The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-01-06
PREPARING ron WORK.
Tan the schools Find out what . hoy
ShOuld DO?

To TIE EDITOR OF THE SUN-Str. When
the last orator had told us how to sue
! coed and the last embarrassed graduate
had received his diploma and beaten a
hasty retreat from the flower bedecked
PLATFORM amid the applause of the multi
tude I tucked my diploma into the inside
pocket OF my coat and fled through the
side door Of the high school away from
the lights and noise.
took Il long walk to think over my
plans for the future. For some time
previous to my graduation 7 had been
In doubt as to what | was best fitted for
III this world. In my perplexity I had
asked great many friends and fellow
students what they Intended to do.
found that they were nearly all I'm tho
same boat.
They did not know. They had been
preparing to enter certain occupations
for twelve years and only a very few
knew what occupations they desired to
enter. j had merely u vague idea OF
what ] would like To do. although | had
read occupational books by the score.
That was last June.
Since then have been giving education
considerable thought. Undoubtedly edu-
cation Is intended to ft children to earn
their living. to work intelligently for
the good of society and to add some-
thing to the accumulated knowledge of
the world. II man who might have
peeu koou becomes
doctor he IL failure, an economic loss
to the world But II may not be his fault
entirely that he is OF no use to the world.
His talent through all the years of his
education was not recognized or devei-
oped by those who were attempting to
educate him. and he himself did not
realize the power that lay dormant
within him.
j have studied chemistry In school, but
1 have little or no idea OF the practical
application of the principles have
learned. ! know nothing of the life and
prospects OF chemist Students would
not graduate from the high schools and
enter business life without any idea OF
what they are fitted for II. during the
course. attention had been given to the
vocations for example. in a course Of
lectures well delivered on various occu-
pations by men who are acquainted with
all phases OF the subject who could in
form them OF the qualifications necessary
and the prospects OF happiness and sue
cess. To quote ID. NJ. Moir:
It 10 . great art In the education Of youth
to find out peculiar aptitudes, or where none
exist to create inclinat!ons which may serve
a. substituted
When n boy realizes that he must study
Latin because II will be Of use to him
when he becomes a doctor, n lawyer or a
journalist, or that he must apply him
self to trigonometry because he is going
to be an engineer. these subjects will be
learned with far more zeal than IL, as is |
commonly the case now, he believes that
lie learns them only foI some indefinite
training OF his brain. When he knows
what he is aiming at he knows just what
he must study to attain this end.
During my course found a great |
many boys. some OF them the most brill !
liant In the school. who gave no thought |
to the selection OF an occupation but ex-
pected something to turn up after they |
left school 1t is to be hoped that they
will drop Mr. Micawber and select some |
less dangerous guide before they find |
themselves turned down
some teachers help the boys as much |
as II Is within their power to do. but there |
is great need OF regular course In this
subject OF selection and preparation for
a congenial occupation
RICHARD HowELLa
NEW YoRK, January 5.