Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1898-06-24
and the New in Educatlon." DE said.

and the New in Education" He said
| In part:
The world of to-day does not recognize
| true manhood in that person who COM
mits himself to the past. the present, or
the future. The modern man, whether
scholar or practical worker, whether
statesman or educator, must know the
past, be in touch with the present, and
anticipate the future. / may be pardoned
If / ask your consideration OF one or two
factors in educational work which are al
most unknown in the past Of twenty-five
or fifty years ago, which to-day may be
said to constitute the new in educa ton
% Equipment. That the new in educa-
uonal work exists in distinction from the
old is specifically apparent A quarter
OF century ago the library in even our
oldest institutions scarcely deserved the
name. II was place for the use of the
professor open for consultation OCCASION
ally.
The student, absorbed in the class
room textbook, being taught that general
reading was distraction, never visited
IT. Librarian there was none. 1t was
only in comparatively recent times that
a Librarian was appointed at Harvard or
at Yale who should give his entire time
to the care of the library. Even to-day,
I'm twenty colleges (were / so disposed, l
could give you the names) the same con-
dition exists. To find the most primitive
bounds of civilization we must go to the
heart Of Africa, or the frontiers of our
own country, occupied by the Indians.
For the old in education 1t is only neces-
sary one might say, TO step across the
street.
THE LIBRARY.
But the stage of development attained
must be determined from a study of the
highest not the lowest, class. To-day
the chief building of an institution, its
greatest pride, is the library. The direc-
tor OF the library is not infrequently one
of the most learned men of the faculty,
conducting classes for instruction in the
use of books, and giving lectures on
photography. The staff Of assistants is
larger often than the entire faculty in |
the same institution some years ago.
Volumes are added, three thousand, FIVE |
thousand. ten thousand, twenty thousand /
in a single year. The periodical literature !
OF each department is on file. The build !
ing is open day and night; student and |
professor spend the larger portion of their |
time there. The library of the future |
will have, in addition TO the general |
library. a departmental library for each |
department or related group of depart |
ments Each student must have his own !
table, where without a moments delay !
he may place his hand upon that one of
ten or twenty thousand books which he |
desires to Us.
PROGRESS-THB LABORATORY.
The old regime may be said TO have
no laboratories for the laboratory is an
institution altogether modern. Those of
us who left college twenty or twenty-five
years ago scarcely knew such a thing
as a laboratory. A little farther back
the situation in Germany was the same.
The foundation of a chemical laboratory
at Giessen, under Liebig, made an epoch,
not only in the mystery OF chemical
science, but in the history of science. The
scientific method has been spread among
men and has changed the whole aspect
of things. The laboratory has impressed
upon the world the truth that in order
to learn about anything it will not suffice
10 stand aloof and speculate, but ii is
necessary to come into as close contact
with that thing as possible. The labo-
ratory occupies the position of honor
next the library. may be said indeed, TO
have outstripped it, for many institu-
lions have bur one library and several
In the future. the labora-
tory will not only be separate building,
but a distinct building for each depart
ment Of natural science. The building
and equipment for a single one of these
Will cost more than the entire college
plant of the past generation, and the
I
expense OF all the departments Of science
In the days OF our fathers
The libraries and laboratories with
their equipment constitute the outside of
educational work but they determine the
method and spirit of the work, and we
may consent 10 allow them a place on
tho inside.
WHAT SHALL THE SPIRIT BET
What shall be the spirit of study which
inds itself in such surroundings as have
1een described? What spirit to-day will
cad 20 the realization of these dreams
If the future?
/. Our attitude must be one of caution
L Is only slow growth that is growth
10 be cautious Is TO be prudent and 10
re wise. IL does not prevent action at
he time. but only premature action. The
lesre to have in mind something definite
las led many a man to plunge forward
nto the most radical positions. IL re- !
lures time for any one TO so acquaint ,
himself with new opinion or new me-
hod If work as 10 be able to confidently ,
dopt H. To be cautious requires courage. ,
trength OF conviction, nerve. IL
equires more courage 10 withstand the ,
lde % public opinion than TO move along ,
With g. To be cautious is TO be scholarly.
Ne may not all be scholars. but certain !.
y We all may aim to cultivate the schol- !
rly spirit. Methods must be tested y
oint by point, for even the best vii! {