The mirror. (Stillwater, Minn.) 1894-1925, 1908-12-24

to my ideas pertaining to
a stepping stone to knowledge; Incl
IDENTIFY, he, in manner so familiarly
delectable, utilized his interpreting
faculty to demonstrate my lack of per-
ceptible powers to discern that Mrs.
Wilcox Zone of the grandest poetic
writer's of today and Mr.. London,
whose familiarity with the world en-
ables him to apply his imaginativ-
ness and weave criminal records, Klon-
dixie experiences, ETC.. into stories of
fiction, are not entitled to enter the
ranks of the Blackstones and Shake
speare who attained knowledge. Well,
they are not! Unless you can compre-
hend the distinction between the two
terms, education and knowledge, by
what power of analysis can one realize
the nicely of the distinction:
Education" as Webster defines is,
obstruction; teaching;" also, nurture;
breeding;" which, IN the sense intended
are to be accepted as synonyms of the
two former terms. The instruction
and teaching one may receive is pur-
veyiDg from sources meant to convey
knowledge and thereby one is intro
duced by the process Of education to
the greater fields dominated by knowl-
edge. TO aptly illustrate: A law stu
dent CLEANS points of law from in
structors, teachers, and applies his
educational abilities to master such
knowledge. And even tho he know
the contents of Blackstone by heart, SO
to speak, even tho he is thoroughly ed
ucated in law, he still remains in the
ranks of the educated classes. Diff
cult to assimiate, Mr.. Anglicus? Well,
for sweet charity's sake shall deviate
from Mr.. Webb's intention, wont do
Anything for Nobody until Somebody
does Something for me-" and explain
the unsounded depths of profound log
icaliness.
"Knowledge," says Webster. is "learn-
ing; scholarship; practical skill" Men,
tally consider the "leaInng" of Black
stone, instructing the educa'e1 at Ok
ford; reflect upon hls "practical skill"
demonstrated in those sheep-bOund
volumes p: epared by him: then the sig
nificance of the term knowledge be-
comes palmer Peruse the works of
Shakespeare and ascertain his mode of
interpreting characters, as they were;
of life as it is. Consider, also, Bunyan,
Byron, Lincoln, Cleveland, and my ri ad
of others. Persons who passed thru
educational wales to fields of knOwl-
edge. Compare such as Mrs. Wilcox,
and Dorothy Dix who dilate about
rearing children, retaining ahusband's,
wife's, sweetheart's love and other top
les of general Information. " hat pro-
cess do they utilize! The educational,
observatory, theoretical process of an
innate and inanimate deduction modi-
fed by technical "ifs," "ands," "pros,"
"cons," which adhere sufficiently to
; satisfy certain mentalities, and create
: loopholes to protect them from author
i, ,ative cOrrections-sucha as knowledge,
, derived from actual experience o.
| practically demonstrated skill, can 8,
2 profusely extend to the educated bur
? not experienced.
1t is these latter classes that Mr.. II
? licus would consider as persons o.
: knowledge. Mr.. London "is arecorder
!. of elemental life''-enough! The veri-
8 est savage may know elemental lif'
and practicing it descends far from
Q the plane of knowledge which show
q us the sacredness of life. Knowetl
y thou the history of elementally de
t rived practice? "The Puritans re
Q garded all secular books as works OF
). the devil" wrote Mr.. A. Such diver.
gence from point at issue cOnfuses
readers. However, one would have {
great conception to deduce such an as
serted ideal
The dainty little schoolmarms art
% presented with certificates to teach
r, begat by DrascO's Rules-educated, II
y YOU please, but of their knowledge
j. One may attain education by persona
>. efforts; but let such one desert ont
, woman for another-but of his knowl
: edge? One may tell the people of {
!" republic how to act, ETC., by theorizinl
i but of such ones knowledge
y Shakespeare, ETC., understood laws, ma
le ture, creeds, etc, in their highest, ap
y plicable sense. But many are to gues
ID few chosen to know. ERID.