The Republican journal., 1905-10-12
()ut of School Education.
,,iress by Rev. Harry Lutz. Union Chau-
,auaua vesper Service, Belfast, Me-, Oct.
1905.

iJSJ'
,ducation is generally associated
/ schools and colleges. The event
fh closes the course is called COM
cement. This term appears on the
, If it inappropriate for the gradu-
a exercise, or end of the schooling.
IN reality the term is a very true
expressive one, 1t signifies the
important fact that the most
.nugh and finished course in school,
re or university is but the begin
of education. 1t marks but the
nencement of education which in
fty is a whole life process. The
ang of the schools is a preparation
he greater education that follows.
at advance has been made in the
p wears in the methods of schools.
rr has come gradual turning from
old conception of education to a
and better way of looking at it.
are still in the midst of the change,
ing our way in the DINNER light be-
The dawn of better day. AS this
re of ideas as to methods and
of studies of in-school education
IS also upon the out-of- school educa-
..e may do well to take note of it.
lose observation of the ideas of
mon in the past, and that still so
ev prevail, will reveal how much
ire a matter of fashion, and how
the clothing of the mind has
ed the order of development in
as of dress.
ne development of civilization it
rived that, in order of time, de-
on proceeds dress. Among peoples
. lower order, little regard is had
steal comfort. They submit to
physical suffering and make lit
empt to provide for extremes of
nature. while industrious care is
Aed upon providing pigment to
themselves and make themsel-
lmired Coiored beads and
IS are more priced than clothing.
pmpletely the idea Of ornament
inmates over use. is illustrated by
fican voyager who tells of his
attendants that they strutted
II their goat-Skiu NANTES when
ather was fine. but when it was
uok them off. folded them up and
about naked, shivering in. the
indicates the fact that among
We peoples dress was developed
decorations. This order of de
Ient is conspicuously evident
I'd modern fashions when more
ut is gwen to the tineness of the
than its warmth, the cut and fit
rment than its convenience. its
Idnce than its use.
so it has been, and is still large
With the requirements of the
The ornamental comes before
7ttul. knowledge that brings ap-
has taken precedence of that
IS useful and conducive to we'll
The motive III education is too
conformity to public opinion.
ject is to dress the mind as the
ID the prevailing fashion; not for
Iinsic value, but that he may not
graced by being thought ignorant.
acquired as badge admitting him
certain social position and dis
on.
my community we notice how the
-p graduate is looked up to as in
way superior to others. 1t gives
certain power over them. This
laturally resolves itself into the
rs III education. 1t is the same
We that impels the struggle for
wealth. 1t is sense of power
others rather than the wealth it
lat is desired. Just SO in educa-
. t is so often the restless craving
lpreSs our individualities upon
rs, and in some way subordinate
that oveTShadoWs its real pur-
which is to unfold the individual
all directions.
in the matter of dress when ap-
nee is regarded more than use; as
r. when what others think of US is
tered more than what we are; SO
the matter of education when
Get OF power over others is sought
han the real value of knowledge,
rbert Spencer says: This being
0minant idea, direct utility is
" more regarded than by the
Ran when filing his teeth and
ug his nails"
happily this motive in education
ing way in the methods of public
us and colleges. More and more
1tention is given to such methods
branches of study as will serve a
I purpose in the life. Utility is
lilly displacing mere fashion in
- Of courses. Education for pol
I'D social standing is giving way,
must in the processes of world ad-
ement, to education for its own
Hsic value in unfolding the powers
tividuality and fitting it into a
Of widest usefulness in the world
opening to it the way to the
! is of possible achievement, giving
II the wider horizon, the grander
} even vision of what he may be
e celestial realm of divine will and
lose in his being.
Aile this higher motive in educa-
is steadily gaining over the old,
rr is yet enough of the old concep-
lngering in the commonly accept
cas- to confuse and divert from its
attainment if it is not cautiously
led. That the utmost care should
wen to such choice of studies and
Aods in schools and colleges as will
I'd the powers of individuality, is
Tie greatest Importance. 1t is nc
important in the ut-of-school edu-
u, since it is lifelong period of
nng and developing of powers. and
1t we gain and what we shall be
depends upon what use we make
opportunities it presents.
re opportunities for education are
ly variable according to circum-
es and surroundings. But in this
I'm world, no one is without some
rtunities, and the chance to make
one OF our human foliies is fol-
no complain that he has not the OPP.
mites of another. 1t may be true.
nay be wrong, But the complaint