The advocate. [volume] (Charleston, W. Va.) 1901-1913, 1911-12-07
Practical Education

continued from page one.) q
unanimous in all question except
of the place for holding the schools
next Summer. Z
BEFORE the vote was taken Prof.
Sims stated clearly what he con-
sidered the claims Of Institute,
Bluefield, and Storer upon the
school for next Summer as follows:
Institute was near the State Capt.
tol, and could thus draw upon de-:
part1nent officials, beautiful scenery.
Bluefield, healthful location, beau
tiful scenery, combination of city,
and rural life, its proximity to the
largest teacher force and revival
of the Summer school idea in 1909.
Storer, beautiful scenery, historical
associations, and proximity to Ma
tional Capitol and other large cities
Pres. Prillerman added prehistoric
associations to Institutes claims. II
was agreed that whichever place
was decided upon the vote would be
made unanimous and all would work
for the success Of the school at that
place. Institute received forty-nine,
Bluetield, forty-three. and Storer,
twenty votes. AS agreed, the vote
was made unanimous Tor Institute:
Prof. joiner, of Wilberforce, de-
livered fine address on Vccational
Training. He mentioned the. ,atten-
ton vocational, training had ceceiv-
ed in late years and defined It as
that kind Of training which can be
applied directly to life's work. Ed
ucation he says makes a complete
life and makes labor profitable and
effective. The common vocation OF
the laborer seems to be the common
vocation Of life, and he illustrated
by the cook and chef; barber and
| tonSorial artist; washer-Woman and
| launjress. Efficiency is the demand
Of the age. Neither classical edu-
cation nor industrialism satisfied the
demands Of the age, but they led to
Manual Training in the public school
system. One trade, ne said, should
not be elevated above another, be-
cause one trade does not enable one
I to- eseape-from work, butts object
| Is to free one from the drudgery
due to ignorance. = We should pre-
vent q cleavage along a vocatonai
line which could De done by teaching
as many subjects and industries
under the same management to the
same body Of pupils as possible.
Education fits one to live ana 10
work. A nation leaves as legacy
to future generations those Things
in which she excelled all other ma
tions. tut no nation Or fndiV1dnai
can excel unless ne has and uses
brain power. were some some OF mis-
| thoughts. l.
In the High School section we're
read three very interesting papers
In one the thought emphasized was
that high schools should prepAre
pupils primarily for vocational me
rather than college, but the admins
tration and organization are not IN
| accord with the demands Of the age:
An industrial democracy. neeos CHI
cient workers, because 1t Is heces-
aarv for 11s to hold our own w1th
orher countries which we cannot 90
without efficient workers. we, err
in fitting the child to the schooi,
rather than we should fit the scnoo'
Ito the child. .,,,
Tn another paper it was held thal
high school principals, in order 70
advise their pupils intei1gentS'
sbould be students Of human ma
ture: have high ideals; magnetlc
personality: and should not. be 700
bookish. They should be open ano
frank and have the ability to secure
| me personal friendship OF pupils
| and should build character both oY
procept and example.
In the last paper OF this efo"l
so,ne. practical suggestions az TO tne
domestic training Of girls we're CIV,
en-, The aim OF the. high schoo'
should be to make something oee.
IfnI to society. Utilitarianism war
4 the idea. . e.ouo,
| pres. II. IT. Mcdonald Of store,
could not be present, but. ne sen,
81 paper on present METHODS %,
Granting Certificate" He Tec'ceo
the method in vogue at each of the
three schools for colored youth. bns'
titute issues certificates upon grad