The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1871-01-27
GInegateIIi4eRe
"Hamlet with Hamlet Len out"

"Hamlet with Hamlet Left Out"
From he Providence Journal
We arc striving by vast system o.
public schools, to educate the rising gen
Grafton. Our Objects that OF fitting them
for the duties Of after life, so that they
will not prove, in any direction, detri
ment to the State. The State wishes hel
citizens to be intelligent, upright, efficient
thrifty. But she does not believe them
likely to becomesuc without proper early
training. Such training is not to be Sc
cured generally in the house; so she pro
vides the school.
But how do we carry out the idea o.
educating, or training the young in these
schools? Every shrewd business man
every man OF sense knows that there Is
no such thing Us q Just preparation for
any occupation, or foundation for success
In It, without an intelligent and resolute
disposition to labor. Whoever expects
to 30 anything more than cigar holder
or do anything more than carry a lap-dog
has got 10 work. One Of the first things,
then, in the training Of our youth, must DO
beyond dispute, their education into cor
rect views and intentions with regard to
labor. They must DO taught as a part Of
their education, that labor is necessary, Is
beneficial, is noble. They must be made
to feel that the object Of education is not
to enable them to live without labor. 1t
Is rather that they may work tho more
understandingly, the moro heartily, the
more successfully. .lWg.
Another very important thing to be
learned Is the difference that exists be-
tween u theoretical education and q prac.
tical knowledge Of business. Whatever
knowledge may be previously gained in
the school, there Is much that will be
needed, which the school does not, indeed,
cannot, give. 1t has got to be learned
practically or In the actual pursuit OF bus
mess. 1t has got to be learned by begin
ming ut the bottom and working up, mas
tering the details successfully by the way.
And whoever is above learning 1t in that
way will sooner or later find out his mis-
take.
But how much of this is taught the pu-
pills in our schools? Who OF our teachers
has ever thought OF abiding to these
principles? How many have ever learned
them or acted under their guidanceY The
fact is, the pupil is schooled into direct
conflict with these practical truths. The
more highly you educate him us the
schools do II the more possessed lshe with
the notion that he does not need to learn
business from the bottom, as his employ.
ers did; In short, that however much his
father may have toiled, he Is to make his
way successfully without work. Tif
Now we must not be undeTstood,as op-
posed to giving, our youth the best posi-.
bic common school educaticn-high
school education, II parents can afford II.
But we must doubt the wisdom Of that
style of education for the masses, which
neglects those vital points in practical
training, to which VIC have referred. We
believe It's whole tendenCyis mischieyous.
1t prejudices our youth against labor. 1t
makes Our young employees conceited and
intractable. ItdisguSts practical business
men with education itself Beyond this,
1t produces difficulty and failure every
where.