Evening times-Republican. [volume] (Marshalltown, Iowa) 1890-1923, 1907-06-01
University Of Chicago Professor Pre-
sents Able Advice to the Class -
Talks on "An Education and What
FoT'-Fine Musical Numbers In
tersperse the Program.

i
in red and white, the class colors. AT
the close of the exercises, the unex-
pected but triumphant appearance Of
a class Of 1908 banner evoked hearty
cheers.
The invocation was given by Rev.
|C. w. McCord followed with music,
"a Life Lesson" by Mr.. Henry Shove,
Jr., and the High School Boys Glee
Glib. The Chimney Song" by the
High School Girls Glee club. followed
the commencement address, on An
Education and What For" by Profess
sor Benjamin Terry. Phi. D. LII. d.. Of
the chair of medieval and English
history at the University of Chicago.
The Battle Of Dawn. from Martha"
by the combined glee cubs, followed
the presentation Of the diplomas by
Hon. j. L. Carney, president of the
board of education, to whom the class
was presented as entirely worthy of
this honor, by Principal e. ". Brum-
baugh. The class members, twenty
six in number, are lola Arnold, Louisa
Ruth Balch, Ruth Bell, Sara Chamber
lain, Will A. Crary, Hazel Dinges, Bes-
sic Ford, Myra Harris, Florence Holly,
Ruth Kmball, Hazel LaShelle, George
Leise, Florence Maher, Archie r.
Maulsby, Walter Mead, Tom Meickley,
Frances Morley, Muriel Moscrip, Mil
bred Newcomer, Marjorie Nichols, Inga
Dol TN, A yo11e r
ellie Willard Marguerite Wilson, and
Vera Winslow.
Professor Terry's Address.
Professor Terry was introduced by
Mr.. Carney. and was greeted with en-
thusiasm by his audience, many of
whom probably heard him twelve years
ago, when he spoke here on similar
occasion. His remarks were character
lied by flashes of wholesome humor,
and his fine personal appearance in-
dicates him to be what he really Is,
a true spirited westerner, successfully
engaged in a. calling worthy of the
greatest interest of every citizen, ss-
pecialy those who are parents. He
held the Closest attention Of his hear
srs and concluded with a 3personal APP
peal and kindly admonition to the class
to do their best. FL
DR.. Terrys' address was an effort to
set forth the value Of an education for
every boy or girl who hopes to rise in
life above positions of the mere drudge.
He first distinguished the idea Of "edu-
cation" from that of training" and
then again from learning" Al man
may have both training" and learn
ing" and still have no right to be
called an educated man. The speaker
then discussed the different kinds OF
schools, and showed that their real
value lies in maintaining the proper
relations Of the purely educational
school to the school whose purpose is
simply training.
In effect DR.. Terry said: There are
a lot Of things which popularity pass
for education which are not educa-
,tion. The educated horse SO called,
or the educated pig or the monkey
which has been taught to chew tobac-
CO. are not educated but trained
So the training Of hand, or foot, or eye,
is not necessarily an education. The
acrobat, outside Of his tights, and
away from his tight rope, may be an
exceedingly uninteresting person, prob
ably illiterate, certainly not an edu-
Gated man. Yet he is highly trained
man.
so also there may be a training Oh
the intellectual faculties which is not
education. The old fashioned skilled
accountant could perform most re-
markable feats Of lightning calcula-
ton, as he juggled with long columns
OF figures, yet he was rarely what
might be called an educated man. SO
also the well-known donkey boy on the
streets OF Cairo will perform linguistic
feats that will make the western pro-
lessor Of languages hang his head. Yet
he may be as ignorant as the brute
that he drives. You would hardly call
him an educated man.
what then is the difference be-
tween training and education? The Diff
ference is not so much in method as IN
the object sought. In training we seek
to learn to do certain things, always
with the same skill. In education we
seek not so much to learn to do some
thing, as to become something.
There is a good old Latin word
maturitas There is, no English equiva-
lent, SO we have transferred the word
bodily into our modern English. 1t gives
us the word maturity. 1t means ripe
ness, con pleteness. Now in educa.inn
we seek to impart just this maturitas,
to put the young man or the young
woman into full possession OF powers
that are theirs by inheritance, but only
in prophecy, and that prophecy can be
fulfilled only by education.
But there Is another idea with
which we sometimes confuse educa-
ton, and that is learning. Now learn
ing is means of education; it is not
education. The mind grows by coming
into contact with facts. But these
facts are to be taken into the mind as
facd Is .tafen into the body; they. are
to become very fibre of that mysterious
something that turks behind the
NJ the face In other words,