Art as Education. 83 



tific truth is statement of that which is ; it derives its character as 

 truth by virtue of its agreement with things as thev really exist. 



Art-truth is statement always with regard to these qualities of 

 things, which have power to move our affiections. Scientific truth 

 is the actual food of the mind. Being appropriated and assimi- 

 lated, it becomes actually a part of our intellectual being. By it 

 we grow. By it we advance. By it the world indeed moves. 

 Nearly all scientific truths, have, as before said, their poetic side, 

 and, so considered, become art truths. 



The function of truths, of art, is especially to elevate the mind 

 and to develop or educate its powers. Bat the value of art gen- 

 erally, and of art ideas particularly, can only be properly estimated 

 by those who have the noblest and most exalted conception of the 

 human'soul and its interests. We wish to be in the highest de 

 gree practical; and to be so, we must exalt those truths which 

 tend to the greatest good. Alas ! many, who are often considered 

 practical, value those truths only which serve merely as the means 

 of life, and entirely ignore or despise that higher class of truths 

 which concern intimately the objects of life, the very purpose of 

 existence. "These men speak," as Euskin says, "when they 

 speak from their hearts, as if houses, and food, and raiment, were 

 alone useful, and as if sight, and thought, and admiration were 

 all profitless ; men who insolently call themselves utilitarians, and, 

 if they had their way, would turn themselves and their race into 

 vegetables; men who think, as far as such can be said to think — 

 that the meat is more than life, and the raiment than the body ; 

 who look to the earth as a stable, and to its fruit as fodder ; and 

 so comes upon us that woe of the preacher, that though G-od hath 

 made everything beautiful in his time, also he hath set the world 

 in their hearts so that no man can find out the work that Grod 

 maketh from the beginning to the end." 



ISTow, that is most practical, which is most useful ; and that is 

 most useful, which best serves the purposes of existence ; and all 

 admit that those purposes are best served by the most perfect 

 education. This most perfect edu'^ation is the leading forth, the 

 fullest development of all our powers, and pre-eminently of the 

 noblest powers of our whole nature. 

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