The sun. [volume] (New York [N.Y.]) 1833-1916, 1915-11-21

IT M kIoNthk puhuVh ptSSCu oVOit
the student by our modern system
l Of education Is one of the obvious
rings about 1t. The wen nigh impos-
BILE task for the strength and health
Il the pupil to-day In becoming more
md more n settled conviction with the
.enslblc layman as well as with the
PRACTICAL educator. while In many In
tances it's incompatibility with the
processes Of real education allow neither
,i,estion nor doubt. An ~overburden nay
he due not to surplus out to neglect. and
structure may give way and 20 to
oleces not because there IL too much of
but because there was failure to
mako n wise distribution of the weight
,hsre was an excessive accumulation at
ONE point or points which caused the
.,lamity. and which could have easily
cen borne had there been proper regu-
alton.
Now that expresses exactly to my
mind what in tho condition OF our
modern system Of education and its
rowing burdens and its fast approach
~, II not already realized. Impossible
,,auirements. The mistaken fault. not
ID, sav crime. has been the failure to
distribute evenly the weight Of q wisely
-~.gulated system Of education over all
ne powers of mans nature and TO allow
an impossible accumulation or stress
lpon some OF his powers n an almost
absolute neglect Of some Of his powers
This must not only invite and bring all
IN. terrible consequences Of the violation
q, the inviolable laws in nature OF
equilibrium and resistance, but what IL
.ysn worse, II possible. 1t must become
.ibyersiys 10 the real processes OF
.aucation and defeat the great object
and end Of it.
Willie not abating one Jot OF 'i'tie OF
my implied belief thar there are accumu
latious of burdens on the pupil IN our
modern system or education that
threaten the whole structure as Wen as
~ necessity al Its am ana END. YET
I do hope no one VIII DE unjust enough
~ impute To me n disposition either
- undervalle or TO take from the great
and fundamental parts OF education or
powers Of human nature. which have re-
r,ved 50 much in our modern system.
any part Of their value, or to intimate that
'hsy are not absolutely essential to the
zeal education or l MS highest
opment as well as his greatest good ana
,iaciency. These are even essential 10
he Intelligent ana successful eveiop
ment OF those parts or mans nature
which have been overloaded ana neg
l~c'cd and TO tn" realization OF ms
-%reatest happiness here n hereafter.
With this trihute to their prime I'M
f~oriance and their fundine ntal position
aNd N" further contention rhat IL II
impossible To put too much nlphasl on
~ devot" too much tim" ana LABOR 10
'hese sides OF 'ntoiiectua'
PHYSICAL. sc. in harmony with the COM
HlEFa and fI1l ta~N,lAnnl.snf OF ina nitlrl
nd powers ot man. | trust may pro-
eed to speak with equal emphasis II
Ni,hout any feeling of necessary cau-
ion. absolutely without reserve. on the
neglect and sacrifice OF the spiritual
de Of education OF mans nature. the
.-patest and the most essential TO his
own happiness here and hereafter. as
we'll as 10 his usefulness. his efficiency,
&, Won nlease-to us. what I feel iusti-
ssd IN calling the shibbolcth of modern
.lnca,ion I sinai therefore saw with
N. l.,,drass NJ untrarmel,ed uttsrance
,Sa, ,ha spiritual, side of education IN the