The Pensacola journal. (Pensacola, Fla.) 1898-1985, 1922-01-03

I Keep your eye on the ball" An edu-
cation can only be acquired by apply
| ing that rule to its acquisition, Keep
your eye on your mind" Anything
that detracts from that lessons the
likelihood of beginning an education,
and probably entirely prevents it.
think our primary schools are try
ing to teach subjects that the imma-
ture youthful minds are incapable of
digesting. In some of them the Lit
erary Digest is put in the hands of the
young pupils and they discuss prob
lens that puzzle erudite philosophers,
serious socio1ogists and learned theo-
logians. In mechanics the apprentice
is taught the use Of tools before he
is allowed to attempt to construct
anything with them. The fellow
craftsman is not put to drafting plans
for a great public building, nor is he
asked his opinion of the designs of the
master mechanic. If he We're, a
botched jco would be the result, and
the effect on public thought of per-
hitting immature minds to express
their views on great and absorbing
sentiment ready to accept crude and
immature theories that in time will
undermine the foundation OF our con-
stitutional government.
The school is a place to teach in
culcate the principles, and not O. place
to get opinions from inexperienced
minds on serious questions.
The handmaiden of mental trainir
is department - courtesy - poli>eness
These are sadly neglected In our
schools. Politeness is no mere veneer
1t is consideration for others; it is
delicacy of mien and conduct that
places the comfort, the feelings and
the rights of others before our own
Recognition of superiors and a. proper
Difference towards them If taught in
the schools will show. results in a gem
Grafton of men, moving to the author
ity of law and frowning upon anything
that tends to anarchy.
Teaching sociology and psyche
analysis to boys and girls of fourteen
and fifteen and sixteen years of age
is al dangerous venture-like loaded
fire arms, as playthings for children
required the pupils to write essays on
the subject Effects of the World
War" Fifteen and sixteen year old
children were asked to formulate their
views on a subject that the greatest
minds of the world are contemplating
with deep concern and doubtful of
heir own mental capacity to grasp
its comprehensivenes and involved
problems. In the storm and the stress
of the world as the result of the world
war only trained seamen should be at
the helm.
But let us get back to the purpose
and aims of education. There is a
popular falIacy abroad that schools
and colleges instead of being places
where the youth may search for and
find the truth, are institutions for
fitting them solely for their callings
in life; that material advancement is
the main disideratum of the American
people, and that schools and colleges
that do not fit men for their various
vocations are wasting the time of the
students; that as those who pursue
gainful occupations, comprise the ma
JOL percentage u Jul pOp01d G4piAs AllSik
schools should fit men for business,
to the exclusion of mental culture,
which does not add to the material eff
fectiveness of those following those
pursuits. This brings us to the con-
sideration of the meaning of educa-
ton and it's aims and purposes. Man
ual training and the acquisition of
knowledge for mercantile and mechan-
zeal pursuits are highly desirable, but
it is mistake to attempt to combine
in the curriculum of the grammar
school the high school. mental culture
with the acquisition of skill in these
pursuits.
1 might digress and elaborate my
views on this subject, but I will have
to he content with their mere state
ment,
Broadly and primarily education
means mental culture as distinguished
from manual training and physical de-
veIopment. In it's most comprehensive
sense It's purpose is light-truth-the
search for light on all that is best and
truest in the achievements of men.
The cultural aspect of education is