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TRANSACTIONS OF THE ILLINOIS 



final sphere of their exploits, but in the intrinsic vakie of their labors, 

 whether in a high or low sphere. Better a thousand times to fill a clam 

 shop or a cabin xvclU than the White-house as it sometimes has been, and 

 I fear often in future will be filled. In other words, worth, not place, is the 

 real test of this true manhood. A drunken, perfidious, and reckless 

 President is far less respectable and shows less of a true manhood, than 

 a careful, discreet, and trust-worthy teamster. It can not be sufficiently 

 deplored that our youth in all our schools are so incessantly goaded 

 onward in this race of scholasticism by the untoward incitants of mere place 

 and power, equally illusory and demoralizing to both teacher and pupil. 

 If a boy has no other or higher ambiton in life than simply to be president, 

 senator, or something of that sort, a mere ambition of place and power, the 

 quicker he commits suicide the better it will probably be for the world, if 

 not for him. We have far too many of these educated, splendid rascals 

 on hand now — more than we know \vhat to do with, in all departments 

 of life; unfortunately we can never kill them off in war, nor starve them 

 out in peace. They contrive to dodge all that, but always at our expense. 

 The best and safest and truest models of imitation to be presented to all 

 our youth in all our schools, are those who have been exalted by no ad- 

 vantages of mei'e place or power, but who have still done great and true 

 service to their age and their race, in some sphere of useful employment. 

 If such samples are unknown to our teachers, they should be hunted up 

 for the special use of the school-room, for such is the life that the vast 

 majority of our pupils ought to expect, and prepare to lead. 



But it is true that the school-room or schooling can take charge, in 

 the main, of only the development of one single part of our three-fold 

 nature, and that the lowest of the three, the mere intellectual. It seems 

 incapable, as yet, of devising any effective drill, or discipline, for the 

 higher faculties of emotion and taste, volition and will, though all know 

 that the power of right-feeling and right-willing is a far higher attribute 

 of any true manhood than any intellectual power of mere correct seeing. 

 It is true that this mere intellectual right-seeing comes first in the order 

 of nature, as the lower things usually do (that is, a man must mentally 

 see before he can either feel or will), and it is therefore, perhaps, properly 

 the main end of the school-room, or at least the main end of its peculiar 

 drill. Right here we see the exact difference between schooling and 

 EDUCATION. The one provides a drill of more or less value for the 

 development or education of the lowest faculties of the soul, the mere 

 intellectual. But education is the proper development of all the faculties 

 of the whole complex being of man, physical and mental, mtellectual, 

 moral, emotional, cEsthetic, and voluntary. 



The army and navy, the field and the shop, in their actual service, 

 present the best theaters in which to educate and develop power of l)ody 

 and power of will, under due subjection to law and order, and with a 

 natural field for voluntary persistence in surmounting and overmastering 

 the natural obstacles to well-being. The family and the church should 

 present the best discipline for man's moral and emotional nature, and if 

 they fail to do it, no possible day-school can supply that deficiency. 



