Middletown transcript., 1916-03-25
GETTING
START *
By
Nathaniel c. Fowler, Jr.
Copyright. 1915, by the Mcclure Newspa-
per Syndicate.)
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 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 a 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 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 a scientific or other
special knowledge, he would better
spend 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 a concern devoted to it.
It is obvious that the factory or the
Office cannot as easily impart the fun
damental principles of a vocation as
can a well-equipped institution.
While at work the apprentice is
obliged to do many things which are
not directly contributing to his 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 moth
ing else to think about; and, there
fore, can devote LIS entire time to
obtaining a better knowledge of the
work he is to do for q living.
In recommend the technical
schools, l am awa,9 that many OF
them are altogether too theoretical OF
academic, and that they are, perhaps.
too broad instead O. specific; but, for
all that, the well-oquipped technical
school places before its pupils the
great fundamental principles, which,
if rightly understood and applied, are
of untold benefit.
Certain lines, however, cannot be
taught in school; but fundamental
knowledge of the majority of tech
nical trades can be impaired in the
schoolroom 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 q 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.