Weekly journal-miner., 1914-09-23

Our age is pre-eminently one O
 quickened educational aspiration And this is bu no means a contra diction of the frequently heard as
 sc-:ion that this IS G,stinctly al industrial age. Rattle! it is but tn,
 Pu suing of this latter F ought tha
 has led to my conclusion.
 l The world never witnessed such |;
 sight as it has these frs: years O.
 the new century, of private indi
 vIcuals ani churches and states put,
 ting millions of dollars into edu.
 cational Institutions for the rie oi
 the youth of all the world.
 More than one hundred million
 dollars were given to the cause oi
 education in one year of this zen
 tury. As a result thousands of
 young men and women are crowd ing into our schools. They are con- ing from every station of life: some leaving positions that it has required years to attain, others leaving homes where great sacrifices are being made to give them this opportunity.
 All this should cause us to ask {: "Why all this effort and sacrihce?"
 Education is not more learning. We do not spend much of life with pen and book in hand. We soon forget the languages and problems, but we retain the mental strength.
 Knowledge is food with which the brain feeds. and in the feeding may attain education. The chief difference between the farm, the factory, the workbench, and the school is the quality of the food.
 You forsake work by which you make money for work by which you make men. For it is more import ant to make life than to make a living.
 Instead of history being a mass of facts and confusing dates it be- comes throbbing record of human life and action. St. Paul in his letter to the Romans gives us the philosophy of all history: For none of us liveth to himself. Tribula- ton and anguish (shall bel upon every soul of man that work eth evil; but glory and honor and peace to every man that worketh good: for there is no respect of persons with God" Ro. 2:9-1l. For the wages of sin is death, but the free gift of God is eternal life in Christ Jesus our Lord" Ro. 6:23.
 Instead of the Latin and the Greek, one sees and enters into the life of the Romans and the Greeks, with their loves and pas sions. and every influence that en- tered their lives. One becomes a citizen of these old countries and is swayed by Cicero's eloquence, walks with Horace and Virgil the Elysian fields, exults in the triumph l of returning conqueror as he sweeps into Rome with Caesar on his royal entry.
 As he reads Homer's classic | Greek. he forgets that he is in the 10th century, and for the time he lives in ancient Hellas and is en- chanted by the murmuring reeds l of Pan, while Fauns and Satyrs and Nymphs fresh among the trees or sweep across the fields of chase with | Biana; or he stands with Achilles ' before the walls of Troy. or joins 1 the Athenians under Demonesthenes.
 In short, imagination is awaken cd This is education.
 The larger vision, the finer feel-{ ing, citizenship with all ages, deep CT sympathy, higher aspirations. larger interests. broader tolerance these arc education, because they become bone and blood of a man.
 Education is the ability to right ly use learning. Young man count your apples, but never your fingers. Not what you may remember, but what you cannot forget, constitutes education.
 Now something of the process. differs more than fruit and branch. A twig, blossom, green fruit, ripe fruit The tree is incom plctc without the fruit:-fruit is the expression of the trees life. For years the tree stands as it sends roots deeper and spreads branches wider. All this time 1t must be cared for. When the years of ma lurity arrive we expect fruit-its natural expression. But this was not attained in a day. First the blade, then the ear; after that, the ,ull corn in the car" The same environment that made the car made he blade-different stages of de