Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1899-06-15

look upon IL as a painful necessity. in
N0lVlng the paying OF fees, the buying or
suitable clothes, and the purchasing or
wearisome textbooks. Tho speaker here
told an incident in which an uneducated
man in the far West sent his eldest son
10 school in a distant town in order that
when the son came home fully educated,
the others might catch 1t from him..
Another wrong view Of education was
that Il was a process whereby boys might
be kept out OF mischief. Some INDECENT
parents look upon the school as a kind
of reformatOry, I'm which their children
are restrained from wrong-doing and are
"kept off the streets" The result Is, that
children very often take this view from
their parents and learn to look upon
the school simply as place of restraint
and SO they make things lively Tor the
teacher. whoNjs the principal FACTOR In
their misery.
TWO CONTRASTS.
The speaker here left misconceptions
and led the audience into understanding
the essential object Of education, by con-
trasting the personality and environment
OF the savage with those of the educated
civilized man. The surroundings Oh inc
savage throw light upon his nature; he
lives in villages-cOlectiOns Of rude nuts
which are largely modelled after the nests
of the bird or the lair Of the wild animal
His house Is in no way adorned; ne ms
plays little artistic taste in either music
Ut DdlnllnSs ne ldS lew convenience ~
aid him in his living: his environment
is adapted to his nomadic. warning ne:
on the other hand. the enVlrOnment vi
the educated man displays taste ana re-
inement His home Is a permanent
affair. His city Is vast and stable,
filled with huge factories. I'm the envl-
ronment OF the savage We see simply I'M
itatIOn of nature. whilst in that or the
civilized man We ind something Hi at
than mere imitation-adaptatl0 Inc
IA "
age and civilized Is very striking. me
former knows but little in the higher
sense OF the word: he Is unacqualhieu
with processes Of deductive reasoninS' ms
language presents pauclly III lesaIu ~
words that will convey abstract IDEAS.
In his emotions he Is wild and n"rce'
his love is almost as great calamltg
as his hatred-bOth are so Intense anu
unrestrained. All his emotions are nttul
and eyanescent They are in no sensc
under the mower of reason: they are UNI
reasonable. Not so with the emotions OF
the educated man; they are strong, put
are controlled They are even and lasting
because reasonable. The Will of the saw
age IS moved by the direct action OF ms
feelings. without reference 20 reason;
hence. his actions partake very largely
Of the character Of his feelings. In the
educated man the motives are porl III
the feelings. but before actlhB upon ms
will to move him to action they pass
under the clear-eyed inspection OF his
reason. In short, the educated man leads
a reasonable life: and the great ana srahd
object Of all education should be- 10 de-
VelOp within us a desire and an ability
to lead such life; reasonable IN the life
which we live in ourselves ana by our
selves: reasonable i'm our lives AT nome.
In the state in our business, and IN re-
lation to the great system of forces ana
laws i'm the world Of nature.
A TWOFOLD FUNCTION.
.a,sfe1
and inform ;he mind; and a man Is edu-
catcd-that s. lac is able 10 lead rc3-
sonable life when his mind is formed ana
informed. To successfully make boot
the shoemaker must have proper tools
and "A supply Of leather; also. the ability
to use the tools and fashion the leather.
Education in forming the mind develops
Its inherent powers and thus sGppheS
ability; by informing the mlnd II Iuf-
nishcs materials upon Whlch 70 Operate
The idea Of development should Dc pIonhl7
nent i'm all educational efforts directed
towards children. There information ana
It's accumulation Is not education. the
mind may be Gwarfed anG diseased Dy
1"cramming" facts and hgures lhto
childs mead indiscriminately and inces-
sanity. The personality of the scholar
should never be lost sight Of. IT may pc
that nowadays we lose sight or TINS. ana
graduate children from our schools, as
bricks are turned out OF Drlck-yard-al
as nearly alike as possible.
\ strong nation must be MADE up OF
strong men and women. who In all their
relations lead reasonable lives. Secular
education tends TO the attainment or TINS
end. But we must never forget the
"hicher reason" which is faith. which
works by love; aud wiil-forrain aud in
forming ourselves with the temporal Yisi-
bic. and material we should not neglect
the forming and informing with things
eternal. Invisible and spiritual.
CERTIFICATES AND DIPLOMAS
When the applause which marked the
close of Mr. Guthrie's address had sub
sided. Hon j. Taylor Ellyson. president
of the School Board, proceeded 10 pre-
sent the certificates and diplomas. In a
brief speech Mr.. Ellyson complimented
I'm highest terms the schools or Rlch-
mond. saying that they should be the
pride of every true citizen. The names
Of the recipients of diplomas and certiii-
Gates of distinction were published in the
Dispatch Of Tuesday.
PRETTY FLOWERS; SWEET GIRLS.
At the conclusion of the presentation
ceremonies the usners proceeded TO dis
tribute the flowers sent up. Probably
more were never seen on the Academy
stage They were i'm most bountiful pro-
fusion and splendid beauty. Every maiden
had her posie. and the scene on the stage
~ The conclusion Of the exercises rescm-
b ed one seen at a flower show.
II was nearly IL o'clock when the or
chestra struck up Home. Sweet Home
and the audience began hling out many
lingering for a backward glance at the
scene on the stage. where pretty cohlu,
sion reigned for a time. ere the lads ana
losses turned homeward 10 dream or the
acknowledgements graduation Night