The county record. [volume] (Kingstree, S.C.) 1885-1975, 1898-10-20
INDUSTRIAL EDUCATION.
A Plea Against the Old Methods OF
Teaching.

following highly interesting address
along tie lines of 'Industvial Educa-
ton. was delivered by Prof. James 3.
Hunpicutt, of the School of Agricul-
ture, University of Georgia at Athens:
Many have claimed that education
was developing what was IL the person
to be educated We have never been
able to understand how education
could come from within unless the
child was born with more knowledge
III him than was possessed by the world
outside of him.
For myself l am distinctly conscious
that what little know has come from
without. Hence | am compelled to be-
lieve that al true education should be
conducted upon the idea of acquaint-
ing the mind oil the pupil with the
facts and phenomena OF the world
about him.
Object teaching is the best teaching
because We get our knowledge of the
outside world through our physical
senses. The kindergarten Is based
upon this theory Hence its wonder
ful success.
When the American colonies threw
off the British yoke they failed to free
themselves of the Old Worlds idea and
methods of education. These relics of
bygone ages still dominate American
systems Of education. Encrusted foS-
sils of dead languages still claim the
right to rule out modern methods. We
have suffered long enough on this ac-
count
The time has come when practice
should go with theory. When the how
should be taught along with the why.
Our children demand to be taught not
only that thing is desirable TO be
done, but how to do the desirable
thing.
Purely classical and literary educa-
tion may be all we'll for gentlemen and
ladies of wealth and leisure. But the
great toiling millions who are brought
face to face with the necessity for earn
ing living need something practical.
They need 20 be taught how to do
something-at least one thing, and
how to do that one thing we'll enough
to earn an honest living, if not COM
petency. They cannot afford to spend
all their youthful days and their share
OF the parental inheritance, and then
come forth from the college halls help
less in the struggle for success.
The world does not owe any man a
living, but every man owes 1t to him
self, and the world, to know how to
make an honest support for himself and
those dependent upOn him. tits enough
for the world to offer him the opportu-
nifty and means.
Parents have a large responsibility
resting upon them just here. They
have no right to turn loose drones upon
society. Every young man and woman
should be worker in the great hive OF
human industry. They will be, if right
ly educated at home and at school.
Manual labor is as honorable as men
tai, but it is not so considered. We
have come to feel that the man who
does brain work is more honorable than
the one who does hand work. Labor is
considered as drudGery. Not only
this, but hand work if done in the shade
is considered more desirable than when
done in the sunshine Hence,agriculture
stands at the bottom of the list OF pro-
fessions. Our boys do not select farming
from choice When they can do moth
ing else they farm. This is not sacci
dental, not providentlal. 1t is the
direct result of the eduacticn they get at
home and at school. The trend of all
they see and hear, at home and abroad,
causes them to feel that any other call
ing is to be preferred to farming.
The consequences of this condition
are natural but appalling, Ignorance
is not able to cope successfully y with
combined intelligence. Hence agri-
culture lanGuisLes, farming does not
pay When farming ceases to be
profitable every other pursuit becomes
less prosperous. General depression
settles upon the country. Business be-
comes demoraliZed ana commerce stag
mates. Hard, hard times are felt by
everyone.
As ignorance is the cause, and wrong
education the occasion of the state Of
affairs, We see that the only effective
remedy is to be sought in right educa-
ton.
1t is perfectly natural that felt de:
mand of the times is for industrial
education. By this we do not mean
simply teaching the young to work
with tnelr nanQS. we mean 10 ledCu
them to think while they work, and
work because they think. To cultivate
the brain as they rraIn the muscle, ana
cultivate the brain through the train
ing Of the muscle.
Let the conversation at home and the
course OF instruction in the schools and
colleges be based upon the principle
that "an honest man is the noblest
work Of Gcd" And furth ermore, that
it is we'll uish impossible for a man to
be honest who cannot earn living by
his own efforts. And still further, that
it is equally honest and honorable to
earn this living by manual or mental
labor, or by both combined. Teach
them that nothing is honorable that is
not strictly honest.
| These colie:es should be managed by
| those who fully recognize the dignity
! Of labor and illustrate II in their own
i lives Literary instruction and learn
| iug trade or profession should be
combined all the way through the
| school I.ie Of our children.
We live in q real world. Let us
recognize this fact all the time Life
| Is real life is earnest" should be
| ,,-rit+Nu Oyar Tho doorway of ayery