The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1913-08-24
we're invaded: so the virginians or to-

were invaded: so the Virginians or to-
day hold firmly and Loyalty to those
principles of training and ideals Of
education tested and proved by the
experience OF 1000 years.
SO tho Virginia student was trained
In the lore Of the ancients and in the
thought of the classic writer's. and he
learned respect for authority and a
reverence for the content and outlook
OF classic thought. III the past there
has been little straying off after
strange gods, but an insistcncc on
leaders of thought and exprcssi on.
Hence It is that Virginia education,
founded on classic methods. has
brought little OF original contribution
as a result OF college training. The
effect of this training has been shown
rather in n higher type of life. a higher
Ideal of personal conduct, and a higher
range of sympathy and thought. Sell
dom have new ideas had their arst or
highest expression in Virginia, but no.
where have the noble principles OF
thought and conduct found more adc-
quate expression in action and in life
Hence it is that Virginia rs part
Of Cables silent South" has given
expression to its classic training
through higher ideal OF life and
standard OF conduct rather than in
mere literature. II IT has had no new
gospel to preach. IL has furnished the
finest example In America OF the APP
the right and the beautiful. or as Mat
thew Arnold has rephrased it Of
| sweetness and light"
Optimism.
The second quality of Virginia edu-
cation has been it's optimism, "A trust
in the power of the ancient ideals and
in the ultimate triumph of the higher
rood. The Vlrginians outlook upon
life has not been one OF despair or OF
hesitation. Assured OF the present.
mindful of the past. he has inherited
| n confident and assured attitude 20
ward life. The failures of the past,
he regarded merely as beacons TO warn
him Of danger, and the slow, but sure
advance in knowledge seemed to him
to give assurance of gradual advance
toward the higher level OF thought
and attainment.
| With a faith founded upon the
achievements of centuries and with n
vision keen but not prophetic. he en-
| visnged the present with bright conf
dence and courage, sure that the prin-
ciples Of the fathers would suffice for
| the sons.
man OF cheerful yesterdays and
| confident to-morrows," he derived from
| his education q clear vision that saw
/ life steadily" and from his forcbears
| he derived a confidence and cheerful
ness natural to those born in such en-
vironment. In the Greek spirit. he ac-
copied the sufferings and sorrows OF
human life as part of the general
scheme of things, whether as the in
scrutable working OF blind fate OF
la providence whose ways were past
| finding out" His only solution OF hui
man sorrow was founded on courage
AS the greatest of Virginians has ex-
| pressed it, Human virtue should be
equal to human calamity"
Hence the Virginian was not a leader
in the great plans for the amelioration
of human sufferings and sorrow. nor
did he feel doubt or despair in the
presence OF tho great mysteries.
Ideaiism.
The third characteristic OF Virginia
| education has boon. and is still. its
quality of idealism that has so far KEEP,
| 1t free from commercialism.
From tho beginning, n part of the
English Inheritance of the Virginian
has been his belief in education as ar
end In itself, ms adding n real some
thing to the character and the value
Of a man. Education I'm the Old Do
minion has not been sought as means
of. livelihood, but as n preparation foi
lifo in the large sense. The educa-
ton OF Virginia gentleman was car
ried In to the end OF being rather thar
OF doing. and 1t Is only in these lattei
days that tho education Of Virgins
boy has been directed to special, prac.
tical ends. The differentiations thai
i now separate our students into AGA.
demic, commercial, scientific and prac