The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1913-08-10

I11E Il In ES-DlSIA1 Ct1:
sonality. together with the wonderful
love. which made her heart beat for
every pupil as for her own child. were
qualities which caused her to be be-
loved and rcvered by all who knew
her. especially by her foster children.
Fortunately for me. my mother was
one OF these foster children, and Mrs
Mead's teachings came to me through
no mean channel. Her great thoughts
and lofty aims have been the Impulse
OF my school management. Such a
woman is 4 sample OF what God can
d. with us If we resign ourselves to
His WILL
school In Richmond that the church
people Of Staunton began to realize
that similar place OF learning might
be established here. The carnestnesa
and wisdom OF this move resulted in
tho founding Of the Virginia Female
Institute IN 1913 and its incorporation
IN 1915. Mrs. Mead was asked to
become principal, but declined
At that time there was no distinct
architecture for schools. and when the
plans were submitted they were modi-
fled and adorned by gentlemen OF
taste. who carried into effect a sub
stantial cdice of graceful proportion.
1t is TO these gentlemen that stuart
Han still owes debt OF gratitude
thought and design. The Institute"
was solitary house set on Hill, but
year py year the scene has changed
without and within its four walls, no
longer four. but i've times four.
When Jefferson planned his "Acade-
mic Village it was unique. rs it still
IS. in the list of educational seats OF
learning throughout the broad land
YOU Will and nothing like the Univer-
the pinnacle or artistic architecture,
but To fall back and rest upon the alb
solute truth OF classic simplicity.
Such diversity OF genius as Jener-
sons is not given 10 many, but that
state ana community Is blessed which
can claim such a public spirited soul
and such a seer OF visions. To this
class belongs Mrs. Anna Maria Mead.
The mind refuses to grasp the
thought OF conditions without such
leaders rs Washington. jefferson and
Lee. Each possessed clear and definite
ideas about education and the moral
OF true excellence. Jcfferson's artis-
tic soul could even stoop TO the ham
NOR and the chisel. And we have
4 self-directcd monument TO his ideals
which viii pire through centuries.
worthy OF the minds 1t WAS to train
should be the keynote of all institu-
lions of learning But no buildings or
equipment can equal the warm breath
of living. thinking teacher 10 set in
motion the complex machinery of the
young mind heart and soul. and TO
unite all these for the social needs OF
to-day. IL a school does not turn out
men and women ut for life. IT has
q M Ia, y. a 10
The commonplace characters OF the
world arc the product of the over
crowded public schools. There is no
time for Individual leading and de-
veloping. The child must follow the
beaten track for advancement with
grades. There are not enough land
ing places in the steep steps TO learn
Ing, so the climbers are breathless and
have no visions and tho man without
a vision will never lead the masses
Just here Is where the weak child
must stop. and disappointment fei-
lows 1t is SO easy for the disap-
pointed and uuinterestcd 10 fail. And
often the parent knows not how to
deal with the psychological needs Of
his child. The only helper seems 10
he tho private school with is study
OF conditions and the nature of the
adolcsccnt. and this should be the
and the discouraged II should know
nfe. and IL should stoop 10 childhood
IN all its phases. 1t should bring into
being by the power OF suggestion new
pictures Of the opening world. and
thereby awaken new brain cells in the
tired minds of the little folk. which,
with stated periods OF activity in
games and amusements, will develop
4 healthy overflow OF spirits. and adj
vanccment follows.
rhe value OF academic freedom is
incstimable. Let child feel that
much depends on him. and he VIII act
up TO this ideal, becoming stronger,
not through fear but through self
respect. After all. ii is tine individual
We wish 10 educate or draw out and
cultivate.
We read OF the great toy Industry
OF switzerland where. for generations.
whole families have made toys not by
factories. but by the individual touch.
The rich variety thus given Is charm
ing. for the fingers. guided by the
brain, leave a peculiar shape and cX-
preston. In the factory all are cut
and shaped alike. just as the peas In
the pod are snusly fitted together
without individuality.
AFRO not our children more precious
than toys. and should not the personal
touch OF a master mind and hand rest
lovingly on the heads OF our young?