The Plymouth tribune. (Plymouth, Ind.) 1901-1911, 1910-06-02

straw. Upon this nest she sal
and from her own vitality gen
Grated fire that consumed her
amid the burning OF spices
When low while the worshipers
in the temple gazed upon her and
bemoaned her loss out of the
ashes she came to life more beau
tiful than ever and upon swift
wings flew away to her native
home. This has been interpreted
ed as the symbol of the Scholars
life. He generates the fire which
will consume him. his old life
perisheS that out of its ashes he
may rise to a new being formed
and fashioned after the similitude
OF reason and spirit.
But it is to the great Univer-
sity OF learning that | want to
call your attention tonight.
There was another place of learn
ing in that ancient city which
is of more interest to us than
perhaps the Halls of the Uni
versity of Heliopolis.
And am not so much inter
ested in this place OF secondary
learning as | am in the student
who went there. He made the
place University. Before he
went there no student had ever
graced its halls. Indeed even
now as we look over the story
we declare that school OF learn
ing had no faculty, no library,
no labratory, no pretentiohs,
whatever as a school of learning
and vet when this student of
whom ! am TO tell you came
within its walls there began a
process OF education that has
surpassed all the record ever
made by the great and preten-
tious University of the City OF
the Sun.
My student of whom I am to
tell you came from up the coun-
try. He had been raised in a
home where he had everything
he could desire. Indeed he was
the favored child of the home
Love and ease surrounded him
on every hand. He fourished in
A favorable atmosphere. He
grew above his surroundings. He
stood out against the atmosphere
OF the home. He had ten broth
ers, but he was not one OF them.
He was conscious of his own
existence. He became SO con-
scious of hrs own Importance that
at one time he dreamed that the
very stars and moon bowed to
him, and at another time when
he was in the field the sheaves
of his brothers did obeisance be-
for his sheaf. He was self
conscious young man, who lived
so far away from his brothers and
his father in his. thought and
ideals and ambitions that there
was a great gulf between them.
His father loved him To- his
beauty but his brothers hated
him for his arrogance. One day
the hatred in the home for him
became so great that his brothers
planned to get rid OF him. He
was started away towards Egypt.
He was to be taken out OF the
atmosphere of the home life with
its element of love and protection
and placed in that situation,
where love would not be known.
He did not know that he was IN
the process of education. He
did not know what education was
perhaps. But even if this is true
he was no more in the dark than
the great men who are at the
heads of our institutions of learn
ing today. For they tell us that
after all they do not agree and
have not. since the days OF So
crates upon what education IS.
That NAV seem strange to us,
but it is nevertheless true that
educators are not agreed as to,
not only what education IS, but
they are also not agreed as to
what they educate. This results
from the fact that they are not
agreed as to what mind is. we
find definitions of the, mind run
ming from that OF bald material
ism to that of extreme 1dealism.
Ernest Haeckle as a repreSen-
tative OF the extreme materlalis-
tic school declares that mind IS
a conglomeration OF molecules
in rapid vibration" While an
other materialist comes along
and proves that molecules are
nothing more than speculation
and are nothing" If that be