The Montgomery advertiser., 1901-06-19

Continued from Page F1ve.)
 within its borders receive such an ele- mentary education as win enable them to become seIf-supportfng, useful and intelligent citizens.
 Fourth--The final object of education is to enable the recipient to make the most Of his natural endowments. that be may act we'll his part in life, and in return enjoy the happiness which comes of duties well performed.
 And now let us examine brief- ly these theories or principles in the order mentioned, and in their application to our present conditions and needs in Alabama.
 First-While mans spirit, soul, or mentality is created in the image of its Maker. its development is entrusted to the individual and those on whom he must depend. If it fails of maturity. somebody is to blame. The mind of the normal infant Is only mental germ, but a germ which may be cul- tivated into the most versatile power under, Heaven or dwarfed into insig- , nlficance, according to its opportuni- ties and the uses which 1t makes of them. Wrapped up within. 1t. like flower petals within the calyx, are in- tellectual forces awaiting development. pU88lUllILtGS WutCu may Ot may hOt UC realized in time, and hopes to be full filled or blasted by the influences of environment. But where are the many bright promises of childhood that nave failed of fulfiliment? All about us are the stunted intellects which have been dwarfed by lack of cultivation into mere pygmies of what they might have been.'
 What losses has the State sustained in these! Not only in culture and in- tellect. but. also in wealth producing power. Alabama's greatest source of future wealth and power lies not in the undeveioped mines of her hills. but in the souls of her children.
 Second-No system of education can be considered complete which neglects the health. strength and symmetry of the body. A sound and weli-kept body Is conducive to usefulness and happi- ness.
 Third-But the most important phase of education is moral culture. This should begin in early life when habits are forming and before they are fixed. Every child should be led to form cor rect notions of right and wrong con- duct, and of his own rights and duties.
 The idle vagabond and the thief act upon the theory that the world owes them living. In this they do not diff fer from the brute. The brute lives for what 1t can get from the world with out a thought of giving anything in return. It Is a slave to it's animal in- stincts and appetites. and is moved by these just as mechanically and as ire mistably as the electric car is moved by the application of the motor current. And when these instincts and appetites are satisfied 1t ceases to act until it's comfort is again disturbed by "a re- newal of their demands.
 When the pig starts out for walk it is not for fun or show; he Is going some place on business. And when he has satisfied his hunger and slaked his thirst. he has fulfilled all the duties of life up to date, as he understands them and he is not troubled about the future, for he has no future on his program. So he lies down in sweet contentment, at peace with himself and all the worIds and if he sometimes turns. iuneasily on his bed, 1t is not be- cause his conscience troubles him on account of wrongs committed or du- ties left undone, but only because his pillow Is uncomfortable. And q good many men seem to have been made m the image and likeness of the pig.
 The rational and cultured moral na. 4ure. on the other hand, lives SCrs q more noble and glorious purpose than that of present and selfish pleasure. It lives for what it can give to the world. It, is. therefore, inspired by a claim, impeIled by a sense of duty. and finds itg highest aaSpiness in rendering un- to all men their dues, and in such oth- CT, conduct as 1t feels is worthy of it's own moral dignity.
 Man is endowed with both these na- lures, animal and rational, and 1t de- bends upon which is in the ascendency as to whether the man or the brute shall preponderate in the character. Heredity makes a mans possibilities, education his realities.
 Fourth-CSourses of study and meth ods of instruction should be fitted, as far as possible, to the age, mental con- ditions and future needs of the student. This principle is woefully neglected in many schools, public and private, in Alabama, This is especially true in many high schools and so-called col leges. If a students education is to end with the high school he may be permitted to do some specializing there the better to prepare himself for his future vocation, if he knews what that vocation will be. But if he expects to enter college. his high school course ought, by all means, to be arranged with reference to college entrance re- quirements.
 In many of these high schools, now ever, the courses Of instruction are wholly haphazzard. They are moi arranged with reference to the students present or future needs, but to suit the time and ability of the teachers. When a student has finished such a fragmentary course, he finds himself wholly unprepared to enter any regular college course, and too often ends by abandoning all effort to com plete his education.
 Some of these schools issue college diplomas. and confer college degrees, and the recipients go out into the world with. the delusive notion that they have a college education.
 I believe that this deplorable condi- tion of affairs can be corrected with benefit to all concerned. l should like to see a committee of high school and college men appointed by this associa- ton with instruction to define. outline and articulate a set of high school and college courses for Alabama. and re- port at our next annual meeting.
 We ought to be able to agree upon a system of education and a division of labor that will enable the colleges, at no distant day, to turn over all prepa- ratory work to the high schools, and that will enable the high schools to know exactly what work is necessary to prepare students for the specific courses in college. This would be bet ter for the schools, better for the stu dents. and would furnish some sys- tenn.
 Fifth-In my judgment. there are many apparent reasons CD why the