Man is more than an intellectual machine, and a genuine education should develop and enable him to realize and utilize all sides of his nature. He is, for example, as much an æsthetic and an emotional creature as he is a reasoning one. Indeed, fundamentally he is more so. He reacted to emotion long before he began to reason, and developed art long before he did science, history, and all the rest of what now goes under the old term “book larnin’.” In America, the emotional and æsthetic sides of man’s nature, so deeply imbedded in it, are starved to an extent that they are almost nowhere in Europe. The great mass of our population, for example, rarely sees a really beautiful building. Compare the churches scattered all over the land with those which are the inheritance of the poorest in almost every community, however small, in England, France, Italy, Spain and other European countries. The great mass of our people, again, rarely see any genuine and beautiful sculpture. It is the same with painting. Not only are our greater[Pg 159] museums poor in comparison with those of Europe but the distances are so great that the bulk of our people are hardly brought into contact at all with examples of really great art. In practically every country in Europe not only can some of the finest art be reached by almost anyone in a few hours’ travel at most, but a man living almost anywhere can, in no more time than it takes to go from New York to Chicago, see all the greatest galleries, London, Paris, the Hague, Amsterdam, Vienna, Dresden, Florence, Rome, and the rest. In music it is much the same, although not to quite the same extent. America is practically a musical desert as compared with the life of ordinary people in Switzerland, Austria, Germany, or Denmark.