The herald and news. [volume] (Newberry S.C.) 1903-1937, 1905-01-10

in eyery normal individual. Educat1ol
seeks to develop. regulate ana satls1!
these desires for health, Wealtn, sPcla
ability, knowledge, duty, rightness.
There is one other, and that the mos
fundamental, universal and vital OF all
7 nave put it last, but Moses put /
first, for in response to its call ne ne
gan by bringing the people out o. tn'
camp to meet God:
Creeds change,
All outward forms
Recast themselves.
Sacred groves, temples and Gnu fche'
Rise and rot and fall.
Races and nations
And the various tongues OF men
Come and go and are ....
Recorded, numbered,
And forgotten in the repetition
And the drift ~.
Of many ages.
All outward circumstances
May be different,
But there lives no man 49,.
Nor ever lived one
Who in the silence Of his heart
Feeling his need
Has not cried out
Shaping some prayer
To the unchanging God.
This desire is, therefore, as tr1iy
part of the normal personality as any
other, and to fall short of developing
regulating and satisfying it, is II fai
short Of making men and women anc
to fail utterly where failure is mos
disastrous, for if every other ery o:
the heart is answered and tits /:
smothered or hushed the student leaves
his alma mater a nutilated SOUL
Again, we may regard education a:
the introducing Of the soul int IL
mediate, conscious contact with rHhty
And what is reality? EverythingFhere
is in this or any other world. ANY mar
that looks about him will at tinfs bs
overwhelmed by the infinite strstche:
Of boundless space. When he trH-- q
think Of its contents he is forced tt
begin with a frictionless medium in al
and filing all. And moving With IRE.
sistible power and unthinkable speed
in this infinite sea he finds tre!e=s en-
ergy gathering here, distributing here
forming here, reforming there. A 2losel
glance reveals a universal reiEn oi
cause and effect, indefinite order II Sc
quence and reason seems supreme ovel
all. A yet closer glance brings tc light
a ceaseless struggle from lover te
higher, from inanimate to animate ane
from lower to higher grades o. life
Everything seems to be pushing up
ward tHTard man, the elimination o:
all, who himself, is working in ever
advancing stages of progress toward
far off goal. For
Il doubt not thro' the ages one in
creasing purpose runs,
Ard the thoughts of men are Niden't
with the process Of the suns
But the heart cannot rest h.re; i
must find back of all this q t:2sSe on,
of which it all comes. back OF I'll ma
ture, an intelligent first cause, bach
Of all history a purpoSeful mind and :
throbbing heart, back Of every child s
father. .s e.
Let us be reminded that the whole
range of reality, this educational ma
terial, is a unit not to be cut Up anc
dealt with in sections. Dealing with
one part is dealing with all. n the
background of all our thinking mus
be felt the whole fast range of things
The breadth Of our education viii bs
is true. Specialisrn that is sare car
arise only when with this whola back
ground in view, portion of reality. i!
grasped and mastered. We must no
forget also that the soul is not an ag'
gregate Of separable facilities, but {
unit, each Of whose activities involys
all the others. Sc simple process a:
an act Of judgment involves, thinking &
feeling, willing also. The ideal educa
tion seeks to bring the whole range O.
reality and the extent Of this contac
Will measure the extent of our educa
ton, but the central element in all real
lty at every point is is the great frs
cause. We can touch it nowhere with
out touching Him. He is back of al
the materials Of psychic movement
For in Him all things live and move
and have their being. If, therefore
education is conscious contact Will
reality, the ideal education, consciou:
contact of the whole soul, with tht
whole range Of reality, then nothing i!
education which is not conscious con
tact with Him, and none ideal tina
does not seek to bring in glad captivity
every thought to the obedience of Him
We come again, therefore, by. anothe
route, to the position of Moses Will
whom the beginning of all true ieduca
ton and statecraft alike was thu
bringing of God to the people and thu
bringing of the people to God.
The same conclusion is reached j
education be the expansion oS tn.
souls limitations to complete self
hood. There are roughly two world!
open to us all, that Of sense in, which
we are born and from which alas TOT
many never escape and that Of thought
vision, sentiment. The diameter; Of tht
first is the distance from finger til
to finger tip, or at most the distance
across ones premises OF materia.
possessions. Only material things are
there. Only what can be smelle&, taSt.
ed, heard, touched, seen with the nat
ural eye, felt with the body is real t
this savage race" that hoalf ID anG
sleep, and feed, and know nothing
1t is the mission of the educator te
lead US out of this, to liberate us, tt
bring US into
That untraveled world, whose margir
fades forever and forever wher
We move"
Helping us to escape "the merciless
miles of the plain and Ito ''fly
in the greatness of God as g
marsh hen flies
In the freedom that fills all thf space
tWixt the marsh and the Skies
The possible as compared With the
actual area of our lives is evidenced
by the fact that Of the 600,00A000 Of
nerve cells in the brain, hardl Amore
than third are eeYsr@ 5.scasE
by the fact that Of the. 250, 900
English dictionaries few of -.
more than 5000 to 5000, even
peare commanding only $1,000, Milton
5000, the illiterate perhaps less than
LOCO. If it be true that we multiply
ourselves by two for every new Ian
guage learned, and if only one can
think for every thousand that talk,
only one see for every thousand that
think, who will not mourn our vast