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on the New Museum at Berlin is a marvel. Thereupon are shown, under the guise of childhood, the intellectual development of man, his hopes, his fears and his passions. Kaulbach was a teacher whose works should be known in every home.

Byron and Scott! Who has not heard of them? Have not their ideal creations become almost a reality? The influence they wielded, and still wield, is not to be estimated. They are known alike in the palace and the cottage. But not more than one in a thousand of those who speak the English tongue knows of the world of beauty and grandeur created or delineated by their contemporary, Turner, although he stands like a giant in the domain of modern art. His work—in landscape art—may be said to occupy a place, like the volume of Aeschylus, in the library of the Marquis de Mirabeau—alone; his brush being more than equivalent for those of all his brother artists, and the contemporary descriptive writers of his day.

Let us come nearer home.

The name Longfellow is a household word; his romance of “Hyperion,” his poems of “Hiawatha” and “Evangeline” are household treasures. But how few there are who speak of the glowing and poetic canvases of Frederick E. Church, one of the finest of America's painters; indeed, one of the finest landscape painters of the world? Yet surely he ought to be better known. His lovely picture of “The Icebergs," those of the volcanoes of “Chimborazo” and “Cotopaxi,” realize for us the weird splendor of the frozen North, and the sensuous beauty of the South. The "Niagara Falls" and the "Ægean Sea" are no less splendid achievements, and America could justly feel proud of them. What inference must be drawn from all this, but that an artist and a poet of equal powers have not the same chance of becoming endeared to the many, and that the work of the former influence less than the latter the thought of his age? The poet then for the many, the artists for the few. Especially does this remark apply to the lesser lights in art. Indeed many artists of genuine talent, are known only to a small circle of admirers, those immediately around them, while men of inferior talent in literature are known throughout the land. The magazine, of course, is the great disseminator of all classes of literature.

If we take the three graces, as Music, Poetry and

Art are sometimes called, we will find the order in which they are named to represent their respective popularityMusic first, Poetry second, Art third. If we reverse the order, we have the relative degree of difficulty in understanding them-Art greatest, Poetry second, Music least, Poetry occupying the connecting link in each scale. Music appeals at once to the heart without requiring knowledge of any kind. A beautiful poem often requires much education to thoroughly appreciate it. To estimate either the “Iliad” or “Siegfried's Saga” at their true worth, calls for at least some understanding of the Greek myths and the mythology of the Northern nations. Many paintings of the great masters, whether in landscape or figure, demand a cultured taste, or a keen observation of nature before half their beauties can be felt or understood. Of course, there is art that is simple and popular, such as the work of Birket Foster, the delineator of English rural life, or Landseer, or Rosa Bonheurthose inimitable painters of animals, or of Thomas Faed, who has painted so perfectly the cottage life of Scotland; but this does not affect the main questions. Nothing that they have painted is as well known, or has reached the heart of the public, like the “May Queen” of Tennyson, or the "Elegy Written in a Country Church-yard," of Thomas Gray. The very acme of popularity is reached when simple music lends its aid to simple verse, as in "Home, Sweet Home.” Again, there is music thoroughly difficult to appreciate, but still the relationship remains the same. “I1 Trovatore” is less difficult to interpret than “Manfred;" that again, less than Holman Hunt's "Light of the World."

How perishable, too, is the most beautiful work of the artist, and even of the architect, in comparison with that of the poet and the dramatist. Over a gulf of twenty-five centuries, the words of Homer come to us as when they were first sung, but only a wreck remains of the Parthenon. His portraits of Jupiter and Minerva still live for us, but the Olympian Jove and the Pallas of Phidias we see no more. The glowing description of Juno and her couch of flowers is as fresh as ever. The Venus Anadyomene of Apelles, is now but a dream. We still have tragedies of Aeschylus and Sophocles, and poems of Ovid, and comedies of Terence, but the Elgin Marbles are now but disfigured fragments. Yet, if poetry chronicle the deeds of heroes, sing the praise of beauty and give “to airy nothings a local habitation and a name,'

art covers the earth with palaces and majestic cathedrals, carves the statue, covers the wall with glorious paintings, and keeps before our eyes the features of beloved ones gone. Between art and poetry there can be no strife, only sweet companionship, giving to each other loving aid, and, to use the exquisite simile of Keats, blending the thoughts of its greatest votaries, as the perfune of the violet blends with that of the rose.

