Page:Education and Life; (IA educationlife00bakerich).pdf/101

 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