Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1902-11-23
I1Et 1 RURAL SCHOOL,
CONTINUED FROM PAGE a,

IL, Inspired and courageous differences
=. sone OF YOUR g.,as political leaders
ma cause OF free education fos all the
e have received the attention or all
Inns ia;erosie. in your welfare. and
*, PRODUCED q feeling OF profound re-
- nor only Throughout, this country.
m England and Germany AMI other
countries interested in problems similar
a.. n4i;s Those Of Us from the North.
- nave lived with you. and know
n,oh.em, tnink only Ct how we can
rNau TO carry on the great educational
- which is yours only to do. but
>, appeals to us all. The mutual ccn-
nee which has grown up during these
,~ years between all the peoples OF
- United States; the more Intellectual
Sanding OF the conditions surround
- yaur problem: the sy:apa thetic Spirit
- -easonable coo operation which, has de-
r5 particularly within more recent
49,. all make It possible for us to help.
az rsr,; the beginning of this century
.r, Turning point OF the educational
sr4n,-nIc development OF the southern
From now on aErthing is posi-
~, 7.G rapid Improvement is assured.
rny purpose TO give some reasons
49, nose of Us WAC are actively en-
r--6 IN business pursuits can DE interest
1u,iic education to the advantage
:, direct particular attention TO
~ -,-olleyn Of how best TO help
~, 55On,Oo0 people who live in
H.. sp1rseIy settled rural districts of the
9Th TO ,ntor into any general dis
..s-.ar Ct the whole theory of education
,-lm he Impossible within the limits
,.s..1c Although addressing body OF
s-aaaso-s j shall contne myself to the
49,. # view Ct the practical man who
~ dis.
,,.s. rfucaticnal methods in scientific
~a-nr~ but who can understand prac-
,.-,a and reasonable methods Of ednca-
- Too often we find that the ord,na-
.slntss man regards educators as
,r. se-icaI and impractical people. ana
me. Tic educators consider those who are
-,t ,ratneG 20 the profession Of teaching
SIS merely practical men, ignorant OF cd
jrz.o~al mcthoas.
SOME KIND GOOD FOR ALL.
rrgeve that there is some Kind Of ed
,.atscn KAT is gco6 for every human be-
I-c We may disagree as TO the amount
o., education TO be given 10 every child
sr- ;hat there is an elementary teaching
g.meh must be beneficial TO. all must. l
g.-; be admitted. There Is. besides. a
rteae- education, which. in thousand
5l-lctons ard by thousand methoas,
e suitable, and in fact necessary. fol
q
TAM the higher education, as ordinarily
,.u4erstooa should he considered neces-
sa-. for all To attempt TO lift the whole
mass at one time beycn2 the elem en;arE
rtrEes would be too great an undertake
Ing out OF the mass will rise certain
uerCeutaCc who can take and "!i set
nm the education that they can use; ana
Tor them secondary schools. colleges. SCI
er-Gc schools and universities must Dc
"a. hat ar considering TINS
subject as business men. and dont 1oel
7ualified TO speak about colleges ana elec-
rive systems and enter into the discus
lion. which is always rife, of the relative
merits of longer or shorter courses. the
,1octive systems the functions of the
University etc. etc. and il we leave al
-scl problems to the educators to solve
md admit that their doings and their
plans seem somewhat hazy TO us, can
we not find great educational work that
we can understand. ard can we not solve
II with intelligent business nethods
whatever methods may be adopted must
Include not only the ordinary instruction
from The books. but sucn an education az
Will improve the moral Stanoins OF tne
individual and equip him TO produce more
y, order TO satisfy the increased desires
r,,,ieh arc bound 10 be : created by his
advancement II is obviors that the pTac-
-tCal man in his criticism Of those VINO
araye II, The higher education. and the
-l,raatar. who criticises the practical man
escsuea ne does not believe efficiently IN
higher education. are both right ana are
both wrong The one does not cleariS
Understand the other. There Is conlu-
s. II thought md Imperfect anaiFslS
Some Kinds OF education applied TO some
binds of people certainly produce poor
results. and in my judgment do positive
harm. have always said that ! believe
,bar 1t is a sin to unfit any Child o5
-5.tne il an unsuitable education.
SUITABLE FOR ALL.
on the ether hand. some hinis OF COW
,atfon applied to some kinds OF people
produce results favorable TO the indiVlou-
al ana to the community tirst OF Al
chen We should seek 10 find some meth
"a Of education which we car all agree
,,7an as hci.g suitable for all classes o.
oaonIc When the word education is
saencn Yossibly each che OF you ms
q Eifferent impresslon-an impression
based upon your own personal experi-
enles or from Your observation OF tne
results Of teaching others. II each one
3i les we're To stand UP tonight ano give
his definition OF education. would there
not be marked difference of opinion :
Al Tho present moment a prominent daily
7ew=raper is printing answers from 4U
educators who have been q! ed to foT-1o-
ate working dofinit.on of education. IL
Is entirely possible that there will be 43o
different answers So it might be WIN
Us here IL we were 10 attempt 1t. II
were 10 formulate definition ! Wouid say
Eaaeat.on is the acquisition of knowledge
Ms ise methods which Will develop INC
hes, in the individual and fit him lor
his probable environment With this "eii-
milton Of education in our minds. our con-
cLzlrrs rs to the best form OF eoucaNon
waad lie based on the results or our OK
perence with some PARTICULAR form OF
education applied to some particular ciass
Of rersons. and just in proportion as we
drink the result successful should be ap-
proved or condemned. If. for example
W lake . school esta blished for the 7uT-
pose ufeducating and helping the members
If ? backward race. where the prooao ie
7nr6rtunIty Of It's students would be the
farm or some class of daily labor, ana II
81 should learn that these students were
ar being instructed. without discflmina-
&.a In the classics. we Should find many
pa.sans CONCERNING all education 1or
iUoA people because OF the poor results
.nat nus; inevitaDiy follow If, on the
9fgr hanG. system of instruction can
5e developed which VIII equip chiia
20 tha! he can do inteiligently the WORK
.ha; lies before him TO do in this world
.tai alevatcs him morally and produces
cealanted mind. can we not CONSIDER
such system of education as both suita-
s!- and profitable? we must ma al the
s'asI some form Of education which can