The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1888-02-18
STUDY TO HAVE IDEAS.

Joseph Harrison, of Philadelphia, in
ventor of the sectional boiler, for which
the Academy of Arts and Sciences
awarded him the Rumford medal, and
widely known as the partner of Winans
in Russian railway contracts. He was
climbing the Gemmi, in Switzerland,
accompanied by young man, and the
conversation fell on the younger's
chances of rising in the world should he
embrace the profession of mechanical
engineer. Mr.. H rrlson favored the
idea, that this was the age of invention
and improvement. that machinery was
constantly being applied to new uses,
and that he who would make it a study,
and master 1t in all its forms, would
never lack for remunerative employ
ment. But l have no skill in drawing
objected the young man. Neither
have |, said Mr.. Harrison, Il never
had time to learn. But have alway.
found that if | had an idea, | could
express it on shingle with piece of
chalk, and let a draughtsman work it
out handsomely and according to rule.
And I've generally had ideas enough to
keep three or four draughtsmen busy.
You can hire draughtsmen, but you
can't hire ideas. Study to have ideas,
my boy 1t may be added that Mr..
Harrison's success was due not to
scholastic advantages, but to native
capacity and personal effort.
1t is significant circumstance, and
one that furnishes the basis for the Sc
verest criticisms of the current methods
of academic instruction, that men who,
like MIR. Harrison, Lave attained signal
eminence for originality of thought,
have rarely been men of much school
ing.
The grand aim of schools is to fur
nish the student with knowledge, a
great deal of knowledge in little time.
To do this the method or cram, not
that of original research and critical
investigation, has to be adopted. The
students mental habit becomes that of
| a discoverer. He is loaded with knowl-
edge, but on takirg on the load he
loses, though lack of use, if not through
stern repression, the capacity to think
or act except along the lines of con-
ventlonality and habit. The scholastic
bias has become stronger than the orig
inal bent, and the man loses in pro-
ductive power in proportion as he
gains In learning.
The fault does not lie wholly in the
schools. The people demand for their
children teaching that can be meas
ured quarterly-measured by quantity,
not by quality and on this score the
child who takes most kindly to second
hand ideas is sure to win. Capacity
for original ideas, for original and per-
sonal independent work, is at a dis
count. In other words, what the man
most needs to have, the child or youth
is least encouraged in cultivating.
While knowledge and skill are both
highly desirable, they are still OF second
rank, and it is possible to acquire them
at too great cost. If man has ideas
Original, individual, creative ideas
he can usually hire skill and buy knowl-
edge he cannot hire ideas. We should
be the last to decry skill or knowledge.
They are essential elements of educa-
ton. But they should be gained by
processes which make them the tools,
not the end of culture. The man
should be the master, not the slave of
his learning ; and whether he is one or
the other, depends very largely on the
way his knowledge has been gained
And it is better far to be the master OF
little knowledge, with capacity to use
it creative, than to be the unproduc-
lively, carrier Of all the learning in all
the libraries. Our young teachers
whose scholastic advantages, so-called,
have been few, may well take the lesson
| to heart.