The Wheeling intelligencer. [volume] (Wheeling, W. Va.) 1903-1961, 1911-06-13


they have been not only fulfilled. but
exceeded.
THE True Education"
the subject Of the lecture proper
was The True Education" DR..
Hutchinson said. In part: In the past
Few years We have seen a very marked
advance In systems OF public educa-
ton. but the great question Is. are
We getting at the heart-the basic
idea OF education? regret TO say
that there are some teachers who are
not seeking this great truth I'm the
right way. Education Is not merely
a definite or indefinite amount OF
knowledge TO be stuffed into the mind
nor does true education come from
studying many things
One OF the most lamentable fall
ureS In education comes from the at
tempt to learn something OF every
thing. Life Is far too short for this.
and so has come about the elective
system Of our colleges. which gives
the student the choice of many good
Things. but does not try to force upon
him a mere smattering Of ALL
Most OF us adhere too closely to
the scholastic idea OF education. II
Is true that education must consist in
n large measure OF book knowledge,
but the true education embraces the
symmetrical development OF all the
~ NaAa'Es NV a OF
knowledge. We do not want the stu
dent TO become a pedant. but a man
with power TO grapple with the great
thoughts Of life: a man who will be
at homo I'm all lands and I'm all ages.
and who will carry the key to the
worlds resources in his pocket.
In this age. man must be brave
enough to be ignorant OF some things.
FOR II is not so much learning that
counts. as vision Of the true mean
Ing OF life The mental. moral and
physical phases are all important. and
no man is well educated who neglects
either. Broader than knowledge Is the
power to think. to reach n logical con-
clusion and defend II. The great end
Of education is not learning. but life.
We must have the intellectual side
the scholastic side. the technical side,
and the proper cultivation OF every
faculty. Each is valuable. but none
VIII produce n we'll balanced man
Education should enable man to
concentrate his mind. and when a
student has reached the point where
he can think continuously and forci-
bly, on one subject for FIVE minutes
ne has made an excellent start Ed
ucation should give a man the power
to see all phases of a question and
should teach him where to find the
things he wants. The educated man is
the master OF DOCKS. not their slave.
Machine Methods.
Many students are victims 81 ma
chine methods. as found notably I'm
our large universities. The small col
lege Is not So fun Of the artificial ma
chinery. and the personal element is
far more apparent. This personal ele-
mont IS large factor in education.
There Is tendency I'm the large uni
Nersity to lose ones self in the fntrf-
machinery and hsr
all that personal touch which con-
serves and builds character. This ten
dcncy. too. squeezes ont tho Juice Of
originality and mechanically turns
out graduates ~ the same type Then
W" lean too much on method and for
get IN" higher purpose. We make edu-
cation mechanical
We often hear great stress laid on
n bread and butter education. and
this is an important question. To be
trained so that We can make a living
IS q good thing. But boys and girls
know that they must make "A living.
and they usually provide for that
Does life simply cons Z Of making a
ivinc2 Is the ideal 10 be crushed
! can assure you that II pays "a hun
dTed fold To- have something that does
not come back I'm dollars and cents. II
IS more important that we learn to
make life than 20 merely make a
living
Recently We have sem many ex-
ampleS ~ prominent men who were
seemingly lacking in the social con-
science. and this leads ms 20 the con
clusion that We must change tht en-
phasis I'm education We have seen
the college diploma 80 often dlsgraced
That II has heCozac apparent that We
can produce sharp intellect without
proper moral training In an address
me
zales said that the greatest gift ~
Fcienc" was pure life The trouble.
with many methods Of training Is that
they give too much Of the utilitarian
and not enough inspiration"
Opportunities and obligations.
Speaking directly 90 the members
% tho clars regarding their training
~ teachers. DR.. Hutchinson reminded
Them TINT. having a great opportunity
in'F had also great obligation to
tneir stat" and nation lie sought 10
SHOW them tho nobility 81 their
CHOSEN calling hv reminding them that
Nor" g. nothing great co. the world
but man. and nothing great IN man
hut minds. upon which their work fs
IN b. done. Iio laid special stress on
The personality ~ tho teacher. which
Dr. always e. Creaf factor in shaping
fn" character ~ the child and de-
'.ifcd tho crpwuinR quality ~ great
f'ncnnr to hs 90 Christian character
selection from THE Chocolate
soldier WAS rendered hy tho orches-
ira and the diplomas were then pre-
scented lN Principal John O. shaw.
superintendent o. schools. Il T.
-hnws.r hrluE unable Co be present.
normal diplomas worr rrerrrf.I 90
th" following Hon1irs BOIL Mamie
Riggs Vs. ~ burton o. &C. Huffr-
margaret Gordon T.. s Crosse Nav
li"wIr.. 70 How GLADYS KImmfns.
=. D.. kitfIr. Georgia Moes fdn srhn-
Hfr. John o.. Shrrfr. Iorrun gfrfor.
blanche T. Smith md Ethel Wood
TO- Academic diplomas wrrr re.
crifrd ir frn following Rowafra
I"ll ' F Gorhv vs. 70 gorbr. and
J. To iinr Although taking rnrf f1
Ihr .rrrrmrrf. fnr .fEar eleven
members ~ fh. CHASE l1r, about .fy
Weeks WORK FOB complete before TO-.
rri iu~ diplomas. having started later
mon fNn n'hfr. Tho. nrn nr foIIuvge
M1r trm0ra. Attn Archer. hrruefa
I.nr.rs S. Dr. Gnrir. Fdrt a grfr-
iih. f.re IfuIha Frankie TurfrrrD
o. l.f Inrue. u. % Rogers Lillian So
riiH 1rI clara f'ii0w
The presentation was followed tv
ar orchestral reelection from "trIf. .
frl fHr rIrfre address was v.f f..
ttrr'l .r sites blanche D. smith
IH" N.n.I'-fI.u WINS pronounced br
I'r. Hutchinson and tho closing mum.
h.r hf frr orchestra wna .t,rn,Ifta
ItnffU f.r.rf.H