The Tiffin tribune. (Tiffin, Ohio) 1868-1887, 1871-06-08
NORMAL Us. COLLEGE INSTRUCTION.

- why the course Of study in the high6
It institutions of learning should be T,
1t dueed One-half in point of time, an
e made more practical and thorough
We shall now aim to redeem tha
4 promise, and strive to release Ourselve
o from the charge Of being 'hOstiIe t
: the interests of the rising generation
We desire to say, furthermore, tina
d our views are not merely theoretiea
J, in this matter. for We have been sub
, jected to both modes OF training, an,
: therefore speak from actual experiene,
: and observation.
l. But why should the course ol
study be reduced one-half in point O
time?
! To this question we answer: First
e the degree Of progress and improve.
ment exhibited in other departments
, Of life would lead US to expect it
: How frequently do we hear the obser.
) vatiOn that education is far in the rear
: of other enterprises of the day in the
the matter of substantial advance
ment. We travel faster, sew faster.
print faster, manufacture faster, send
messages faster, i'm short, live faster
IN all respects than our fOrefathers.
In the matter Of completing a course
of study, however, or, as it is usually
called, ''getting an educatiOn," the
same length of time is required now
that was half a century ago. Is our
great educational enterprise bound by
an inexOrable law of the Medes and
Persians, to be lonely exception to
the otherwise universal law of pro-
| gress? We believe "these things
ought not so to be-"
Secondly, the lavish outlay of time
and money which the present order of
things necessitates. Time is precious;
and to the young man or woman it is
often his or her only capital. Life is
too short, and the amount of work to
be accomplished too great, to permit
any one with just conceptions of its
/ temptations and victories, its conflicts
and glorious achievements, to spend
One-seventh of its responsible part in
a pr eparation which as often units as
| fits its subject for life as it is. A good
example could be set for the young by
requiring them to complete this pre-
paratOry work in One-half the time,
and spending the other half in the ac-
tual contest, which, after all, is what
tries the material of which souls are
made.
We occasionally find in our colleges
spirits who, breaking over the re-
straints Of an extensive college eurri-
culum, "double" on their studies, and
complete the course in half the pre-
seribed time. 1t is claimed that what
is done by few might be done by all,
if the methods of instruction were
more natural and greater caution
manifested in the selection Of proper
incentives to work.
Thirdly, the great length of time re-
quired to complete a prescribed course
of study leaves no ground for the ex-
ereise of a cOmmendable degree of
self-cOnfidenee. We have no patience
with self-importance gone to seed, but |
we do claim that a certain degree of
self-trust, self-laudatiOn, is necessary
to the achievement of highly import
ant enterprises in life. This much
Paul authorized when he said, 'sLet
no one think of himself more highly
than he ought to think"
When an individual does in two or
rt0nscrentTodsi 81 I!s9''7v IhlsIfA ranuIiEed
"E1regj nlOnllDlentitBt acre PeTeH-
Mus, ~ 'I have built a monument
more enduring than brass" This feel
ing will stimulate him with aspira-
tions which will make his power felt
for good in society. Like begets like,
and the ardOr of his own breast will
/ become contagious in the interest of
humanity.
Many other r.sasOns might be emu
merated, but we hasten to inquire,
.. Why should our course of study
be made more thorough and practical?
We answer: First, it takes hold of
the underlying principles Of knowl-
edge, and affords a good foundation
against the time to come" Thor
oughness is generally thought to con-
sist in passing over a certain number
OF pages or volumes, taking every
thing AS found in those pages. Hence
the person who completes a certain
number Of text books is pronounced
quite thoroughly educated. We OBJ
iect to this idea. The true view is
this: To acquire a correct knowledge
of the fundamental principles upon
which any science rests, and to be
able to apply those principles in aetu-
al life; TO form clear and distinct con-
ceptiOns upon all topics Of study, and
to be able to present the same in the
most fercible manner. This plan ig-
nOres pages and books except as mere
helps, and seeks after the real spirit OF
all knowledge. In this light, all the
different departments Of literature can
f be made subservient to mental train
, ing, and, of course, there will exist no
necessity for special pleading in be-
half II the classics, the mathematics,
the metaphysics, or the sciences
= They can all be made subseryient to
harmonious and symmetrical devel-
|, opment of the mind, if practically anc
nationally taught.
! Secondly, this is the kind Of wOrl
e which is usually wrought by self
made men and women. Their train
! ing naturally assumes the direction
r which will Connect most easily aH'
4 certainly with life duties. In eOnse
4 quenee of this, We generally find self
n made men the cIearest and most Wig
: orous thinkers, and the best qualities
I to grapple successfully with the prob
: lens and obstacles Of life.
a Thirdly, such course meets life a
II 1t is. The Prussian soldier is trainet
, not for a visionary, ethereal, unsub
= stantial existenee-fOT conflicts II
: some far off dream-land-but for actu
/ al war-war in which he meets foe il
e deadly combat. If we are wise in on
a school training, the same object vii
h be held in view constantly. Herein
If we apprehend, is found the true fel
for improvement in the use Of eduea
. y tional forces. The great problem nov
IF undergoing solution in the minds q
-e progressive discipIiniarians is, wha
methods and studies will best NEE
y y the wants OF every day life, and pre-
Is pare men and women to achieve til
d greatest amount Of philanthropic !;
r Tor?
= In our next, we shall present prar
n teal illustration Of teaching, in
practical way, what is sometime
taught 20 no purpose.
y J. FRAIsE RICHARD.