The Brunswick news. [volume] (Brunswick, Ga.) 1906-2016, 1912-07-28

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relative values OF the two great
branches OF education, namely. the
classical and the. industrial.
From side to side has the VICTOR
=wBng sometimes toe far in one q
rect5on and again too far in the other.
One age OF school becomes thorough
Il satisfied with the purely cultural,
and eScheEs the practical education:
The next with equally virtuous con-
Eiction xuthlessIy aboIishes the class
ical and brandishes industry in the
face Of its 0 ponents
Later IN the series the writer hopes
70 give few words 70 the cause OF
the practical side which ike every
thing else if managed By wise ans
judicious minds undoubtedly has
great value.
While / am entirely in sympat hsw
with Ella Lynch in the L, H. J.. re-
garding the terribly small number OF
boys who complete high school, / pro-
test that the school is not ta7 cause
Of the appalling decrease and DO not
believe that boys leave school be-
cause it does not fl them Tor pracr.-
cal life
r. quote from Miss Lynch: After
eight years training in the elemen-
tary schools the average boy or girl
IS nCted for nothing practical The
----~ o-z.A5 scnool Il the age OF 5
and in eight years IS i, tn NOS
trying and most eXacting age as Is
known 10 all psycholoetcaIIv instruct
Cd teachers -,.ss Lynch begins by
diplor!ng the early departure from
school and in the next breath de-
plores that the child at Il is not able
TO take his place in the industrial
world. l really doubt the altruistic
motive Of thu +z-~-~r-r
leaving school because the school al
that yeriod has not fitted MIN TO be
come a provider
On the other hand We read in the
daily papers that the legislature :
b NJ urged 70 pass a bill requiring
educational qualifications for ra;I-av
fremen. The bill contains this nara
g-eIh: In many OF these wrecks
-alck-heaGed illiterace fremen were
A~2 jo- ard were partly response
bic therefor" These words are ap-
ll-el 10 men: men made II tins ina z
and likeness OF God: men who must
Ser because il IS TOO late Tor them
20 go 10 school; men who were once
boys-like yours. Evidently these men
| have received technical training On
/ the road as know OF no elementary
/ ~nool which teaches railroading, but
| if they had attended sc4oo- .-,-
| --cs q age they would have been
/ able intelligently TO read rarroa-
| schedules, time cards, and rule books,
according 10 the bill now pending. So
still maintaining that the public
Sc oCl as 1t now exists with purely
| experimental practical course is the
best place for children from he ages
OF 10 Is, few words about it's at
titude toward the boy Will De appro-
Pirate.
Having consulted the best authori-
ties the board of education decides
u on the curriculum for the school
The next thing is 10 decide upon the
teachers. AT the present time scarce
ly any city school elects to a posi-
ton any teacher who has not IN con.
nection with her scholastic education
also pursued a course in normal train
ing. BY this is meant a psychologist
cal STUDY OF the child mind, its growth
and development; a thorough study
OF physiology and the effect of a
healthy body on the mind; the best
oplng and training not only the mind
and body but the soul. She believes
| with Plato that Next to creating a
human soul the divinest thing in the
world is educating it Alright" and
that The purpose of education is TO
give to the body and soul all the
beauty and perfection of which they
are capable" She realizes with Locke
That Education MAKES thinking men
of two-footed animals and with
Carlyle that "A thinking man is the
greatest enemy the Prince of Dark
ness ever had in this world" She
knows from statistics that the boy
with common school education has
one chance of success in 5000; the
high school boy %, and the college
boy, 200.
She feels that the ignorant pearl
diver does not wear the pearl he
wins; the diamond digger is not or
namented by the Jewel he finds; the
ignorant toiler in the most luxuriant
soil is not filled with the harvest he
gathers Let whoever will
sow the seed or gather the fruit, in
telligence consumes the bouquet" So
armed with all this knowledge and
calm in the conviction that learning
will soon reign supreme she begins
to TRIP to apply her knowledge to the
boy. But here she meets a Waterloo.
Unfortunately but very naturally the
boy is not inspired with a desire for
Improvement, progress, growth. He
| is not opposed to them but is not in