The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1912-04-20
rl,n ANS or EnucAr1oN.

\ Tho investigation OF the Richmond
! schools might have progressed with
more speed and point If the committee
! mad begun by getting Il comprehensive
! idea OF what the aims Of modern cdu-
I cation are and then determining to
! what extent the curriculum and meth
DDS employed by the city schools were
realizing those aims. The notion tina
ny taking isolated parts OF the
! course, wrcncning them out Of per-
spcctivc and rdinatiou, ana listen
Ing to the various views of teachers
| whose Information and scope for tuds-
mcnt nrc limitcd 20 Il part OF one
years work, nontechnical adults can
gain q clear idea of whole system,
is, 10 say the least, not the best
manner OF approach. If carried to IL
logical outcome. thls plan nigh, in
ciude tho testimony of rebeIiious
children as to whether they prefer
spelling or hop-scotch.
From what has been brought out in
this investigation, 1t appears that
some Of the teachers arc what might
be termed ovcr-conscienttous formul-
lists. They judge OF the results nchicv-
ed With their students, not MS a small
part OF a progr, sslve training, but as
ends In themselves. They expect
children to do tho tasks set them
with some measure OF absolute sue
cess, instead of viewing their efforts
as fragments of a systematic cultfva-
ton OF natural abilities. 1t Is not so
Important TINT the acconplis hmcnts
approach in any way to perfection as
tAat small minds and bodies be fami-
iiari"ed with certain ideas and Things,
and learn tho methods OF using Thorn.
rake, for example. the work in man
ral training that has been held up to
scorn. Ii may be that too much time
has been given to this branch, but IT
Is certain That some time should be
given IT, Laughter has been aroused
at the futile attempts of eight-year-
Odds to paint violets. But It really
doesn't make much difference whether
the painting looks like violet or
like an impressionistic study of
storm at sea; and il is not supposed
to be artists. But 1t does matter taat
the powers of concentration and OBJ
scrHat!on be cultivated; that some
knowledge at first hand. of the 5truc-
ture and wonders OF nature be Civ
en-; that the ability 10 discriminate
colorS ana forms be taught, ana that
The hands be trained in delicacy and
precision. for some day these same
hands may strike The keys of u type
writer, or these eyes he used 10 help
sell ribbons or wallpaper.
In the +ough, education Is not for
cramnIing the human mind fun OF as
sorted facts, or training 1t merely 10
make a living. II is to enable u man
or woman to adjust himself TO the en-
Hironment of hts generation with com
fort and happiness. 1t is to be re-
GREETED that tho Investigators are
neither seers nor Psychologists II
So lhe use OF manual training might
appeal 10 them as g possible way Of
training young people TO meet the
complex demands OF mechanical
civilization. IN which electricity, rapid
transit. automobiles ana thousand
delicate Instruments are put In the
reach OF youth. The Investigators did
not havo to be trained 10 meet these
facts. but they might realize the
pressing need OF training the present
enid Tor his possible activities.