One of the most encouraging signs of these times is the increased demand for education. Today the colleges are crowded with young people eager for knowledge of one kind or another. Many adults are applying for instruction in the fine arts or in business or technical subjects.

Sometimes this desire for learning may be incited by no higher motive than the wish to better oneself financially or to have brighter prospects for one's family; in many cases, however, the aspiration is for a real education and its consequent broader service to mankind.

The word "education" is derived from the Latin educere—to lead forth; and true education does lead from darkness to light, from limited views to wider visions, from the personal to the universal. One of the definitions of education given by a dictionary is of especial interest: "The totality of the information and qualities acquired through instruction and training, which further the development of an individual physically, mentally, and morally." True education, then, includes much more than mere knowledge, or the possession of information, however necessary that may be. Genuine education should lead to wisdom, which is defined as "ability to judge soundly and deal sagaciously with facts, esp. as they relate to life and conduct." The search for wisdom is one of the great quests of all time. In what is considered one of the earliest books of the Bible, it is related that Job cried, "Where shall wisdom be found?" And later the "wise man" said (Prov. 8:11), "Wisdom is better than rubies," and (Prov. 3:13), "Happy is the man that findeth wisdom, and the man that getteth understanding."

In our time this search for wisdom has been aided immeasurably by Mary Baker Eddy's discovery of Christian Science. The very name of this religion indicates an exact knowledge or understanding of Christianity and of its infinite Principle, God. In the Christian Science textbook, "Science and Health with Key to the Scriptures," Mrs. Eddy says (p. 275), "All substance, intelligence, wisdom, being, immortality, cause, and effect belong to God."

Since all wisdom belongs to God, the first prerequisite for any degree of wisdom is an understanding of God. An aid to this understanding is a study of the seven synonyms for God as given in Science and Health (pp. 465, 587). In varying order, these are named as Life, Truth, Love, Soul, Spirit, Principle, Mind. To these terms for the Supreme Being another sentence from Proverbs is most applicable: "Wisdom hath builded her house, she hath hewn out her seven pillars." As we realize that our manifestation of wisdom depends fundamentally upon our reflection of the attributes of these seven names for God, we have accepted the premise of real education.

To illustrate, the understanding of what Life as God really is would result in the ability to apply the medicine of Mind, the only real and permanently effective medicine. The apprehension of absolute Truth would enable us to sift information and to discern what is nearest right about any controversial subject; the comprehension of Love would lead to the highest type of social service and end wars and all injustice; the knowledge of Soul would give the power to express the highest and most delightful beauty in the arts; the realization of the ever-presence of Spirit would work out all problems of communication or of transportation; the demonstration of Principle would make manifest the perfection of law; and the consciousness of the infinity of Mind would mean the evidence of unlimited and universal intelligence.

Of course, in our present stage of working to this end we do need to go to school. "Academics of the right sort are requisite," writes our Leader (Science and Health, p. 195). And she goes on, "Observation, invention, study, and original thought are expansive and should promote the growth of mortal mind out of itself, out of all that is mortal." When we make our study of Principle first in importance, however, we shall find, as many others have found, that our schoolwork can be done more thoroughly and intelligently, and with less strain and confusion.

Continuing the foregoing quotation, Mrs. Eddy adds, "It is the tangled barbarisms of learning which we deplore,—the mere dogma, the speculative theory, the nauseous fiction." A common name for these "tangled barbarisms" is sophistry. A gentle lady who made Latin alive to those of us who were so fortunate as to sit in her classes, used to make use of a dictionary definition of Sophists as those who "make the worst appear the better reason." One who is grounded on the rock of Truth will not be liable to be deceived by specious arguments, and so will be spared the disillusionment and disagreeableness which follow acceptance of them.

Among scholastic requirements may be found some subjects which conflict with the teachings of Christian Science. The student may have to study these subjects rather thoroughly, but he has the privilege of testing their theories by what he knows of absolute Truth and of refusing to believe those which to him seem palpably erroneous. He can know that he cannot be misled, nor can his convictions be shaken, by a display of intellectual genius, by clever phraseology, or by paganism disguised as superior knowledge. Our Leader emphasizes the necessity for clear discrimination when she says in "Miscellaneous Writings" (pp. 366, 367), "The false theories whose names are legion, gilded with sophistry and what Jesus had not, namely, mere book-learning,—letter without law, gospel, or demonstration,—have no place in Christian Science."

In his social life the student may have to guard against the reasoning of sophistry. He may hear the word "sophistication" used as if it described a wholly admirable quality. Should he not beware, however, of a term which has such dubious connotations? Often to be sophisticated means to be worldly-wise or to have the sort of knowledge which is aptly described in the second chapter of Genesis as belonging to the tree of knowledge, whose fruit when eaten brings fear and shame.

The arguments in favor of worldly-mindedness, or sophistication, are subtle. The craving for personal popularity may lead one to adopt enslaving habits, to assume unnatural poses, to seek knowledge and enjoyment in materiality. To resist these temptations one needs to understand the joy and satisfaction that are inherent in his true being as the son of God.

One can have happiness and normal companionship without deserting his high standards. This fact has been proved many times by thoughtful young people. Moreover, the refusal to join in social indulgences may help others who are present. A Christian Scientist who attended a dinner in celebration of the anniversary of a relative did not partake of the cocktails provided, but instead of criticizing her, two of those present later asked her how to study Christian Science.

Refusing to be misled by the open or subtle suggestions of sophistry, the earnest student pursues joyfully his quest for true wisdom. As the number of such seekers increases, we shall sometime see the fulfillment of the prophecy in Habakkuk, "The earth shall be filled with the knowledge of the glory of the Lord, as the waters cover the sea."