Education;

              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-
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