Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1886-06-16
The College Year.


The College Year.
Tbecoilege year IN Virginia which is now
closing has been In the main satisfactory
one. While no ono OF our institutions o.
learning hes had the number OF students
during the session II should have cltalogued.
and the aggregate attendance at our uni
yeIsities and colleges does not show "A
marked increase over the previous session,
the educational year has held ITS own.
Teachers and scholars have done good
and faithful work. The policy has been,
as far as we can learn. 10 elevate the stand
ard for graduation. and the climber " in
the lower classes Is, as q rule, strong and
promising. In addition TO this, II may bo
SAID that most, II not all, Of our higher IN
stitUiions are on a better financial basis
than they have been at any time since the
war. and that the feeders to our universities
and colleges-the classical schools and
academics-make gratifying reports as to
the number OF pupils they hope to send up
for college mairiculaion in the near future.
IL NAV. therefore. be said that the outlook
is encouraging. Nevertheless the Virginia
public are not doing their duty by our
classical schools, Our academies, our COL
Ieges, and our universities. II isa fact that
cannot lie rubbed out that the disposition
among Virginia parents to give their boys
the advantages Of liberal education is not
so general a. II should be. IL Is also fact
which is but too plainly evidenced by north
orn college catalogues that where the adj
vantages OF liberal education are recognized
among us there Is growing disposition
10 patronize northern institutions. These
two facts constitute the greatest drawback
10 the success Of our Virginia colleges, and
II Is grave reflection upon the inteli-
gtnce Of our people that they should exist.
As 10 the frst we would say that the man
who can afford TO give his son a thorough
education makes great mistake In not
doing so, provided the boy Is what Is
called ga right kind OF boy" As
general proposition. there can be no
doutt that, no matter what career
or occupation young man may choose, his
chances OF success will have been improved
by reason OF having taken on a liberal e1u-
cation. There never was greater fallacy
than that which holds that culture units q
man for practical life. 1t Is true that there
are cultivated men who are drOnes, and ii
is true that there are scholars who are
drcamers, but these are as nothing
when compared with the educated men
who are active, practical, working factors in
the social, business, and industrial world.
Thee would be drOnes and dreamers
whether we had such thing as education
or not. Again II should be borne in mind
that If boy is inclined to be wild and I'M
manageable college life may be the means
az king man OF him. The discipline
and influence Of the college Of to-day are
such a. are calculated TO bring out the best
that Is in a boy. This IL clearly demon
sirated in recently-published paper
on the work OF the Young Mems Christian
Association in the colleges. The percent
age OF students who are professors OF reli-
gion is larger than ever before. As to the
second fact that we have sought 10 make
prominent-that there Is a growing diSpO-
sition in Virginia TO patronize northern in
stltutons Of learning-we would say there
IL no excuse for sending Virginia boy
North 10 be educated when liberal education
Is the object In view. We admit that some OF
the northern colleges and universities are
better equipped for giving certain special
courses than are our Virginia colleges and
universities. But when we grant that we
grant all that our northern friends have
right TO claim. As far ~ facilities and
equipment for giving liberal education
arc concerned the northern college or uni
yersity offers no inducement that the Nir-
clnia college or university does not offer.
Our professors are as thoroughly educated
as are thenorthern professors, and do as con-
scientious and ms faithful work. The ave-
rage southern faculty represents as much
brains as does the average northern fac
ul,y. The question will doubtless be
asked, ..What shall the young Virginian do
who desires to take specially he can
not take In Virginia college," We reply,
Let him take 1t at the North as a post-grad-
uate course after having completed the
liberal course at home. In order to master
specially he should have a liberal basis TO
build on, and nowhere can more
solid liberal basis be acquired than
In Virginia. AT the same time we
remark that every NIrginian who patron
ICES Virginia institution OF learning helps
TO bring nearer the day when his State will
be as well equipped in especial schools "
RS II the North. The one thing needful 70
secure that end Is hearty support of Vir.
ginia institutions. Let Virglnians who
have sons to educate give the facts we have
brought out careful consideration between
now and the beginning Of the next educa-
tionsl year.
Raaf, Cool