The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1904-07-10

E,A-R1l. In
There IS reason for much qualifications
that, In the larger conception Of ed,lca-
ton, upon which, we have entered, the
aesthetic Is mistakenly allied with the
practical There was danger, Of course,
that the strong emphasis on direct equip-
mett for life would lend to MI cduca.
ton as narrowing lii It's attention to ma
tesial benefits as that OF the old re-
gIne had bcen in It's intellcctualism and
would dim the spiritual vision far more
than tho other had done The danger
was ayertcd. however, by tie fact that
this reaching out after tho definitely
practical came, not as ali Isolated linz
pulse, but as one of many tnantfesta-
tons Of growing sentiment that the
average school was furnishing its stu.
dents Inadequate preparation for life, and
Sthe same spirit which brought about tho
manual training feature of insttti ctiorl
and other work Of a kindred sort, has
been busy TN various other directions,
still working towards tho larger aim. OF
which this is only a part; moreover, 1t
has become evident that II preparat ion
for real life is to be accepted as tho
aim and ultimattln Of education. then.
the meaning, scope and needs OF life
must be dcfincd; and gradually, us mems
thoughts have widened and risen, Gull
5turcd Influences once held to be tho lux
ury OF the favored few have come TO
be Included in tho rang of amy we'll round
cd development and well ordered lifc.,
Tile ethical side of this life preparation.
too, has come to be seen in clearer light
and thus the subtlcr Influences. which
enter into the formation Ofichaiacter have
come to be recognized as Of supreme I'M.
rortancc. With this realization a new
era OF homage to the beautiful has dawn
+ cd and the unaesthetic quality o. The old
school life has come to be felt as the
root OF many, IL not Of most, OF its evils.
Tho conviction Is leading to radical
changes In ideals and methods OF worlS.
and the new spirit is sbnsrawith seeking
to surround the growing child with an
atmos phoref Of beauty and delight SO as
TO break down his old inherited idea that
the school is a blot on the joys of exist
encc 81 x Wy sJttsl
The changes that are coming about
are not only radical. but sweeping. and
have begun with the school room it,
self Indeed. oneScan hardly speak of the
school room as In any snse represent
Ing the Institutional aspect which all
school life is assuming; fort In these
\ day Us, #whereyer money Is avalla bic there
are not only class rooms beautified with
pictures and flowers, and furnished with
every appointment for comfort and eff
5fective work, but rest rooms. lunch
rooms, play grounds, publ Nc halls for lee
lures, concerts, sc, Libraries and various
other provisions which conduce to the
attracttvcness Of the student life.
{S al AT hand fnn when
the teacher herself is expected to form
a large part of this general environment
of loneliness and light. The demand Is
no t without reason; for while rigid re-l
3qurements as to personal pulchritude'
could hardly be enforced, des'ra BILE as
that might be, for purposes of general
artistic finspiration--it is certainly Of tre-
,ncndous Importance that the one who In
fluences the child most directly and con-
tinuously, next3nfter his mother, shall
exemplfy, to him the personal charm and
neatness. and the physical vitality and
poise, which helpful contact with others
ought to be developing in himself. Every
day more stress is being laid on the
appearance and personality of the teach
cr-on her health. voice, manner, moods,
carriage and dress; and grace and Win.
someness arc coming to have avery dt-
rect commercial value when the equip
ment for teaching Is being appraised.
! It is edifying and often amusing to
compare the old ideas OF discipline with
the new An anecdote as to each Will
perhaps illustrate the difference A Vir-
ginIa gentleman n, who got his education
more than a half century ago IN the old
approved way, where a tutor came to II
country neighborhood and taught the
boys Of scvera families. told me tina t
once when the school day was dragging
itsfSweary length along. the master was
called out to speak to two of his patrons,
and Immediately on his return called UP
each boy In tho school and gave him u
flogging This without a word of explains
alton; but la ter the boys discovered at
home that the visitors at the school had
come to complain that the rod was being
spared at the incvita BILE cost of progress
In learning. and had suggested that the
stimulus to intellectual cndcavor be adj
mnistered at once and without discrimi-
nation as to degrees Of neccsst y.
| The other story Is from the Dewey
school in Chicago. a mother told mo
that her little daughter, g,ho was a pupil
| in the school, came home one day saying
mat her class in English had been asked
to write theme for the next day, but
that she had decided not TODD SO, be-
cause It was troublesome. and she was
free 10 do as she chose The mother
| said nothing, but the next afternoon tho
! child came in and began at$5once on
| the theme II am goi g. to twriteEit after
ALL she said. tAll the rest had theirs,
and made me feel ashamed. B esides.
theirs sounded as II they. would he nice
| to write. an SO ] guess Id rather do