Page 1 |
Previous | 1 of 2 | Next |
|
This page
All
Subset
|
HASKINS & S E L LS C E R T I F I E D P U B L I C A C C O U N T A N T S NEW YORK CHICAGO PHILADELPHIA DETROIT ST. LOUIS BOSTON CLEVELAND BALTIMORE PITTSBURGH BULLETIN SAN FRANCISCO LOS ANGELES NEW ORLEANS SEATTLE DENVER ATLANTA WATERTOWN LONDON V O L . I I NEW YORK, OCTOBER 15, 1919 No. 10 Education MUCH has been written and more has been said on what constitutes an education. There are those who hold that an education is not complete without the study of Latin and Greek. One of the leading States in educational matters has, until recently, maintained substantially that it is not possible to obtain an education after six o'clock in the afternoon. Fortunately, the educators whose opinions are most highly regarded either are, or are becoming, broader minded on the subject. The outstanding educators of the past, such as Plato, Socrates, Comenius, Locke, Rousseau and Pestalozzi, have defined education in various ways according to their respective concepts. Herbert Spencer, one of the keenest and most logical thinkers the world has ever known, said, "Education is the preparation for complete living." All agree that it is the development and cultivation of the mind and other natural powers with the object of performing certain functions incident to life and its affairs. Education is a much valued and sought after possession. It is obtained in various ways. Some acquire it in class rooms under formal instruction and by systematic and intensive pursuit. Others imbibe it from experience and the reading of good books. In many instances it is absorbed by contact with those who, by their education and conduct, are an inspiration to all whose good fortune it is to be associated with them. The college gives a general or cultural education; the technical or professional school a special one. Practical experience offers an opportunity which no school or college can give. It supplies knowledge which may not be gained in any other way, but the knowledge is apt to lack organization and correlation. Practice without theory is as bad as theory without practice. Either alone is evidence of an unbalanced education. The process of education should never cease. The person who thus far has gotten his knowledge from experience should study books. Thus will his knowledge become organized and of much value to him. The book-reader must study the affairs about him as he comes in contact with them in his daily life. Thus will he see the application of principles and develop his ability to attack new problems. The older one grows, the more he realizes how little he knows; how much there is to be learned; how impossible it is going to be in a short life-time to gain all the knowledge one would like to possess. Thus it is that one is spurred on to study without ceasing; to learn from books; to learn from experience. More knowledge means greater ability to render useful service in the world. Better education means in- 73
Object Description
Title |
Education |
Author |
Anonymous |
Subject |
Education -- Philosophy |
Citation |
Haskins & Sells Bulletin, Vol. 02, no. 10 (1919 October 15), p. 73-74 |
Date-Issued | 1919 |
Source | Originally published by: Haskins & Sells |
Type | Text |
Collection | Deloitte Digital Collection |
Digital Publisher | University of Mississippi Libraries. Accounting Collection |
Date-Digitally Created | 2009 |
Identifier | HS Bulletin 2-p73 |