The Richmond Virginian. (Richmond, Va.) 1910-1920, 1915-07-04

while. We need specialization and
vocational training and practical edu-
cation and we will have them, but in
their getting let us not forget that
idealism, too, Is a potent factor In
human progress. an even more potent
factor than realism, which would not
be and could not be without indealism
as the fuel producing its energy. Let
us put our emphasis on man and life
first and on specialism and making a
living next and in sweet self-forget-
fulness realize our best selves and live
our best lives. Education animated
and controlled by such a spirit can
not but yield us the best results in
terms of life and in point of practical
information--not the information that
narrows and belittles man. but that
broadens and uplifts and exalts him.
III. MENTAL POWER.
There can be no more inviting claim
set forth for education's necessity
than that It generates mental power,
for II fs to mental power that we
must look as the source Of human pro-
gress. From his eyes down no man is
worth more than $3.50 day. But he
who is thoroughly developed from his
eyes up may command salary
mounting up to startling proportions
e,
and that is the sort of power we have
the right to expect from our educa-
tional system.
POWER AND SKILL
ARE FAR DIFFERENT
We have the right to inquire of any
institution offering us its services or
seeking our support what ii can do
In the matter OF generating mental
power Does II propose to take the
undeveloped human being and to
make him into man remarkable for
his mental grasp? If so, 1t is entitled
to our respect and should have our
support II 1t merely proposes to train
him more deftly and skillfully as an
animal. with little or no attention to
mental power, then We should look
elsewhere for education. There Is
vital difference between skill and
power. Skill enables us to utilize
power. Is the betting that transfers
the power from the dynamo to rne
wheels and the machinery of the
plant. but Is powerless without the
dynamo, the source of the power. We
need to consider this carefully In de-
Gliding as between schools and coll
leges. Your special schools put the
emphasis on skill; you.. colleges put
II on power. Our normal schools
train--thev no not educate. They give
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. Normal gradu-
ates for the first few months outshine
in the classroom the college gradu-
ates, because OF their skill. They are
limited In power however, and their
superiority Is brief and momentary.
As seon as experiences gives the cob i
lege graduate skill, her magnificent
power places here in different class
as q teacher and she far outdtstances
her normal trained competitors. 1t Is
power that counts. not skill, because
power will express itself and skin 10
it's handmade.
A CASE IN POINT
PONDER TT WE'LL
What has been said OF teaching
applies equally well to every other
vocation. The other day read the
curriculum Of q far-famed technical
school--a curriculum that was design
I'd to produce civil and electrical ems
gineers, IA had the smell 0E thu shop.
/ could see almost nothing IN II but
machinery and the whdrr OF the
wheels was almost audible ~ read.
Thro2 couruea IN EuRl{oh. one IN polf-