Year: 1876

( cate liberal education for all, for whom
/ such an education is at all possible. ]
th"ught would like, with your permis


sion. to say few words through youl
paper, to the author of the above cited
article.


s!IOnid much rather hear from some
of my classical friends, who are Older
and more accustomed to treating the


subject, than TO attempt its discussion


myself; yet feeling that your author is


laboring uude' a sad mistake. | will


venture few thoughts, both for his


consideration and that of those who


may have carefully considered his arti-


Gle. The article starts out with an


eulogy upon the directors of many of


our American colleges, because they


have adopted an eclectic system in


preference to the ''old stereotyped
course of study" 1t is claimed for this
system, that it affords tife student the
opportunity cf choosing those studies


which will be of most practical use to
him in his chosen profession. To this l
wish to remark, that in nine cases of
every ten, the student on entering col
lege (and it will be remembered that
many enter at very early age) is not a
very competent judge as to what is his
proper calling, and consequently he is
exceedingly liable to give wrong direc-
ton to his study. 1t will certainly be
admitted that it often requires a pro-
tracted course of study in order suffi-
ciently to develop the mind to enable
the candidate to understand himself,
SO to speak; to distinguish between the
most exalted, and the less elevated aims
of human existence; to judge properly
of his natural ability to meet the re-
sponsibilities of this or that calling. We
have often heard of little boys who
would say, 81 will be a blacksmith" or
II will be lawyer" but who, when
they became men were neither black
smiths nor lawyers. The fact is that
they were delighted, for the time being,
with some of the more snowy appear
ances of this or that pursuit, but were
unable to judge correctly of their ability
to meet the requirements of the chosen
vocation. So it is with students; for
they are yet children intellectually. 1t
is not the province, as we understand it,
of the literary colleges of the country
to fit students for professions, else of
agricultural schools. On the other
hand the business of our colleges is to
educate the mind, to discipline the
mental faculties so that they may be-
come the willing instruments in the
hands of their profession in .manipula-
tions belonging to eny profession or call
ing. Great Importance is attached by
the author to an accurate knowledge of
the English language. To this we
would not object; but how are we better
to study the English language than to
examine its roots. And how can we
more e1rectraliy accomplish this than
by going to those languages from which
OURS is derived; in other words better
than by becoming a classical scholar? l
should regard the "smattering" of Ger
man or any other modern language
which IA student of ordinary ability can
acquire within the last year of his course,
as truly ''ostentations rubbish, as the su-
perficial kHo wledge of the ''ologies" and
''osophies" of which he speaks. Practical
education and practical knowledge are
terms which are too often compounded.
Your author in this instance heads his
article Practical Education, but treats
a ntsubiect-practical knowledge
1t is mistake to suppose because | can
not solve a problem to-day, which l
once solved, that, therefore my education
thus far is failure. BY the effort
which was required to solve the prob
lem, | gained strength of mind which
will enable me more successfully to grap-
pie with any other problem of my life,
whether of a mathematical or of bust
ness nature. We do not argue that our
simple kno Wedge of the fact that the
product of the sum and difference of
two quantities is equal to the difference
OF their squares, will settle a question of
law or theology, but we do claim that
from having studied this We are better
prepared tc ren1er a correct decision
upon either We think wise men never
know too much. but fools very often do.
The popular idea that only those who
accumulate material wealth are success
tul, we think, is without parallel among
all erroneous ideas. A mans success
should be measured By the amount of
influence which lis exerts to make the
world better rather than by the amount
by which he has augmented its material
wealth There is no use in talking about
a mans making a scholar of himself
after lie commences business; for if he
has not an education, he will never get it
after his mind is crowded with business.
To say that an individual with an edu-
Gated mind, i E. q mind disciplined by
hard and practical study, will not have
clearer conceptions of business than the
unframed intellect, is to say, that, al
though God gave man a mind capable of
development, he forbade its highest de.
velopment in certain vocations, lest its
overgrowth might make man awkward.
Most failures, whether of business or
professional men, originate in a want of
preparation. The preparation of young
men for active life, believe was taught
by Christ himself By his eighteen years
obscurity; for We h ear nothing of him
from the time he was twelve until he was
thirty years of age. believe that the
great teacher of teachers regarded
preparation of so much Importance that
he gave US an extmple of eighteen years
of his short life in silent preparation. 1t
may be said, he needed no preparation.


Neither did he need TO pray, yet he gave


us the example. JOHN PoK.


The article to which the above is a


reply was paid for and did not reflect


our sentiments. We are glad to hear


from Mr.. Poe; he has handled the sub


ject very eleyerly. We should be very


much pleased to hear from him again.


-EDs. JEFF.