New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1907-02-03
Increases. Enriches. En-
Iarges and Uplifts 1t.
Nv the Rev. Dr. A. V. V. Raymond. President Of Union
University.

ny the Rev Dr. A. Y. V Raymond. President of Union
University.
One Of tho marked characteristics Of our age
and Of our land Is enthusiasm for education II
may be questioned whether any other cause has
ever commanded such tribute Of money ana
thought and widespread interest. Is this only
passing sentiment, temporary phase or our
advancing civilization, or is 1t the expression OF
a permanent and vital force in human progress?
With current controversies concerning the de-
tails Of educational work, important though
often bewidering | have nothing to do at TINS
time My desire is rather to dwell on those
truths which, while generally accepted. are not
always given their rightful place in our thought
If I say that the value of education appears
essentially in it's influence upon life l only re-
peat an article of orthodox creed. But il is
characteristic of Creeds that while they con
serve the truth under the form Of sound words,
the words lose something of their original force
by frequent repetition, that the safeguard
against heresy is found in continual effort to
preserve this original vigOr The particular
heresy which challenges us to-day is that which
substitutes the accomplishments of life for life
itself and finds the chief value of education in
its relation to these accomplishments. In es-
sence this is the old error which from the be-
ginning has arrayed the material against the
spiritual, the seen against the unseen To meet
ii we must do more than seek to discredit the
worth of things material The life may be more
than meat. but IL is rot independent of meat
The unitarian conception OF education is
neither unimportant nor unworthy. II is only
Nnen we make II aIl-lmpOrtant and aIl-WOrthY
that err. What is needed is the adjustment
Of this necessary but lower. aim TO that which
is essentially higher and broader: and to effect
this we must first understand and appreciate the
higher aim.
When attempt to interpret the influence
Of education in terms of life we are met by the
mystery that inheres in life itself and makes
exact definition impossible. The vital principle
is too subtle for our analysis. 1t has never been
discovered. We know ii only by it's manifesto
tons. The nearest approach to a comprehensive
definition is perhaps the we'll known scientific
formula that life is active correspondence with
environment. This is unsatisfactory in many
ways, but 1t gives us a basis for comparison
and so enables us to recognize degrees OF life
We see for instance, in the plant correspond
ence with a limited environment. earth, air,
moisture. sunlight marking one degree of life.
in the animal correspondence with a larger en-
vironment, including the world of sight and
sound, marking higher degree of life: in man
correspondence with a still larger environment
including the world of thought intelligence
moral consciousness. marking a still higher de-
gree OF lites and here again life varies accord
ing to the extent of the intellectual and moral
world with which one comes into correspond-
ence. So that the measure OF life of anv indI-
vidual is determined by the range of his svm-
pathies his capacities, his mental vision his
moral satisfa ctionS.
Whatever brings us into correspondeDca with
a larger world enriches and ennobles One who
IS franco Ia appreciate the laws Of life in nat
ure moves In higher sphere than one who sees
only the phenomena OF nature. But the truth
which wish to emphasize u this; The reward