The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1902-06-04

tongues without any brains. We are told
that this cry for Industrial" education
as a panacea is wrong, and that it will
tend TO destroy culture" "Who cares
for Carthage now? 1t was built with the
! hands, Now, education of any kind SIS
not Banacea but rather an endowment
for service. as my friend McKelway
puts 1t. None cares for Carthage be-
cause it was built only with the hands.
Ihere were as many hands to build
Athens and Jerusalem AS there were to
build Carthage, but there was soul be-
hind the hands. 1t takes both to accom-
plisn eternal things. Michael Angelo the
stone mason, could not have produced
great things. Michael Angelo without
hand training would have dreamed. not
done, great things. There need not and
should be any conflict between soul
education and industrial" educa ton. The
terms are misnomers. Real educa ton in
cludes the two There is marked diff
ference between commercialism and in
dustrialsm. Is our culture SO amaze
mic that it cannot stand the lusty breath
OF a robust industrialism? If so. bet
er put it on the farm and let it get
some muscle.
DR.. Butler, of Columbia University, has
given an excellent definition OF educa-
ton when he says it is 1.-The adaptation
OF person to his environment and the
development of capacity in that person to
control that environment" | assert and
believe that our present subjects OF study
in the schools and the methods by which
these subjects are taught do not adapt
the children to their environment, but
tend to wean them from it; that these
subjects and methods do not develop the
capacity of a child 10 control his envi-
ronment. but tend to weaken that capac-
ity unless he seeks new environment
in keeping with the narrow development
he has gotten at school. In other words,
assert and believe that our present linn
tied subjects and stupid methods of teach
ing those subjects tend to fit seven out
Of ten children for an entirely differ
ent environment from that in which they
have been reared or for which they are
naturally fitted; and that these subjects
ard methods. instead Of developing capac-
ity to control the child's environment de-
velop both inca acity and dissemination
to control it.
Education consists of something more
than knowing where to look for things.
1t consists also in knowing how to do
things-and this is true no less in the
realm of the ideal than in the realm OF
the real, no less in the realm of the
spiritual than in the realm OF the ma
terial--e school room is not entirely a
place for preparation for life; it is just
as much place for life itself and il this
is true, then the studies in the school
must actively touch every phase OF the
social and economic life OF the cormu-
nifty in which the school is situated Even
granting that it is solely a place FOL.
preparation for life--it should then re
a place for preparation for life the life
that he is in, and not the life in which
he has had no experience and for which
he has shown no special aptitude. Her
bert Spencer we'll says that If the school
room is a place for preparation for life,
then the child should have daily exper.
fence of the fact!
There is no life without growth. else it
tends to decay. The chiefest growth Is
soul growth. The best way-the only
way-to develop soul growth in the child
is to develop his social side We are
told that the first great commandment
is, Thou shalt love the Lord, thy Cod
and that the second is like unto it,
Thou shalt love thy neighbor as thy
self" The child can know nothin, of the
first great commandment until he has
learned by experience the love of father
and mother; and it is only by the de-
velopment of his social side that he will
learn to love his neighbor as himself.
This matter goes to the very roots of
humanity and to the very throne of God!
No life without soul growth -anc .heie
&c in ha ri nd
country school than in cemetery rhe
childs heart needs nourishment, and We
do not feed it; it is often numb with he
cold of indifference and we do not warm
1T; it is often asleep and we do not
awaken it, Three fourths OF child is his
social side, and three-fourths OF that side
we neglect We send the whole child
to school and then ignore all except a
fraction of him. Not only so, but we
make a poor mess out OF the part for
which we do pretend to care. The Three
H s-the Head, Hand and Heart start to
school Why shut out two and three
fourths of the three? Let US keep these
three in the school and give tnem the OPP
portunity to grow. From them will 'ow
the Three Ts-Intelligence, Industry and
Integrity Putting it on the low plane
OF financial cost, we can have them at al
lrost the same that we are now spending
on the Three RS. We all know that $50
lation is one of the things destructive of
mind and soul Il this is true out OF
school, is it not true in school? III 1t is
true of the man. is it not true of the
child? Our narrow and meagre studies
tend to intensity this isolation. IL
child is in a neighborhood that is suffer-
ing from mental and spiritual isolation.
we take him out of the neighborhood en-"
tirely, or send him back to it with lit
tie capacity or desire to relieve the Sit
,uation. 1t is the duty of the school to
send that child back into the community
with the desire and capacity to relieve
that isolation and to enrich that neigh
borhood with the wealth of his expanding
mind and soul. DR.. William T. Harris,
one of the greatest educational philoso-
phers of the world, has said, Il am thor
oughly tired of all the talk about mental
discipline . The best education for
the child. as for the college man, is
that which links the school work with
the child's life. That is the education
that teaches"
The South can never go back to her
former days of great plantations. She