Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1889-08-23
Higher Fduca.ion and Practical Mind,

Higher Education and Practical minds
To the Editor Of the Dispatch:
1t seems from "X. US discussion OF
education in Wednesday DlSpdtch that
he gees only one side OF the subject; so
if YOU Will allow me short space l will
reply. 1t must be admitted that he pro-
duced good argument in favor of book
education but there is just goodarg
ment that could be produced in favor OF
more practical education than he adj
Voca,es. Ii is true that an education IN
books expands the mind and teaches TO
think, but it teaches to think in a rou-
tine way that leaves out of con-
sideration any obstacles TO interrupt
the course Of thinking or acting. The
student OF books has only to deal with
facts set down before him, whereas III
dealing with and solving the problems
of everyday life we are interrupted by
unlooked-fOr changes In circumstances
that effect the whole problem. Any
boy. uneducatcd rs well as educated,
can perform The mental duties OF bust
mess but when we arrive at the more
important tasks. when we have to deal
with dollars and cents in their relations
of cause and effect, when we are thrown
in contact with the world and have to
stand upon our own basis-when, IN fine,
we have to view everything IN a practi-
cal light and need practical mind,
then comes the value Of adj
vanced education. SO says OK. y, and
we DO not contradict him but
does the modern school supply that adj
vanced education necess AIRY to make a
practical mind Education in books
forms the foundation, but nothing but
practice will make one practical. Theory
is good, but before We can feel the force
of theory we must see it or rather feel 1t
demonstrated If you put pupil in
Algebra and tell him for the first thing
to learn that rule which says that the
square of the difference of two numbers
EQUALS the square of the first minus
twice the product Of the first by
the second plus the square OF the
second, he would soon memorlze
it but would know nothing Of its mean
ing. So it is with those who have only
a book education they know the sound
but not the meaning 1.-The value OF a
fine education is shown not only in the
walks of mercan lc life, but in oil the
trades, the professions, and even IN poll
tics" So it is But does the education
make the practical and successful man,
or does the practical man make the fine
education? That is an important ques-
ton. Thousands of our young men are
striving to pass through the highschools,
colleges, and universities OF the country
with the damaging impression stamped
upon their minds that diploma Is the
one thing neediul for success IN any and
all of the walks OF life.
would not be understood as opposed
to schools and education the danger IS
in depending too much on schools. A
graduate is not necessarily an educated
man, nor is one without schooling ne
cesssarily uneducated.
One marked improvement in our
schools is the tendency to provide bet
ter ventilation. Nothing is more neces-
sary TO make q practical mind than d
sound, healthy body, and nothing Is
more necessary for the health of body
than fresh air. 1t would he natural TO
suppose that in schools whore the science
of hygiene and physiology are taught
that the best ventilation and the most
rigid laws of health would be enforced,
but it is not always the case.
Two Six.
Richmond. Va, August -, 1889.