Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1885-01-10
TIE AGAIN.
Another Paper on the Educational Institu-
ton at MorgRntOwn.
IN IA EilOr a. ~ RegiaS:


Another Paper ON the Educational Institu.
ton at MOrgantown.
10 ne EdaOr q 10 Rsgiaa:
It is to be regretted that in the discussion
of so grave 8 matter as the policy OF the
State in regard to its highest educational
institution, it seems more desirable to get
an advantage by personal illusions and mis-
statements Of the position OF ones opponent
than by fair and candid argument base up
on the facts Of the case to arrive at the
truth. In order to avoid, as far IS possible,
ANYTHING Of this kind. / signed my name to
INV former communication and / wish my
Morgantown critic had done the same.
Let me suggest to him that if my posi-
ton n so u~ntenable as he asserts snd II he
had confined himself to the points made by
me. and instead Of putting words and
phrases into my article which are not there,
and imputing to me opinion which l never
uttered nor held, be had given what did
saw all the force it was intended to have,
his answer would have been much more
crushing and his victory more complete. 1t
IA easy 10 set I'D msn Of straw and knock
it down.
respectfully submit to this critic that
he has not touched upon the point OF my
article, which did not undertake to discuss
the duty Of the State to provide professional
and mechanical training for its citizens st
the public's expense. That IS a subject
which opens up q wide field OF discussion
and on which q great deal may De said
on both sides. What / did endeayor
TO saywas thatin the present condition Of our
State as regards her financial ability and
the present wants Of our school system It IS
bad policy to undertake the establishment
of a university in the proper sense OF thai
terra until such time as the revenues OF the
State viii Justify the expense. To this prop
osition. fortified by such arguments and
facts as some study and experience in these.
matters suggested, my unknown critic has
not responded, but has wrought himself into
a Quixotic fury against some peaceful wind
mills which were not molesting him.
Nv friend in arguing for professional
schools as means of mental discipline iabors
under the confusion in his mind Of the OBJ
iects, respectively, Of collegiate and probes
SIGNAL education. The object Of q eoleg-
late or academic education, primarily, Is
DEVELOPMENT discipline; that Of professional
education is knowledge, which the disci-
pine previously acQuIeu eGaOteS 10 oPpJ
skinfally and accurately to the facts Of life.
He says that 3 student viii derive more
discipline and beEe6t from the principles Of
law, or the outlines Of anatomy physiology
and hygiene than from an infinite amount
of Greek or other dead language, and there
fore we should have 3 fun Aedged university
with all the professional schools. But this
argument proves too much; for il proves
also that We do not need any drill in dead
language. and that at least two professor
ships IN the university-namely, those OF
lain and Greek, are entirely supeFaaous
and the regents ought to substitute say
law for Latin. and medicine for Greek, be-
cause they afford better mental discipline.
Hitherto the consensus Of the best mind has
been hat a collegiate education, including
= nroUer study Of Lain and Greek, Is the
almost necessary prerequisite tosueeeSs at
the bar. in the pulpit or with the seaiPeL
The wisdom Of hundreds Of years indus
strieusly applied to the solution o. TINS
nrobIem Of mental discipline has Endorsed
he college curriculum as the very best
means az ssfording the discipline necessary
70 he easy acquisition Of the theories n
~pripciples ofsll the sciences and the eorrsc,
spplieaiioa Of them TO the practical arts o.