Keowee courier. [volume] (Pickens Court House, S.C.) 1849-current, 1902-10-15
Practical Education.

TO give Practlcal precedence 10 tneo-
retical education, but l do claim that
parents and pupils are not enough
alive to the urgent need of more
practical education, and that teachers
are doing lasting injury to boys
by not giving them moro practical
training, especially in mathematics.
1t takes time and patience to so
train boy that he will first read a
problem intelligently and then solve
by a course of reasoning; conse-
quently many teachers neglect this
very important feature of teaching.
When the pupil is required to solve
problem by course of reasoning,
the analysis is pictured upon the
mind and the operation is placed
upon the board. 1t requires great
deal of pains taking care to get
pupils to do this. But, oh how
much more pleasant for the teacher
and profitable for the boy, when this
has been accomplished.
1t is so much easier for the pupil,
at first, to look at the rule and see
what Mr.. Wentworth, or Mr.. Rob-
inson says do, that he will not stop
to ask himself the question why,
for any operation. Students should
be taught that it is important to
know when thing is true, but they
should be taught also, that it is of
equal Importance to know why it is
true. When students once learn to
reason, study becomes pleasure in
stead of task. They then begin to
rely more upon their reasoning facul-
ties and less upon rule. They real
ize that it is of far more Importance
to know the reason why for every
operation than to know the rule.
They become confident, intelligent
pupils, and are more in sympathy
with their teachers. They find that
their minds are no longer dormant
being fed, but alive and active
feeding, and they begin at once add
ing knowledge to knowledge. A
mans mind never broadens and
deepens until it begins to work for
itself. Any progressive teacher will
tell you that we have but few intelli-
gent readers, and l tell you that
no one is mentally qualified to
acquire a thorough education who
has not first learned to read intelli-
gently and to love it. Thoughtful,
intelligent reading is an essential
requisite to the mastery of any
branch of study. 1t is truly an edu-
cation within itself. We do boys
and girls lasting injury when we do
not require them to read a great
deal, and then tell us just what they
have read. l have nothing in the
world to say against collegiate edu-
cation, it gives inspiration, ennobles
thought, up-builds character, but all
cannot be scholars, and in this pro-
gressive, busy age, more interest
should be taken in acquiring a prac-
tical education. What young man,
just out of literary college, is fitted
for commercial occupation? Num-
bers of boys and young men are
unable financially to spend the time
and money to get collegiate educa-
tion who can get practical, bust
ness education. BY diligent appli-
cation to study any fairly intelligent
young man can obtain a practical
education in short time and at but
little cost.
A mastery of practical, CONNER
cial arithmetic and bookkeeping is
requisite of progressive, successful
business men. This knowledge, with
necessary characteristics to recon-
mend him, will fit any young man
for business. Any young man who
has the inclination to really fit him
self for business, can find the time
and money to do so. Were a
business man l would employ no
young man who did not care
enough for himself and take suffi-
cient interest in commercial occupa-
tion, to fit himself for the work.
Hundreds of young men are now
clerking who could not tell how to
sell meat which cost .064 cents in
order to make o profit of 20 per
cent. That "life is real, life is earn
est" must be learned well by our
young. Life means duty and duty
means work. Boys, be up and doing
if you wish to keep pace with the
rapid strides of time. Improve
and broaden your minds,
Is it not absurd to take such par
ticular care Of the outer, mortal
man, and at the same time neglect
the inner, immortal manP "Whence
and what, if not of God, is this
mystery we call mind? What is
this mystery we call the soul? What
- . IL IL g. I 4