The times have changed. The old idea of the scholar was of one who, in the serene contemplation of truth, beauty, and goodness, found a never-failing source of delight for himself, and felt little obligation to the world that sustained him, or the social environment that nurtured and humanized him. The devotion to truth for its own sake, the love of nature in repose, the admiration of great deeds, fine sentiments and noble thoughts, were for him sufficient, as if he were isolated in a world of his own. We do not depreciate such interest, for life is worth nothing without it. But there is a demand for action, a call to externalize the power of one’s being. Each man is a part of the all, from eternity destined to be a factor in the progress of all. The thoughts and impulses that evaporate and accomplish nothing are not of much more value to the individual than to his neighbor. “Do something” is the command alike of religion and of the nature of our physical being. Every sentiment and idea that leads to action forms a habit in the mysterious inner chambers of our nervous system for action, and we gain in power, grow in mental stature, day by day.
Power comes through knowledge. There may be too great a tendency to emphasize power to the loss of that knowledge necessary to marshal in one field of view the necessary facts. Imagine a judge trying to reach a decision without the points in evidence before his mind; a statesman that would interpret current events without a knowledge of history; an investigator in science who had not before him the results of the investigations of others.
Ideally, knowledge should be varied and comprehensive; it should cover, at least in an elementary way, the entire field of nature and of man. Then only is the student best prepared for his life work, if he would make the most of it. A man lost in a forest directs not his steps wisely; when thoroughly acquainted with his surroundings, he moves forward with confidence. One who has trained all the muscles of his body delivers a blow with vigor. One who has trained all the powers of his mind summons to his aid the energy of all, when he acts in a given direction. His knowledge is the light thrown on his endeavor.
This view is opposed to the extreme doctrine that knowledge is of little value. Knowledge is necessary to power; the abuse lies in not making it the basis of power.
This theory also militates strongly against the position that a student should specialize at too early a period, before he has traversed in an elementary way the circle of studies and gained a harmonized general development.
The discussion of a growing fallacy naturally appears in this place, that it makes no difference what knowledge is used provided it gives power. It does make a difference whether one gains power in deciphering an ancient inscription in hieroglyphics, or gains it by studying a language which contains the generic concepts of our native tongue, or in pursuing a scientific study which acquaints him with the laws of nature’s forces. In the one case, while the power is great, the knowledge is small; in the other, an essential view of the thought of mankind or of the nature of the world in which we live is gained, and the knowledge is broadly useful for various exercise of power.
Another fallacy is the doctrine that actual execution in practical ways alone gives power. It may give ready specific power of a limited kind, but it may leave the man childlike and helpless in the presence of anything but his specialty.
Here we find an argument for higher education, for an accumulation of knowledge and power that comes through prolonged labor in the field of learning, under wise guidance and through self-effort. Many a youth, through limited capacity, limited time and means, must begin special education before he has laid a broad foundation, but this is not the ideal method. The true teacher will always hold the highest ideals before the pupils, will guide them in the path of general education, until that education becomes what is called liberal. The broad-minded men who conduct schools for special education are strong advocates of the highest degree of general training as a foundation.