The mirror. (Stillwater, Minn.) 1894-1925, 1908-08-13
The Educated Man.

From time immemorial q man who
has been to school has been called
educated, and one who has been to
college has been thought highly edu-
Gated. Education has been supposed
to begin when school life began and
to end with school or college gradua-
tion. After that a new existence be-
gan, called life.
According to the modern idea, edu-
cation is life, of which the school is
but part. 1t begins with life; it is
never finished. 1t is gradual change
wrought in the mind by action of the
mind itself and can never cease. The
world of things and of people is the
chief means of education. The flowers,
the birds, the changing of the seasons,
the experiences of life and the people
we meet set at work the powers of
thought and feeling and will, and by
this work man is educated.
The ideal in all education is fitness
for service in large. broad ways; large,
as concerned with interests that are
vital to the individual in establishing
character, and broad as reaching out
to benefit mankind. It Is true that
very few measure up to this ideal. 1t
may be because while strong in precept
they are not models as examples of
their instruction. Yet these few are
q mighty host if measured by the re-
suit of their labors.
I often think of Thoreau as such an
educated man. He almost disqualified
himself for this Hall of Fame when,
as he says, he made perfect lead
pencil and then refused to make an
other. or disclose the secret of making
such pencils. But when he took up
the simple life at " alden pond, lived
in the woods and made friends of its
wild life, and gave us the record OF
his observations upon them and hit
own human surroundings, we appreci
ate the value of his service. 1t was
this that began to draw men away
from the artificial life of the city, t.
find amid more natural surrounding
the health and happiness that makes
life joyous.
In order that person may hav'
habituslly large and broad views o
service he must be student. He mus
know much of the public and private
life of nations and peoples in boil
ancient and modern times. He mus
know their science and art and feel tn
hopes and aspirations they baye cher
ished. The schools everywhere pre-
vide the means for acquiring such a
education, whether it is sought TO
living better or for better life.
The educated man here goes wit
the multitude, but must somehoN
acquire, with the wide knowledge, tn
power of discrimination. In man tn
affectional nature, the feelings, al
we'll developed and are much in ev
dence at an early age. But not so tn
will which acts from nationality. I
choose, and then to abide by the choit
made. is the ~mark of the man."
believe that the necessities of life
stimulating to thought and exertie
educate. Because man must ha'
feod and clothes and shelter he mu
think and plan and work. Hand al
eye and brain are trained tOgethe
Therefore, the skilled artisan is {
educated man. Furthermore, l thir
that the unknown in nature stimulat
some men. To uncover natures {
crets requires. keen and patient obse
vation and genius for hard wor
Therefore, I class discoVerers and
ventors as educated men.
But the most important part of
ucation comes from intercourse wi
our fellow-men. From this side com
the education in love and duty Al
services The ACTIONS of the peoI
stimulate imitation and Emulate
By these men grow in power and SIX
From observation of the character
other people, men form ideals of CHI
acter for themselves and are tral
formed thereby. According to &
idea, education is not merely receiyi
but giving; not learning alone /
doing.
The educated man is open-eyed q
open-ninded. quick to respond to