In her essay on "Old Rome and New France," Miss Cleveland calls the Middle or Dark Ages, the Twilight Age. "It seems to me," she says, "that this period is not suggestively named when called the Middle Ages, nor accurately named when called the Dark Ages, but that both suggestion and accuracy combine in that view which denominates it as a Twilight Age. An idea which certainly embodies much of truth."
FOOTNOTES:
[F] John Adams, the Statesman of the Revolution, by Hon. Mellen Chamberlain, LL.D.
EDUCATION.
It cannot but be regarded as a wholesome and altogether welcome sign of the times that the science and methods as well as subject-matter of education are becoming increasingly popular questions, receiving a considerable share of attention, and inviting a more close, careful, and comprehensive study. Here, however, it happens, as it does in many other things: the difficulties of the problem multiply exactly in proportion to the clearness and completeness of our apprehension of what ought to be done, and the earnestness of purpose with which we address ourselves to the doing of it. Most of the troubles of human life, especially those of the most serious and pressing sort, are of a purely practical character, to be met and mastered, not with improved theory, but with better directed action. It is, of course, impossible to over-rate the value of right principles and correct methods of procedure. Light may be undervalued, neglected, despised; but it can never lead astray. On this account, every intelligent suggestion in the direction of educational reform should be listened to. But, on the other hand, there is great danger of too much emphasizing the need of change, and of forgetting how much the value and efficiency of any given scheme depends on the ability, wisdom, and earnestness of those who apply and administer it. One specialist insists, with great force of argument and convincing earnestness of spirit, on the need of devoting more attention to the training and development of the business faculty in the up-growing youth of the age. He looks at the matter from the side of an experienced, active, and successful man of business. Another is convinced that the spirit and tendency of the age make the study of the elements of physical science imperative. The paramount claims of history are urged by a third. A fourth considers a course of education essentially deficient which does not provide for a thorough study of the principal modern languages. While a fifth, with a view of securing at once an economy of study and a unity of knowledge, is inclined to think the time has come when children should be taught the rudimentary principles of the Spencerian philosophy, so that they may see how the several branches of their study stand related to each other.[G]
Now, while much of this only tends to confuse rather than to solve an already too-complicated question, it also shows how increased activity of thought and thoroughness of purpose bring us face to face with difficulties of whose existence we had scarcely a suspicion. The more we accomplish, the more there is to challenge our courage, skill, and capabilities. Improved machinery, reformed methods, accumulated experience, with increased ability and aptitude on the part of teachers, cannot fail to advance the problem of popular education nearer to a satisfactory solution; but we must never allow ourselves to forget that many of the most important elements that contribute to the success of teaching are not at the command of the teacher. Education has to do with mind and character; and these are very subtle things, and exceedingly difficult to deal with; and success depends on many things that can never be incorporated in a theory or scheme of education, or in any curriculum of studies.
FOOTNOTES:
[G] This newest educational suggestion appears in a vigorous and thoughtful paper on "Education and a Philosophy of Life," in the January number of Education.