, he is at lea
eighteen or nineteen years old, ar
then he is considered ripe for unive
sity. But before he can go there,
has, before leaving the school, to pro-
by the satisfactory passing of an e
animation Of maturity, that his know
edge really entities him to Il
distinction. This is absolutely Oblig
tory to the natives of most Europes