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TECHNOLOGICAL SCHOOLS. 
535 
of the most important facts and principles of those branches of learning 
which constitute its special province. 
The education of the boy or the girl, of the man or the woman, may 
be said to consist of so much of knowledge of the sciences, the literatures, 
and the arts as the individual finds it practicable to obtain by the appli- 
cation of time and thought and study, in hours set apart from those of 
toll and compulsory occupation. Its purpose is two-fold : to so exercise 
she mental faculties and powers as to confer upon the mind capacity for 
sasy and extensive gain of both culture and knowledge ; and to endow it 
with learning and wisdom—for these are not the same. Culture and wisdom 
are the highest fruits of education, grafted upon natural talent and power, 
and, well developed, constituting such character as has been respected and 
admired in every age of the world. Knowledge is needful and learning 
is admirable and desirable to make life successful and to yield substance 
for enjoyment ; but apart from culture and wisdom, they fail of their 
purpose, and life falls short of its aim. 
From university to primary school and kindergarten, throughout the 
whole range of human knowledge and of systematically given instruction, 
every element of the educational structure has its own special place and 
purpose, contributing to the final and complete result ; but the plan and 
the scope of these elements may differ widely. The university, if it be a 
real university, must present to its students the opportunity to become 
acquainted with the elements, at least, of all the sciences, all the litera- 
tures, and all the arts which contemporary life and modern civilization 
rest upon or imply familiarity with. The primary school usually only 
makes a beginning, as do all the elementary schools, in teaching the child 
how to begin to learn by study, and furnishes the first necessary tools for 
that trade. The kindergarten teaches the child how to learn by observa- 
bion and direct experiment; it is the child’s laboratory of applied science. 
But every school and every college and all universities should combine 
the methods of the conventional primary schooi with those of the kinder- 
garten. Study, observation, experimental processes and methods must 
all unite to produce the most perfect work, in primary school, secondary 
school, college, and university alike, and whether giving the elements 
and the tools of education, the mental exercise required for higher work, 
or the facts and data and principles of the sciences be the purpose of the 
school. 
But the man must be educated for his coming life, and the lives of men 
differ. Education, therefore, while having the same general object with 
all—the cultivation of the powers of the individual and the communica- 
tion of knowledge and culture—must be given somewhat different direc- 
tions, and must cover somewhat different fields, for different men, if it is 
to do 1ts most perfect work on every individual. The man who is inde- 
pendent of compulsory labor, and who may, with reasonable confidence.