The Richmond Virginian. (Richmond, Va.) 1910-1920, 1914-12-28
PERMANENT ELEMENTS OF
EDUCATION
BY W. A. HARPER, President OF E1on College, N. c.

and live our best lives. Education
animated and controlled by such q
spirit cannot but yield us the best
results In terms OF life and In point
of practical information-not the in
formation that narrows and belittles
man. but that broadens and uplifts
and exalts him.
ii. MENTAL POWER,
There can be no moro inviting claim
set forth for education's necessity
than that 1t generates mental power
for it Is to mental power that we must
look as the source OF human progress
From his eyes down no man II worth
more than $3.50 day, but he who
is thoroughly developed from his eyes
up may command a salary mounting
power--that is the difference; and
that is the sort of power we have
the right to expect from our educa-
tiOnai system.
Power and Skill Are Fur Different.
We have the right to inquire OF
any institution offering us its ser
vices or seeking our support, what
ii can do in the matter of general
ing mental ..ower. Does II propose
to take the undeveloped human being
and to make, him into a man remark
able for his mental graspf II so.
it is entitled to our respect and should
have our support. Ii it merely pro-
poses to train him more deity and
skillfuny as an animal with little or
no attention to mental power, then
we should look elsewhere for edu-
cation. There is a vital difference
between skill and power. Skill en-
ables us to utilize power, is the belt
ing that transfers the power from
the dynamo to the wheels and the
machinery OF the plant, but is power
less without the dynamo. the source
of the power. We need to consider
this carefully in deciding as between
schools and colleges. Your schools
put the emphasis on skill; your col
leges put 1t on power. Our normal
schools train--they do not educate.
They ss.ve skill-they do not give
power. The normal school reviews
carefully the ground covered by the
grammar and high school curriculum.
1t adds to that methods Of teaching
and practice in teaching. but makes no
advance in general education. Nor
NAL grades for the first few months
outshine in the classroom the col
iegc graduates, because of their skill.
They are limited in power, however.
and their superiority is brief and mo-
mentary. As soon as experience gives
the college graduate skill, her mag
nificent power places her in DIFF
ferent class as teacher, and she far
outshines her normal trained COM
petitor 1t is power that counts. not
skill, because power will express it
self and skill is its handmade.
A Case In Point--Ponder 1t Well.
What has been said of teaching APP
plies equally well to every other vo-
cation. The other day l read the
curriculum of far-famed technical
school, curriculum that was de-
signed TO produce civil and electrical
engineers. 1t had the smell OF the
shop. / could see almost nothing In
IL but machinery and the whirr OF the
wheels was almost audible az l read.
Three courses in English. one In po-
litical economy, two in German or
French, with technical mathematics
and applied science with shop work
that was the curriculum offered as
an education. with no
history and no philosophy and no ac-
quaintance with the great literature
ri the world, and no real knowledge
in the liberalizing sense OF either
English. mathematics. or natural or
normal or social science. Those who
and operate machinery. but they will
never tunnel under the Hudson. nor
construct the Panama Canal. nor In
vent ay continuance for the uplift OF
man. Your great engineers are they
who have been thoroughly educated
before their special training began.
whose special training has been the
betting and shafting by which their
previously mental power
and acumen were applied to the prac-
tical problems OF their profession.
These principles apply to the farmer.
to the business man, TO the mechanic,
to the minister, to the physician, to
the lawyer. to every type Of man.
The narrow man must necessarily
work in grooves. He is not broad
enough to avoid the ruts. He Is
powerless to strike out along new
lines, because he Is limited in hori-
zon. deficient in vision, and devoid
of ideals What does he know OF
England who only England knows?
What does he know Of medicine who
only medicine knows? Such narrow
ness yields skill. but not power, and
power makes the wheels OF life 90
and keeps them from moving always
in the same old way,
The College Course Generates Mental
Power Generously.
The college course. following the
proper sort of preparatory educa-
ton, is able to develop this needful
mental power II enlarges the vision.
quickens the ideals. strengthens every
mental faculty-and these are the
main springs of power In the mental
realm. The college curriculum In
terprets the past, lays bare the pres
ent, and unfolds the future. thus
laying a solid foundation for the I'M
derstanding of life and the cultiva-
ton of the judgment. In history the
student sees the passions Of men at
play under all circumstances. He 10
thus enabled to weigh the problems
of life in sure balance, and he who
knows his history will not be easily
lured into hurtful schemes OF Wild
cat reform. Language and literature
enlarge his life by revealing to him
the laims, ambitions and ideals OF
every conceivable type of man. His
sympathies are thus quickened. and he
is better able to help his fellows to
the light, having his helpfulness on
the enlarged experience in living offer
ed all who ramble widely in litefa-
lures paradise Of charm. Social sci
enee gives him insight into the In
stitut:onal life Of man and qualities
him to understand the intricate prob
lens Of government and society. Nat
ural science will show him nature and
God, and through this knowl-