Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1889-08-25

visit the Miller school, OF Albemarle
the business colleges OF our city and
the whole country. and shall he glad
TO have him cali and examine my me-
thods, for on this point, at least, he will
leave a wiser man.
go it is with those who have only n
hook education they know the sound
but not the meaning
I recall the Biblical paragraph
"Ihe wind bloweih where 1t llsteth,
and thou nearest the sound thereof, but
cansi tell where it cometh nor whittier
j. eoeth So i, the education OF every
man. Can 1.-Two Six" be- understood
as making such on assertion? The
quoltion is applicable in each in
stance the sound and meaning) to his
assertion. Teachers Of the city, when
our schools are reduced 10 such au ebb
rs TO be conducted by men who 10 not
teach the young idea tho application
and meaning Of principle, then indeed
it would be well for us to advocate the
foreclosure OF such al honorable pro-
fession.
"But does the education make the
practical and successful man, or does
the practical man make the fine educa-
ton
Does the cause antedate the effect, or
does the elect antedate the cause?
Does the H2xO form water, or does
water form H2XO? Logic teaches that
10 eject can result without an antece-
dent cause therefore, education. as a
cause, must antedatc (and Gntcdatlng,
prodacej the practical effect.
Thousands of orr young men are
striving to pass through the high schools,
colleges and universities Of our country
with the damaging impression upon
their minds that diploma IS the one
thing ncedful for success IN any and al
Of the walks OF life.
Striving, but not succ eling. These
are The boys who "cork at college.
The have the impression Of the diploma
upon their minds but not the sheepskln
in their hands. They have not studied.
They are not equipped for collegc-lIfe.
Tie advising in this instance OF many
educator has been eco home, young
man prepare yourself and then return. "
"TWo-Six' does not recognize the differ
once between entering college without
preparation and entering fully equipped.
The ignorant matriculate, from lack OF a
pract gal education, may have these
damaging impressions lhut then they
are attributable 10 his ignOrance) but
let MS toe the mark and ask the iu'ly-
equipped matriculatc why he values his
diplomas. Ho will promptly reply, be-
cause they will show to the anxious and
loving parents, TO the host of fri. nds
that greet him on his return home, and
to the world at large that his mind is
flied with such mental ammunition Gs Is
designated on tho parchment Yes,
come in contact with one Of these fell
lows and he will fire such ,nressant vol
lcys and broadsldes into ms antagonist s
uncovered points that he will be glad to
retreat If not to die.
Tie danger is in depending too much
on schools. A graduate Is not necessarily
an educated man, nor IS one without
schooling necessarily uueiucated.
"To err is human. " IN considering
the comparative advantages and dis
advantages of two competing theories
we must consider the comparative
benefits Of each. If ] went into Il broad
discussion on the benefits Of education,
1.-TWO SIX. ! should occupy the four
sides Of this paper. spoke IN my re-
cent article Of few OF the mercantile adj
vantages. left out of consideration the
moral elevation, the physical develop
meut Cfrom hyFienel, the sanitary I'M
proyements, the enloyments Of a
library. and the thousand and
ono pleasures and benefits derived
from this source but when ! turn TO the
evils stop | note none. In reference
to lack Of education, 10 ignorance, the
case is rice rcrsg. The prisons, the
amsbouses, and streets ore filed with ln-
stances Of tho evils of ignorance. But
the benefits? Where are they ? How
charmnglv suicidal is his assertion.
Why does he lay such stress on the igno-
rance OF the graduate Perhaps ne has
in his minds eve some unfortunate tcl-
low who stands alone q failure amidst q
host Of successful friends; bat, " Two
SIN m exception proves the rule, for
where one has no education q thousand
arc well-grounded.
In reference 10 his remaining nsscr-
tons ! have nothing TO say. They are
not pertinent TO the comparative practl-
cal benefits OF business and education.
4 sound body, however IS not ncces-
sary condition OF IA sound mind. Car
lyle was a physical wreck, but mental
Cyclop.
The schoolmaster must have been
abroad when tins article was written. In
regard 10 the English constructions Of
"Two-Six.' / submit few suggestions.
j. ut is true that an education IN
books expand the mind and teaches TO
think, might read "how to think.
,. "The student OF books has only TO
deal with facts, &c., " might read " has to
deal only with facts, dc.
3. ct would he natural to suppose
mat in schools where the science Of by
GENE and physiology are taught Hat
the best, &C, might omit one OF the
that's
4. Put II is not always the case, "
might read, "but such is not always the
case.
In conclusion, ny first article was not
extrayagant III its demands, nor was il
intended to uuderyalue business practice,
mt to open the eyes OF the public to the
old adagc, Zach thing IL rs turn, and
If you appropriate to another use the
time that should be appropriated 20 edl-
cation you weaken tho future Of your
boy. To Iwo-Six | say,
"Iot mo ses wherein
Ny tonSIo hath wrousei hlr'; Il 70 10 him r.gh.,
Then no hath wrongeI himself III he DO iree.'
WIsrER ARCHER, X. "
Richmond, I'u., August %, 1852.
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