The Fayette falcon. (Somerville, Tenn.) 190?-current, 1915-10-29
EDUCATION FOR A SPECIFIC PUR-
POSE.


The passing generation will recall
the days OF the old red schoolhouse-
which, by the way. was seldom paint
ed red-when academic education was
primarily confined to two distinct in
stitutions: the common school, which
did not then begin with a kindergar-
ten. but plunged the pupil Immediately
into the RS of learning; and the
college, which confined itself to the
classics.
In those days only very small
percentage of boys entered college,
and there was no higher institution OF
learning open to girls than the semi
nary, with q curriculum similar to
that of our present high school.
The young man who desired to en-
ter a technical trade or to perfect
himself for any vocation. had to learn
this business. trade. or profession. at
the last" so to speak. Even the
would-be lawyer read law in law
Office, and the dentist entered den
lists Office as an apprentice.
Today educational conditions have
changed, and there are innumerable
technical schools as well as those
teaching some one concrete profes-
sion.
The young man. then, may learn
his trade either in the old way, by
entering 1t. or by attending some In
stitution specializing in the vocation
which he is to follow.
Which is the better way?
Both, say.
II one Is to take up a technical
trade requiring a scientific or Other
special knowledge. he would better
spend few years In some institution
which teaches one this vocation, OF
those allied to 1t. and then finish his
education in the workshop or the
Office of concern devoted to II.
1t is obvious that the factory or th'
Office cannot as easily impart the fun
damental principles of vocation al
can well-equipped institution.
While at work the apprentice 4
obliged to do many things which arr
not directly contributing to his edu
cation. He obtains experience, 1t 4
true, but he is not allowed to hav'
that broadness Of view which woul'
come to him in school.
The atmosphere Of a schoolroom 1
conducive to efficiency. One has moth
ing else to think about; and, there
fore, can devote his entire time I
obtaining a better knowledge of tn
work he is to do for living.
In recommending the technics
schools, / am aware that many Q
them are altogether too theoretical O
academic, and that they are, perhaps
too broad instead OF specific; but, 10
all that, the well-equipped technics
school places before its pupils tn
great fundamental principles, whicl
II rightly understood and applied, ar
of untold benefit.
Certain lines, however, cannot
taught in school: but a fundamenti
knowledge OF the majority of tecl
meal trades can be impaired In th
schoolroom and laboratory.
Practically all of our best technics
schools, including institutes Of tee
nology. are managed by experts. VIII
fortunately. are composite men. nj
only understanding science. but ha
ing the ability to impart its pri
ciples.
A graduate of one of these inst
tutes. while he may begin close
the bottom OF the ladder, and viii
he may work for a year or mo-
alongside of the young man who HI
not been favored with his opportuI
ties, win eventually. all things beiI
equal. advance more rapidly than W
one who entered the trade as an q
prentice without good technical schc
training.
While this school training does n
wholly give the experience Of 4
workshop. IL win teach one. FIRST. 4
fundamental principles, and. second
how more easily to apply them.