The University Of Life

1 bere is a natural and perfeclly just perjudico against tliosc iconoclasta in iiny department of the world's activity wlio set about deniolishing ancieut inItltutionc, or who busy luemselves in iweeplng away wliat they cali "tlio cobwcbs ot worn out ideas.'' While it is not universally truc that "what is, is right," yet tbere is a strong public sentiment in favor of cxisting institutions until somctliing different bas been very elcarly proved to be better. The ynuug enthusia-t who emerges froin liis gtudy, inplrcd with ft ilesire to bring about a soial or intcllcclual reform, will meet with a cbllliug reception from wbat is known as the "practical" world. Ifhe bc a man of good sense and tact bc will soon discover tbat bis inetbods must be radically revised. He can do no better work tbnn trying to disseininatc clearer and broader ideas in rclation to tbc cxisting tnte of tbings as a preparatlon for improvement and progresa. Those who are iutcrested in the canse of higber education for the masses would do valuable service if thcy coukl got tlie American people to abandon certain conveniioiiiil ideas with regard to education. Lord Armstrong, a prominent manufacturer and practical scientist, piesents a sugfjestivc thought in a recent parapluase of souie famous lines of Shakespeare: AH the world'l aschool, and All llie men and womeu merely scholar. Lot us for a moment sweep away, in imagination, uil existing institutious which are associated witb tbc word 'cducation." We have the spectacle of sixty mllllona of men, women and chtldren in this broail land, all constitiilionally entitledto"life, liberty and the pursuit of happirrett" - three universally accepted bleielngs. It is inteiestinj; to note the conmeut of tlnee men upon these three tilines which the American people are IK'iinitted to enjoy. Said Mr. Goschen, in a recent speech to workiug men: "An education is oeoeatary, not only a9 a means of liveliliood, bilt as a mciins of Ufe" Richard Lorelace, the oivalier poet, tang: If in my soul I'ra free Angels iilone, that Kuarabove, BfUjoy fsuoli liberly. And John Stinrt Mili allir.ned thnt unli u Irtgher wanti ere Mbatlrated foi lower amongthf people, tl eresulli giivi Hz itiun would be "a nure numerous luil leM h'ii]ii population." It would seem then from tle íentiments tbat the hlübcr ideul oflife. of liberty, of happinesA comprehends sotnethlng more than political aiul material wt'llare. Mau lias two lives, Ihe Ontward whtcb comes in contact witli the material world, and the otherthc Inward, but no less real exlstence. The development of thia eecond nature, in liarmoiiy Wlth the first, is knmvn M education, and education Ibrowl new and brighter 1 ifrlit on "lid1, llbcrty and pursuit of happillf'SS.'1 Jont liere wc come face to fice wlth the questlon : WHAT IS EDICATION t If we were atteiidinu' lome rural teachen' Imítate, where Mr. James Wliltconib Kiley's "Educator" dlssemiiiRtea new Ideas of pedugojz lei, we would undoubtedly leain that "education ia the drawing out of a maii's facultiea, the symmetilcal developmeut of all hls powers." We are coi s :ious of l.avinjr beard soniethinjr like this brfoiv, and our practic tl companion is likely to mention ".sweetness and light" and the "itrujfgle alter perfection," which the late Matthew Arnold preached so hrljfhtly to liis "barbarían" and "Philtstine" feflow countrymen. This etymological detinition of edooatlon is very generally accepted; but the popular couception of the "educated man" does not peem thoroughly to coincide with it. The "edrcated man" is to most people he who has studied Greck and LitlD, -cience, mathematic3, ma'apbyalca and pottttcal economy. Heisa man of learning and har, stores ol' knowledge laid away for safe keeping. He is a theorist rather that a practical man of the world. Sir Lyon Playlair and Lord Armstrong have been having i discussion in the Xineteenth Century lletiew which bears directly upon this subject. Lord Armstrong presents as bis ideal of educatiou such a development of the mental powers as ihall inake a man "capable of useful action," and lic maintains that the m:ixiin "knowledge is power," needs very careful investigation. He is willing to adinit its truth if by "knowledge" is meant such a training of the faculties as shall make them "eapable of uscful action ; but if it means merely the accumulatlon of information, he is almost ready to say "knowledge is wcakness," so (ar as active and useful life is concerncd, although he recognized the value and pleaaure of a well-stored-mind. It seems that this idea of Lord Armstrong's may be harmonized witli the best view of education, and that it holds a most attractive prospect to a active add univers of lite people. The prejudice of those who deprecíate the value of book learnlng, as it is called, would bedisarmed by this appeal for nn education which shall make people "capable of useful action." The question resolves itself into this: HOW SHALL TnESE SIXTY MII.I.IOÍJS OF 1'EOrLE BE EDUCATED? 'Phe importance of very early training in childhood has been recognized and appreciated. The necessity for a certain prelimiuary training in reading, writing and arithmetic (the mere equipping of men and women for the processes of education) is recognized and provided for in the public school system. But beyond this point, where are the means provided for education? These sixty millions of people, ulthoiigh granted equal rights by the constitution of the United States, live under conditions far trom equal. A cotnparatlvel; small percentage are enabled by the posession of property to avail themselves of superior facilities; and here we tind ready, elther through State provisions or through private beuefaction?, nstitutions which offer tbc widest oppoi tunity. The large majority, however, are more or less slaves of the soil and must ipend the greater part of their linie In daily labor. If induecment can be offercd to these people to develop their powers great good will be aocomplished, their Ideas of "llfe' liberty and the pursuit of happiness" will be exalted and the state of which they are a part will jrain strength and permanency. This ideal of a people under diU'erent ciriuinstances working for the same end, their own developinent and improvement, is an attractive one; but alas, as is of ten the case, the actual state of all.iirs makes the Ideal secm dim anü remote. In realHy this great majority are ploddins on day ifter day, content, as a rule, Wlth their share of material prosperltv, and regardlng education as a possession of the few, gomething not witbin thcir reach. They think of collogts and universities asbestowing in lome mysterious way educalion upon their graduaten, and as colleges and universities are beyond their rcach, they look upon education as au uuobtainable something - a possession of the wcll-to-do and the wellborn. It would bc a great incentlre to tbcin if they could conccive of this world of OBn as one great educational instltution; if they could be fired witli an ambition to becapab'e theinselves of "useful action;" if they could clearly sec that nicre ' book knowledgu" is not in itself power, but is what the faculties accumniulate during their course of training; ifthey could be taught to fee in the cveryday experiences of their lives, sources of development and improveuient; if they conld acquire ii broader kuowledge of the daily work they do, of its relatiou to science or art, they would, as Sir Lyon l'lajiair fay.-, "dlgnlfy and fructify" thcir labor. Let iis hope that America shall soon liail a Matlhew Arnold of a more pmctical in n, aman who shall preach the docrinfi that education is ]nssible to every uan; who shall recogni.e existing instiutioDS as lilli-ring the best facilities, but lot only as the only raeans of obtainiiijr he development of the faculties; and Yho shall, wlth his English prototype, emind young and old that education ' ncvor ceasi'B, tliat it is not a "liayipg and a rcstinp," buta "beii)g and a bepoming," not a "digniiieil repose," but a "noble unrest;" thnt no man can sayhc is "eduoated," but that be is being educatcd.