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intellectual faculties ; but this surely is not all in education. There 
is left a portion of the being which is more peculiarly the region of 
esthetic power, and in which are the sources of the beautiful; and 
how broad a region and how narrow the view which would suffer 
this part of our nature, the truly human part, to lie barren! It is 
the -zsthetic power that reconstructs and makes all new; it is the 
creative power. It is that which gives one man’s speech a freshness 
that another’s of equal force of thought does not possess. Asthetic 
culture should be introduced into education also, because art com- 
prises so great a portion of the life of mind. It needed mind to 
build St. Peter’s dome and to compose the music of Sebastian Bach, 
as truly as to compose the Principia or the Mechanigue Celeste ; 
and we are not confined to architects, musicians, painters and 
sculptors, but may reckon in as artists the poets who body forth 
ideas of beauty reflecting spiritual types. Itis the province, too, 
of education to bring out the lovely perfection of truth, so that it 
shall meet the desires of the mind and be followed freely; yet asa 
people we have freedom much on our tongue, but not so much in 
our spirit. We have brought down everything to the dead level of 
the actual. It is the thing which answers the present use, the pres- 
ent success, and not the thing which should be, or the ideal; and 
while we would not weaken this noble, practical, American quality, 
we would counteract its current towards an utterly earthly concep- 
tion of life and thought; and art would help in this struggle to de- 
liver ourselves from the crass bondage of materialism and to give 
play to spiritual ideas. Art would likewise afford a counterpoise to 
certain narrowing tendencies in education by presenting truth in 
" more natural and vital forms. The purely scientific process, it is 
true, comes first. The mind must learn to investigate and reason. 
First fact, then beauty. But the scientific process has its dangers 
unless guarded against, dealing as it does almost entirely with an- 
alysis, and may tend to lose the living synthesis of truth, and not 
to come, after all, to the unity. of knowledge and the perfection of 
truth. Art through its intuition arrives often at truth’s wholeness 
when science sees but in part. Art aims at unity, the beautiful 
whole, the perfect form of nature and spirit, and its influence is 
towards the introduction of a living variety into educational pro- 
cesses, so that young men may come out of the university not mere 
scholars, but men of broad, alert and independent minds, with the 
