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The Essential Education

THE ESSENTIAL EDUCATION.

We should then realize the sacred trusts of health, strength and time.

Education is the result of that process which liberates the power within us. With this power we work in our environment, and to the degree that we conquer environment itself, we suc ceed; for no man may be said truly to succeed who, instead of mastering the world, is over come by it.

Hence, everyone must be more or less edu cated. Even the savage cannot master en vironment without learning much about it. To the man of cultured races the problem is no less important; it is, in fact, infinitely more extensive and complex.

What is the process of education of which we hear so much? The word itself tells the whole story ; education is "leading out," according to its meaning as it comes to us from the Latin. Now, "leading out" is a vastly dif ferent process from "pouring in." Indeed, so widespread is the idea that education consists of pouring things into the mind that we have almost lost the true sense and grasp of the word's root meaning.

What is it that is led out of the mind in education? Power.

Education has to do with mind-power, and how, spiritually, to direct it into forms of activ ity that are enduring.

The real man, owner of mind and body, must, to secure the highest experience in life, submit the mind to a stern training. He must make it exercise itself in such a way that he, its master, may let himself out into more and yet more valuable experience. This does not im ply that success in life comes from great schol arship alone. The essential training of the mind is the right, not alone of the learned, but of the very humble. For aside from the educa tion of the schools which is but the first step, everyone, great and humble, may find in his en vironment the inspiration for a remarkable training in the University of Life. As prob lems arise, they must be met and mastered. From the simplest of them to the most complex the process is always the same.

A man, for example, who determines to navi gate the air, must express his desire in an air machine. The process which begins with the desire to fly through the air and ends by actual ly doing it, is at once simple and beautiful.

One day, the real man back of mind and body, conceives the desire to conquer the air, to speed through it as a bird speeds. He turns this desire over in his mind, saying: You and I will work out this problem. I will direct and you will execute. Some day we will be able to make of wood and metal the very thing we work out here in the unseen mental laboratory.

So the man and his mind work over the problem together until the mind thoroughly understands what the man wants. Then the man says to his mind : We have at last worked this out. Now let us tell the body about it.

Then the man and his mind speak to the body and bid it make a material thing of the mind picture. The mind guides the hands until they have fashioned an exact duplicate of the mental flying machine.

When this is done, the man and his mind study its every part to see if the hands have done true work; if not, they begin again. And when at last it is clear that the physical ma chine is exactly like the mind model, the man takes his mind and body with him into the ma chine, starts the motor and the act is achieved.

In all this process power has come forth. And power is the one quality that must be de veloped by education.

There are many steps to be taken while a little child grows to be the man who succeeds in making a practical flying machine, or solves any other similar intellectual problem. In that time there is an infinite number of lessons to be learned. Every one of these lessons has its single purpose; to make the mind act, by action to gain strength, and by gaining strength to be able to store up power.

In its efforts to make good citizens, the gov errukent demands a certain amount of educa tion of all children. They learn those first prin ciples of things which, as far as our experience goes, best serve them to become workers in life. Many studies are placed before the child. It is not expected that he can master them in his schooldays, but it is expected that they shall open up many pathways for him along which he may travel, farther and farther, as he grows older, into the intellectual world.

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mind, man, process, power and body