The Bennington banner. [volume] (Bennington, Vt.) 1858-1894, 1892-01-15
WHAT is EDUCATION.


racy in removing Hon. A. S. Draper,
for years the Superintendent of Public
Instruction of that State gives added in
terest to one of his last addresses. We
find the whole of his uttrance in the N
Il. Journal Of Education, and it applies
so aptly to the situation, in the light of
modern methods, that we publ his
few excerpts. Mr. Draper says:
What is education ? You might say
that it is the harmonious development
of the whole man." physically, men,
tally, morally. Here is a man whose
physical nature seems to be all right.
Mentally he is fully developed. He
knows all about different calculus He
is posted as to Latin and Greek deriva-
tiOns. He is an expert on the develop
ing processes of the human mind. His
moral nature is sound and in way ac-
tive. But he is awry with all the world.
Nothing meets his appreciation His
great mind is above earthly things. He
has no earning power that is discerni-
BILE.
Here is another man. He is physically
perfcrt and morally sound But he
knows nothing about the technical rules
of grammer. If he writes letter without
the intervention of Il typewriter he will
iulSSlltll SGNeTdl WOIuS, 1eJ lie Is UDt
head of a successful business house. He
stimulates the business energy of every
one in mis- neighborhOod. Heis interested
in what concerns the public. He sup
ports church, helps build a soldiers
monument, contributes to the erection
of public hall or a free library He is
the mainstay of happy and prosperous
home. His wife looks comfortable and
al, al frnc nt-
ing and well-behaved.
Which of these two men is the better
educated ?
Here are two women. One is the
graduate of woman's college of high
rank. She never fails to use who and
whom Just as they should be used,
She is thoroughly informed in the his
tory of literature. She could tell you
all about the overthrow of the feudal
system and the influence of the monastic
schools upon our modern civilization.
But she has got 1t into her head that the
chief end of woman is to wear q dress
prescribed by a so-called reform move
ment. She is not content to do it her
self, but feels that it is her heaven-en-
dowed mission to make all other women
do ds she does. She attends all the
meetings for the reconstruction of the
freedmen. When there is a religious re-
vival, or Il mission movement of extra
ordinary proportions, she dips into it as
deep as she can. To do these things she
necessarily neglects the little things
which make home bright and inviting
She is at the mercy of servants who
understand her perfectly. She con-
tinually parades her domestic tribula-
tions.
The other woman knows nothing of
the classics. She does not appreciate
the connection between the Reformation
and modern educational theories. She
doesn't feel the responsibility of regulat-
ing all the affairs of the world. She is
content to wear her hair and cut her
gowns as other women do. Her castle
is her home and she is secure in it. She
can MAKE her own bread and cook her
own meats, or direct others how to do
it, She is at the head of her own table.
She makes her husband forget the an
nOyances of to-day, and prepares him
for the struggles of tomorrow. If
neighbor is sick, she will be on hand
prcsnptly and efficiently. She does it as
a matter of course, wi hOut thinking it
a sacrifice and without expecting credit
for it. She helps her church without
dissipating in it. But she does not gain
prominence by being odd: she does not
get credit for extreme and painful good
ness at the expense of those who are de-
pendent upon her. She did not have
the opportunities of the advanced
schools, perhaps but poor opportunities
in the lower grades, but she fills the
place in which circumstances have
placed her, and fills it well. She makes
herself useful and commands the graft
tude and respect of all about her.
Which of these women is the best
educated?
What then is education ? All of it is
not to be found in books. 1t is not a
healthy body alone. 1t is not inflated
intellectually. 1t is not overweight
these taken together James Mill says
the end of education is ITO render the
individual as much as possible an in
strument of happiness, first to himself
and next to Others"
The European schools have one de-
cided advantage in the authoritative po-
sitiOn which they hold among the peo-
pie. All disputes between officers,
teachers, children, and parents are set
tied authOritatively, promptly, and
finally. No one thinks of the school
being interrupted for any cause. How
this promotes the substantially of the
institution! OF no less consequence is
the fact that all children within fixed
ages must be in school whenever the
schools are in session. Attendance is
universal and regular. The habit of at
tendance has become fixed. Berlin is a
city of the size of Chicago, but you could
not find ten children in it who are out of
school when they ought to be there.
Over the whole matter spreads the hand
of authority. american schools tUW
necer be able to make american citizen
slip safe Without il. In all communities
there will be ignorant, Indifferent, dis
solute, cruel, and criminal classes who
have to be regulated, controlled and di-
rected in the interest of the common
safety. You may provide the best ac-
commodations, you may secure the best
teachers, you may lay out the work with
tie greatest care, and yet the great end
for which the schools are maintained is
in danger of being thwarted and defeated
unless public authority makes sure that
the children of the troublesome classes
are otherwise suitably instructed, or are
brought into the public schools and kept
there. This is but enforcing the right
of every American child; it is only eXer-
cising wise guardianship over the future
of the country.
VERMONT DAIRYmEN
The 22d winter meeting of the State
nairvmanfS ASSOpiatiOn was held in tho