The Morristown gazette. [volume] (Morristown, Tenn.) 1867-1920, 1876-02-02
PRACTICAL EDUCATION.
From the College Echo.


We frequently hear venerable old
farmers and other worthy members
of society. calling for practical ed
ucation." They refuse 10 support
and patronize, and even cry out
boldly against our systems of edu-
cation, because they are not practi-
cal, according to their views; be
cause the design is not wholly or
chiefly to prepare the student to
make a living" We admit that
they are correct in desiring practf-
cal, unitarian education but they
err in limiting the practical within
too narrow hounds. They admit
that their sons aud daughters ought
to be taught to read and write, and
to speak their own tongue gram
matically, and that their sons should
also know how to calculate correct
"; and they (some of them) are
willing to educate to this limited eX
tent. They call this practical edu
cation; because they can see now it
wiIl meet the immediate demands of
.severy day life" They are unwill-
ing to go beyond these narrow linn
its because they cannot see how it
will s'pay." They forget that q
more extended education woBld be
practical and utilitarian in enabling
It's Dossessor to think and reason,
and Judge for himself, and to do so
independent of the world, with all
it's wise ones-benef actors and i'm
posters. They forget that higher
degree Of mental culture would be
practical, in sharpening and training
The intellectual powers to meet the
duties Of life, to contend with the
powers of earth; in elevating the
aspirations, in moulding and shap-
ing the purposes and aims for high
or destinies, for grandeF achieve
ments; and in lifting the Individual
above the influence of the petty
troubles and trifiing annoyanees that
tease and vex the unlearned. They
forget that higher degree of intel
Iectual training would be practical
in adding to ones pleasure and
qualification, by enabling him 10
commune understandingly with the
great, the good, and the wise Of all
ages; by preparing him to sit, as it
were. on some stately eminence and
look out with q scrutiniZing view
uDon the intellectual world ; and, fl
nally. by fitting one to live and
move in a higher sphere of being
Now, these are no idle dreams, no
imagined results Of education-they
are the actual consequences OF prop
or mental culture. Any truly edu-
Gated one will testify to their truth.
Bnt the old worthless referred TO, are
not prepared to understand or APP
preciate these as inducements to ed
neate more thoroughly and extern
siyeIy. Why rot? First, and chief
", because no one can properly es-
innate or value an education until
he possesses it. The unlearned may
feel a need of a practical education,
rs they call it; but they cannot ap-
preciate the inestimable blessings
of a higher intellectual training I'M
til they experince them. =,
Our old citizens, who, as we well
know, constitute the very back
bone Of society" have fallen into
this error, doubtless. from a wrong
idea they have of the meaning of
education. They make the term
about synonymous with getting
knowledge. Consequently, when
the student ceases getting knowl-
edge, which they consider practical,
they think his education should
cease. Such, however, is not the
meaning Of the term, and should not
be. 1t is from ednco. to lead forth,
to draw out, etc, and, as applied to
mind. it means to lead out its pow
ers. TO unfold its talents. TO foster
its energies, TO quicken its pereep-
tons, to develop and strengthen its
faculties, to enlarge it's capacities
There is some knowledge gained, o.
course, in the process of educating
the mind but to acquire knowledge
Il not the object in view. The
Growth and development, ane
strene Ii OF the mind constitute tbs
object sought. It is q well known
fact that, food and exercise, are 40
solutelY prerequisite TO these re