Welsh Journals

member the pained look that came to his face and the silence that fell upon him as I told him, just before the end, of the long and painful pass- ing of our old mutual friend, David Williams. He discussed many things and there were occasional flashings of his wit, but again and again he would relapse into silence and mutter, partly to himself and partly to me, Poor Dafydd." Some of us knew, too, that he was a brave man. His was not the courage to lead a forlorn hope or even a cavalry charge on field of battle or of debate. But he was brave to carry on his work when work was difficult and even dangerous. The long and grave illnesses of his early manhood had left their marks upon him, and for the last twenty- five years he had not been quite sound. He had ample justification for taking great care of himself and husbanding his strength. But he rose from his bed to preach, and cast aside all feelings of Science and Adult Education. By C. A. Edwards, D.Sc., Principal, University College, Swansea- COLEG HARLECH is the first College in Wales which has been founded for the purpose of Adult Education. This is a movement which is full of wonderful possibilities, not only for those whose privilege it will be to attend, but even more so for the beneficial effects it should ultimately have upon the attitude of the general public towards the real value of education. When we think about the extraordinary potential power of doing really good educational work, which an institution of this kind possesses, it is remarkable that something of the kind was not commenced long ago. I am certain there is an urgent de- mand by large numbers of young men and women for knowledge, and there is ample scope for materially increasing that demand. If this is properly catered for it will lead to much greater happiness, and a better understanding amongst the people of this or any other country. I have no doubt this new effort will be closely followed by a large number of people; some will be definitely interested and sympathetic; others will be curious and, possibly, sceptical; whilst there may be others who will be critical, and, to some extent, antagonistic. It will be neces- sary to keep the good wishes and assistance of those who are now interested, to win over those who are sceptical, and at least aim at gaining the respect of the critics. Whilst it may prove difficult to achieve all these, they are possible, providing there is a proper appreciation of the object of true education.' This should 1 e i training of the mind that will fit the man to fill his place in the world, and give him happiness weakness and weariness and went on preaching. He refused to fear, and poured his very life forth without care or stint in the work that he loved. And during the last year, preaching to the multi- tudes that came to hear him was no longer a delight. Growing weakness and a weariness that of late never quite left him made it a burden and a trial, but he never quailed, and preached even unto the end. He forsook many things that were dear to him that he might preach. He would leave his wife and little children, whom he fondly loved, for long spells, and pass his time as a sojourner at strange fire-sides for the Gospel's sake. But this was the life to which he had consecrated himself, and for this was he framed. And so the end came-the end of a brilliant life, not long, a little lonely, perhaps, but full of noble service, nobly rendered to the noblest cause. in doing so; develop his natural gifts, and create a desire to use them fully; not with any selfish motive in mind, but with a readiness and eager- ness to do all he can to serve others and make some contribution to human progress. It is something more than knowledge; it is knowledge coupled with the spirit of love for one's fellows, and some idea of how to use it to meet the conditions of the world in which we live, at the time we are in it. Proper education ought to carry with it a spirit of humility, res- pect for the opinion of others, and a desire to understand their point of view. In any scheme of Adult Education, it is obvious that a study of the so-called purely cul- tural subjects will find a place. History, languages, literature, and the classics, will always have students who are keenly interested in them. Many will be equally interested in such subjects as social science, economics, and political economy. That is quite natural, and as it should be; but I certainly do not think it ought to be confined within such a limited range as it is much too frequently. I have a strong belief that contact with some of the many branches of science can be made as sound a basis for Adult Education as almost any other phase of learning. It brings the mind into touch with the real and vital facts of life and the world in which we live. It develops a capacity for logical reasoning in a manner which cannot be surpassed by any other method of training. Further, it can be treated from a humanistic point of view. I am sure there are thousands of working- people who would derive unlimited pleasure, if they only had adequate opportunities of listen- ing to explanations of the inner secrets of nature which science has revealed. Some may say, but such opportunities are already provided under the Board of Education in the various Technical