THE PLACE OF POETRY IN EDUCATION. 
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a former age ; but as it cannot satisfy this age, is it not of great 
importance that a poetry of Nature and truth be diffused in its 
placed Is it not true that Matthew Arnold's Barbarians are too 
little able to enjoy the greatest beauties of Nature 1 The moor and 
lake do not move their souls, except in company with slaughter. 
Are Matthew Arnold's Philistines most moved by a show of fire- 
works or by 
" Hues of the rich unfolding morn, 
That, ere the glorious sun be born, 
By some soft touch invisible 
Around his path are taught to swell " ? 
Again, do we in those schools which are devoted to the masses 
sufficiently direct the young mind to the truths, and beauties, and 
poetry of Nature] Young minds love truth and Nature, and if 
gently directed and led will learn to see and enjoy the infinite 
beauties in which we live. The grand influence of these truths 
and beauties is too much lost to the masses, because the all- 
essential direction and teaching have been omitted in youth. In 
this age many ancient boundaries of knowledge and thought are 
enlarging; and therefore the urgent need that youth should be 
trained to feel the poetic truths of Nature and knowledge lest — 
" A fouler vision yet, 
Light without love, glares on the aching sight." 
Philosophy in its purest streams is at one with poetry as in Words- 
worth. Science, in its greater generalisations, embraces the poetic 
spirit ; the poet sees great truths before the man of science works 
out their exact place in knowledge, as in Goethe's idea of the 
metamorphosis of the leaf. Poetry, by making us feel the infinite 
relations and beauties of Nature, must tend to elevate the feeling 
and honour of professional life. Experience shows that real 
progress in culture must be by slow development, acting through 
individuals, from the years of youth, and up through the family 
unit. The family unit is the basis of society and national life ; 
and hence the paramount importance that a right direction or 
environment be given to youth in all that concerns knowledge and 
feeling. To teach youth the bare facts of Nature is not enough ; 
such facts must be presented in their actual garb of beauty and 
feeling ; youth then will love them. Unless knowledge of Nature 
be presented to youth in its beautiful and poetic side, the then 
strong imagination will find realms in errors, follies, and vice. But 
