The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1907-07-28

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country u b, however, we shall find walt.
question beset with many diffiaulttes.
Even then however, i may happen
itorably classified as secondary schools
OF colleges We have schools entering
t our association which are obviously
more than the one, even e less than
the other; and whose sentiments. stand.
ards and methods are the outgrowth
ilncmories of an older civilization than
bonrs, perhaps a more beautiful one u
/ civilization which has given Virginia
| and It's ideals Of womanhood a prestige
az es oIef our
means represent an arrested develop
| nent or life concerned with ,tradi-
! lions alone; for they are working along
| themselves to new conditions as far
1 as seems to them safe and wise, and
Inc further. Perhaps they.dp not favor
| a college education for girls; perhaps
/ they are doubtful about the question
/ and need more time TO declare their
| Town relation to such co-ordinated work
jhS tHat 5WOuiu Involve, = petIlh pSsu ttteyE
favor college work as q possibility for
/ girls. but prefer to minister hetnselyes.
| to the needs of those. who do not 50
ito college and TO fulfil that mission in
lend the possibilities--it seems to them
| for financial reasons or for those. OF.
/ sentiment or for both, definitely I'M
1pcssible for. them to cast their work
lin any mold essentially different from
Ithat which has served them SO long.
That they would in any way seek e
4 more easily adaptable Of our schools,
mot one of us would believe; and we
Twill Of course feel no inclination to
y into conformity with the ideals of the
4 other type. They Will not fail to re-
ssiys kindly sueh odfiXng
4 indirectly, and there Will surely be
z, much in which we should not be too
wise to learn from them what they
4 have learned from long experience.
II It should be said, however, that most
4 Of the schools OF this more or less i'm
4 terr1ed!ate type have already expressed
Il an interest in getting into direct Inc
4 with larger educational movement;
Il others may In time come to feel it pos
Il sible to adopt the regulac. colleges pre-
q paratory work in addition to that al :
ready being done; or. they may SO aa-
Il fer that it shall fit into regular sec
i ondary work on the one side and that
q of the colleges on the other, They viii
4 work out their problems somehow II,
the face of many difficulties. and their
4 .counsels can only do us good. because
4 they will mellow our own with a wise
4 progress the element of safety. Ours
5listhe old story OF a condition and not a
Il theory confronting US. and OF course
n nothing which&is impossible can be
J. wise or good
We should. moreover be doing great
I Injustice to many of these representa-
i tive schools II. in a later effort to es-
" tablish college standards SO high as to
i cognize the fact that many of these
schools are already doing some work
one Of them does work. distinctly. Of
.Ethia higher grade IN Latin or English
Tor in some other direction, and It has
happened net intf1reauentg that By
" earlier work. students from one or an.
"A other Of these schools has been able tc
q reduce for herself elsewhere the Tour
lmember this fact and give 1t full value
a in our efforts to go forward; for t !:
!. only BY paying due respect to the merit
, Of work already being done by oul
. schools that we can justly claim any
! l.supnort in seeking to reach something
!, higher and sweeping. Generalization
!, i,against our schools in this connection
:. Iinevitably brings much injustice.
) II, at later time, we should decide
Ito take any active measures IN the d.
!, Irection Of co ordination Of standards
], we should, OF course, have to determine
llwhether the beginning, should 1, be mad mad
3 giate, or In both at once. In that cas-
! It might turn out that the, secondar!
;, work would be found to be q safe;
: and more practicable meeting grount
/ for our beginnings because we ar
$ likely to find much there in common
f and thework, being. done along simpie
1 l. lines and requiring less material equip
/, ment. may be found more easily capa
! bic ar adjustment. Once we'll unde
9 way with harmonious correlation, 9
! For ferN, us to Work our Way upward int,
far far les less diffieuity than would inevitn
BY oomtort us n any early ms moVem nea
: However. we shall Of course be want
aeal ana i ,a tn very t
3 limitations OF the present and actua
9 and places its trust in the future an
;, the possible. 1t may be we'll for
; : a a long time before we can work gu
: among our colleges, such condltlons
9 both oftseparate existence and of inter
IL i ipg;S but it viii hardly 40 US harm 7
: seq ourSlarg purpose limits entirety
y however we may define it--and to kee
sha5 hsfore an Is the
r Of the highest educational spirit !
I orr Virginia schools for young We
: men, and while openness, catholicit
: and flexipllity are to keep us patien
on the one hand aSplratiosn a and dsf dlY'1t
,, Stimulate us on the other. At the bot
tom our gate is vide open pen, for a1 hG
g something which in It's essential fine
Z ness and fullness Is incorrigibly ideal
g istic and eNacting.---a value so genuin..
y so high, so uncompromlsing, that
9 shall Inevitably command universal re
3. spect. Without such a final goal ahea
i of lis, we shall fall away into vague
s ness and distrust the lower school
$ unwilling to be guided by the higher
:, and so losing the help Which our no,
n Relationship ought to bring about, Will
I the higher schools will seek Nainly, !
g the lower for the power which the
Z themselves may not arouse. If w
7 could IN time see the lover seho q
n best collegiate training to be fount
8 ana hghest institutions equally insist
!, ing on thoroughly adequate work an
Is should then indeed have tho refinerner