Judsonia weekly advance., 1915-10-27
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 kindergar ten, but plunged the pupil immediately into the R's of learning; and the college, which confined itself to the classics.
 In those days only a very small percentage of boys entered college. and there was no higher institution of learning open to girls than the semi nary, with a curriculum similar to that of our present high school.
 The young man who desired to en ter technical trade or to perfect himself for any vocation had to learn this business, trada. or profession. "at the last" so to speak. Even the 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 it, or by attending some in- stitution specializing in the vocation which he is to follow.
 Which is the better way?
 Both, say.
 If one is to take up a technical trade requiring scientific or other special knowledge, he would better spend a few years in some institution which teaches one this vocation, or those allied to it, and then finish his education in the workshop or the office of concern devoted to it A.It is obvious tAsa the factory or the office cannot as easily ifnfie,afft in part the fun damental principles of vocation as can well-equipped institution.
 While at work the apprentice is obliged to do many things which are not directly contributing to tiis edu- cation. He obtains experience. it is true, but he is not allowed to have that broadness of view which would come to him in school
 The atmosphere of a schoolroom is conducive to efficiency. One has noth ing else to think about; and, there fore, can devote his entire time to obtaining better knowledge of the work he is to do for a living
 In recommending the technical schools, l am aware that many Of them are altogether too theoretical or academic, and that they are perhaps. too broad instead of specific; but, for all that, the well-equipped technical school places before it's pupils the great fundamental principles, which if rightly understood and applied. are of untold benefit.
 Certain lines, however, cannot be taught in school; but a fundamental knowledge of the majority of tech nical trades can be imparted in the schooroom and laboratory.
 Practically all of our best technical schools, including institutes of tech nology, are managed by experts, who, fortunately. are composite men, not only understanding science, but hav- ing the ability to impart it's prin- ciples
 A graduate of one of these insti. tutes, while he may begin close to the bottom of the ladder, and while he may work for year or more alongside of the young man who has not been favored with his opportuni- ties, will eventually. all things being equal, advance more rapidly than will one who entered the trade as an ap- prentice without good technical school training.
 While this school training does not wholly give the experience of the workshop, it will teach one, first, the fundamental principles, and, secondly, how more easily to apply them