“The night has a thousand eyes, And the day but one; Yet the light of the whole world dies With the setting sun.

“The mind has a thousand eyes, And the heart but one; But the light of a whole life dies When love is done.”

The school makes possible the higher life when it teaches the pupil to think. Right thinking puts intelligence into the labor of his hands, increases his earning-power, lays the foundation for his physical well-being, and lifts him above an existence that is a mere struggle for bread. It promotes the higher life by teaching him to think God’s thoughts, as enshrined in all His works, and the best thoughts of the best men, as embodied in literature and the humanities. It fits the pupil for complete living by developing in him the power to appreciate the beautiful in nature and art, power to think the true and to will the good, power to live the life of thought, and faith, and hope, and love.

THE END.

FOOTNOTES

[1] For brevity’s sake the phrase, thinking in things, is preferred to the more accurate but less convenient expression, thinking in the images of things.

[2] Psychopannychism denotes the doctrine that the soul falls asleep at death, not to awaken until the resurrection.

[3] For this incident the writer is indebted to Superintendent L. H. Jones, of Cleveland, Ohio.

[4] “Lessons in Psychology,” pages 260-267.

[5] See “How London Lives,” Thomas Nelson & Sons, London.

[6] “Johannes Kepler (1571-1630) was at one time in Prague assistant to the Danish astronomer Tycho Brahe. Unlike Tycho, Kepler had no talent for observation and experimentation. But he was a great thinker, and excelled as a mathematician. He absorbed Copernican ideas, and early grappled with the problem of determining the real paths of the planets. In his first attempts he worked on the dreams of the Pythagoreans concerning figure and number. Intercourse with Tycho led him to reject such mysticism and to study on the planets recorded by his master. He took the planet Mars, and found that no combinations of circles would give a path which could be reconciled with the observations. In one case the difference between the observed and his computed values was eight minutes, and he knew that so accurate an observer as Tycho could not make an error so great. He tried an oval orbit for Mars, and rejected it; he tried an ellipse, and it fitted. Thus, after more than four years of assiduous computation, and after trying nineteen imaginary paths, and rejecting each because it was inconsistent with observation, Kepler in 1618 discovered the truth. An ellipse! Why did he not think of it before? What a simple matter—after the puzzle is once solved! He worked out what are known as Kepler’s laws, which accorded with observation, but conflicted with the Ptolemaic hypothesis. Thus the old system was logically overthrown. But not until after a bitter struggle between science and theology did the new system find general acceptation.”—Cajori’s “History of Physics,” pages 29, 30.

[7] Young’s “The Sun,” pages 43, 44, second edition.

[8] Young’s “Astronomy,” page 174.

[9] Now the well-known Lord Kelvin.

[10] “Actinism,” by Professor Charles F. Himes, pages 18, 19.

[11] Dr. Morrell’s “Elements of Psychology,” quoted by Galloway in “Education, Scientific and Technical,” page 165.

[12] Quoted by Galloway in “Education, Scientific and Technical,” pages 116, 117.

[13] Hinsdale’s “The Language Arts,” pages 17, 18.

[14] Mr. Smiles, “Life of Stephenson,” third edition, page 474, tells how George Stephenson, arguing one evening on the coal question with Dr. Buckland, was quite unable to make good his case. The next morning he talked over the matter with Sir W. Follett, and that illustrious advocate, from the materials supplied by the practical knowledge of Stephenson, was able easily to discomfit the learned dean. Quoted by A. S. Wilkins’s “Cicero de Oratore,” page 105, second edition.

[15] Phelps’s “Men and Books,” page 303.

[16] Lowell’s “Books and Libraries,” pages 88-90, vol. vi., Riverside Edition.

[17] Phelps’s “Men and Books,” pages 105, 106.

[18] Ibid., page 124.

[19] N. Porter’s “Books and Reading,” page 57.