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Horatio W. Dresser's

Education and the Philosophical Ideal

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Preface - Introduction - The New Point of View - Educational Ideals - Equanimity - The Subconscious Mind - The Spiritual Ideal in Childhood - An Experiment in Education - The Expression of the Spirit - An Ideal Summer Conference - The Ministry of the Spirit - The Mystery of Pain and Evil - The Philosophical Ideal - The Criteria of Truth - Organic Perfection - Immortality - Index - p. 247

if a man is to be a mere money-maker. But if he is to be true to the spiritual ideal, is it not highly practical to wait until everything shall be turned to creative account?

There are decided disadvantages in the postponement of the study of Greek and Latin until the age of twenty-two, but there are rich compensations. Xenophon, Caesar, and Homer are studied as Lowell would have them read, namely, as literature. History is read as a part of human life, and science is turned to instant account as furnishing the most modern point of view.

To be sure, one may miss many of the pleasures of college sports and social life by entering college as late as twenty-four. On the other hand, there are few distractions, and one may give the mind more fully to the great ideals of intellect and Spirit.

There is perhaps nothing more important in educational work than learning to think. The habit once acquired, if one has been free from religious and other coercion, the tendency is not likely to stop short of entire intellectual and spiritual liberty. To the maturer student, college life comes as the natural complement of the previous years of free experiment and general reading. For under the Harvard elective system one may confine one's self to two or three subjects, even to one subject per year, and thus have time to do thorough, thoughtful work.

Ideally speaking, one should have far more special preparation for college than can be gained in the two

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