The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1913-08-24

And yet Is il not true that we have
achieved, through n noble and historic
past, something distinctive In educa-
ton We're there not elements of
strength that ought to be preserved,
Il spirit and inspiration that ought to
be transmitted? The critical sense OF
Virginians ought to be active at this
time, as there is need OF nice discrim-
ination In selecting new ideas and in
preserving old ideals There should be
process of adapting rather than
adopting, and the object of this article
IL to urge the present-day value of our
splendid mental and spiritual inhcri-
lance from the men of old
AT the outset some may be inclined
to question the very existence Of a Vir-
ginia type of education on the ground
mat the domain of the scholarship like
Foes enchanted land, is "out of space
out of time" Certainly the content
and spirit OF tho classics is the same
whether studied under the Bear or un
DER tho Southern Gross. whether near
the bookshops of the sosii or In far
OIL Utica or lnerda." And whether
the higher mathematics In an English
or a German institution or a French or
american technical school. the pr!nci-
pies and application Will be the same
And even In the domain Of the
| sciences and Of historical and So
Geological studies, where such Rreat
advance has been made in recent times.
the value of education is not IL matter
or locality. Although certain institu-
! tons have become famous through
the Investigations and discoveries of
certain leaders OF thought and inquiry.
ana through the special advance in
scientific knowledge attained therein.
yet each special contribution is so
speedily absorbed in the sum total OF
! scientific knowledge and progress that
the local significance is soon forgotten
! knowledge of radium Is not n special
NJ k,n
klneuc theory of gases or the atomic
theory OF electricity n special posses
sion OF the Americans or tho English
Tho German biologist the French
chemist. tho italian historian, the Eng
lish physicist and the American So
biologist. all contribute to n fund OF
knowledge and theory that becomes the
common property of world wide
agencies of education.
Thus one might be inclined to doubt
The existence OF special type of edu-
cation. Certainly, no one can doubt
that the man of the highest educa-
ton with ideal training would be n
cosmopolitan IN tho broadcst sense
When we shall emerge into the full
glow of the pure white light OF
knowledge and attainment we shall be
free from the broken lights" and tho
prismatic colors of our present partial
knowledge. At present, however, we
have reached no such ideal state. Al
OF our agencies of education are touch
ed with something Of local color. all
our light of knowledge is still in
process Of synthesis: all our culture
and training partakes OF tho local or
national Education still speaks In
the accents and language OF some spe-
cial patois, and the time Is yet far
distant when 1t shall use n universal
language OF cosmopolitan intent.
In many instances this truth is gen
orally recognized in Its broader appl-
cation. In general terms. one speaks
of the social type of the English uni
lversity, the monastic type of the Ger
man university, and the practical type
OF the American university. Each ma
ton tends to develop special typo
OF education. Where England demands
the gentlemen. Germany demands the
scholar. and America demands the man
OF affairs Thus the product of each
system of education bears the hall
mark of its origin.
In America itself find that each
of our great institutions tends TO de-
velop some special type of man. Our
colleges have many things in common.
but each has something specific and
individual. In our general striving
after a democratic ideal OF education,
we recognize special types and we'll
known characteristics. One institu-
ton develops suavity and polish; an
other develops loyalty and strength,
independence.
Thus while all labor TO the common
end or eficiency. the type asserts it
self. and we have come to look to
certain institutions for our statesmen
and diplomats, to others for our can
to others for our innovators and reform
ers for out scientists and inventors, and
to yet others for our philosophers and
litterateurs.
The Virginia Type.
| Is 1t not true, then, that as there
fare special characteristics of national
systems and of individual institutions,
so there may be special type that
characteriZes Virginia education? May
. we not reasonably search for the quail
tiles which constitute the Virginia type
of education and may we not make a
tentative estimate of the value Of this
type?
Virginia has been the home Of con
scrvatism in America, and this fact
has been due to three clements of our
thought and civilization. Perhaps no
argument is necessary to prove that
three of the abiding qualities of the
Virginia people have been loyalty
courage and faith. From these three
characteristics OF Virginia civilization
have been naturally evolved three quail
tiles that characterize our education
The Virginia spirit of loyalty is closely
connected with tho educational system
of classcism. The Virginia spirit OF
courage has resulted In optimism, and
the spirit of faith has tinged all our
education with idealism.
Classicism.
a sturdy belief In the established
methods and laws. a profound trust in
the value of "the long result of time
. and n stern demand for rigid training
> in the established principles of life and
conduct, has been characteristic OF the
: VirGinians from the early days. Their
loyalty has been given to tried prln-
olples and between two systems
they haye been faithful to the status
t quo until the logic OF events made an
other choice imperative.
Q Just as tho Virginia Cavaliers be-
. came rebels only when the principles
, OF right and Justice overwhelmed the
r principle Of loyalty: Just as the Vtr-
r ginians of n later day took UP arms
only when the principles OF constitu-
' tional rights and sanctitY OF the home