New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1907-02-03

furnishes tina clearest evidence OF what he cons
siders as worth most to him. 80 --,,,,..
II is the universal operation or Ihls 49, 10
Ia1r that shows what must be the hlghest ni i
sion OF education and It's relation 10 the QusStioA
of larger life The aim OF all instruction., 49,, "a
ing and discipline IS 10 quicken tn9 - +Ls
relative values 10 awaken appreciation OF nc
hest things and to fix the habit OF CItoOS.l.S9
them This aim may seem TO some tco .i tl..-T
and TO others too vague but ntue lIoN 50
iii show that II is both comprehensive ana
defrhte Every subject OF study answers 20 s1',-S
demand or need Of the life WITHIN Us AIM -
offers an opportunity for definite cholCe; 10,
An ~ the common studies in a school cuIIll
ulum tend directly 10 develop aolAtE y. -
preciate the best things There Is no -as7Ilt ~
another class OF subjects belonging more 80
cialIv to what we call accomplishments suCi =
music. drawing and painting ness 5sE1Jt,on
manifestly within the scope or our uT1i 49,
that II might seem to be formulated WIN Pc Pc,
ticular reference 10 them; and surely that s t.
cation is essentially directive tldI -,
troduce one 10 the world OF art with aolNSy a. -
enjoy the harmonious and the peautIu u 49,,
to be feared that we have not IN NESS $1,000
5avs ATTAINED TO that larger and truer cohOeI
ZION OF education held by the nation WnicA -
than any other has led and inspired thS - a..
lectual life OF the world 10 tle itJsS and tbs
arts were not luxuries, but necessltSs' 80 t.,S,s-
study OF music and sculpture ana patn ttaS.
especially music. an essentlaI par % -
system OF education, as every reausE % ~,
tEtia lpOv-s and from this education came nc
large abundant life that has not yet SeASN -
impress the world. 49,, .,,,. ~ any
schooIP Not alone the curriculum o. stuuls1s;
In this respect all schools are much HtI a 80
Vet they differ widely in efficiency. NoI We
,umber Of pupils nor Vet the number OF Ieac1s
ers ONLY the most unthinkinS tdenuIy , AL.S.IL
with size Not material equipment, aIthous,S
This is not without some Importance SINS =
facilitates instruction and may c0uSS SS,,Ss
environment essentially refining IN us -
More important. however, are the scnO tSi -
oufrementS OF the teachers themselves t-s-t -
nreciation of what is best in their seNeFa4 =.
partments of instruction But most iInpoF IaLIs -
the spirit Of the schOol-that tndennaoIe sOL.1s
thing which fixes ideals and creates the 1tlI NJ.
phere which all must breathe VINO snare N I.ar
of the school. This pervasive influence Is 49,
mined by the subtle powers OF an insplrlns - -
sonality So that in the final ANALYSIS. the uT
termining factor in the problem or eouCa Sa,s
found in the spirit of those who seek TO euuuatSs
the quiet unObtrusive and yet perVasIvs a. =.
charged with the worthiest thoughts anu 80
timents the influence OF some person -.
lives in daily fellowship with his own -.
spiring ideals Only who shares .9
larger life can lead others into II InS
sential thing about education Is that ~ Is go
ing not a compulsion. Only one VINO appI9C.-
ates the best and habitually chooses II 80
awaken appreciation and direct choice IN othelS-
And even then his power Is limited II tlot - ~.
with sympathy with the spirit or helpIulleSsS'
He is not the true educator who STANDS dpal .
though far above and calls back, come ni' -
and see the large world spread az my rect -
he who comes down 10 meet those VINO a. a.
climbing and with ready sympathy and pateh'
cheerfulness encourages and guides ana hes .p1
until difficulties are overcome and they VINO a.
low stand upon the heights with him who leaus
to see what he sees. to enjoy what he enjoys -
live In that larger world which he has Won IVA
them aud % Witch be has YeA tasl9