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G. N. Child, state director for Utah of the National Education Association. Mr. Child is one of Utah's leading educators, having been identified with the educational activities of the state for the past twenty years as teacher, principal, superintendent and supervisor. He is at present grammar grade supervisor of the Salt Lake City public schools and president of the Utah Education Association. Mr. Child's early education was received in the public schools of the state and in the Brigham Young University. He has a well established student habit which keeps him informed on the educational problems of the day and in close touch with the organizations and movements for improvement.

Education in Utah

BY LEVI EDGAR YOUNG, M, A.

The story of Utah's educational development is a dramatic one and stands out as one of the most interesting subjects in American History. While the State ranks only third in literacy among the States of the Union, there are, nevertheless, more factors entering into our intellectual development than in any other state. These statements, I know, are sweeping, but may be proved from our school and social statistics. The people of Utah have always remembered that education stands for more than school training and books. With them, education has meant the process that begins at birth and continues not only until the end of life, but for eternity. It is the process by which civilization is obtained Educational activity has been the dominant force in Utah's history. There is a reason for this. Utah was settled by the “Mormon” people. With them, it has always been a cardinal principle that the “glory of God is intelligence,” and intelligence, therefore, is the glory of man. They firmly believe that:

"Whatever principles of intelligence we attain'unto in this life, it will rise with us in the resurrection;

"And if a person gains more knowledge and intelligence in this life through his diligence and obedience than another, he will have so much the advantage in the world to come. (Doctrine and Covenants.)

The inventory of the educational resources of Utah have been what Dr. Samuel T. Dutton, of Columbia University, says must be the resources for all communities that are aiming at the highest in intellectual and moral pursuits. These resources are: First, homes, churches, schools, and libraries; second, newspapers, magazines, museums, the drama, industry, and government; third, those intellectual and ethical aptitudes of the people which make it possible for them to be quickened and influenced in the right direction.

Looking at the first group, we see the "four institutions which, in their educative powers, are greatest.” I wish to speak of these separately.

First as to the home. Among the “Mormon” people, the home has been the centre of religious, social, and intellectual life. In fact, Utah has always been noted for its beautiful homes from the earliest days to the present.

Even when the entire country was but a waste, the people made their surroundings beautiful by

the planting of trees and flowers, and it was a custom, to dedicate

every

home to God. Their history shows that the people have lived in homes where parents have been temperate, just, and kind; and where children have been taught that work, honest work, is the activity most pleasing in the sight of God. The old homes in Utah were centres of thrift and a high standard of morality. Children were supplied with books and pictures, music and games;

and were brought in touch with the best their parents could obtain. The effect of all these forces are seen today in the Utah home. In the city of Beaver,' thirty-five miles from the railroad, I find that eight out of every ten

families hame some musical DR. JOHN R. PARK

instrument. Eighty per

cent of the families subFor many years head of the University of scribe to some first class Utah, and first State Superintendent of

magazine, and in the parPublic Instruction

lors of ten families, I found copies of the Atlantic Monthly, The Century Magazine, Scribner's Magazine, and other noted periodicals. In this same city, I found six subscribers to Die Woche, the famous German publication. Children of the little city were learning good music; and the people took over an old United States Arsenal, and turned it into a first class high school. Beaver is typical of many towns and cities in Utah. By comparison, I might add here that there is more provincialism found within twenty miles of Boston than may be seen in the entire State of Utah. In the Utah home, children have received that training which has determined their future careers. The home has been the center of all good thought and activity; it has been and is now purely American, and is the centre for the teachings of the Divine Master.

As to the Church, it has been a constructive force in our history. Religion has directed the people in all of their work, and has affiliated itself with all the pursuits of life, and all the social forces in their history. To summarize their religious convictions,

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