Vorth
! Colh
mars hill, N. C.. SATURDAY. APRIL 23, 1955
oiducation And Schooling
drceTayne Nunn
specialization, however, it is equally
important that one specialize in one
or two fields.
ken to • , . , .
reoree’S j • ^ which is quite
rsf ront ^^^o^fectly or with only
interest majority of
= rn conceptions of educa-
my hi narrow. Edu-
to teacLr°^ entirely synonymous
„f One who has a col-
nrush'^^^^^y pitifully de-
1 tb^ education. On the other
out off spent little tii
Interest is the greatest asset a
person can have as a student. Many
students go through college with
average, or even good, grades, but
they lack any particular interest in
their work. This type of student is
inclined to think of education in
terms of a college degree. To bene
fit most from his schooling, one
should enjoy his studies. He should
have a vital interest in them.
best, or they may discourage him.
Grades should never be an end
toward which one should work. If
he devotes himself to his studies, a
student with normal intelligence
need give little consideration to
grades. They will take care of them
selves.
cime
fromV^f?°r”^. possibly have
witb^ aeticiency by some other
son cal'
ith a cbing is a formal process by
and which one’s chances of re-
gambk^u education are improved.
Deer of C) ^bis process should not
—, , -— ^iULCbs snouiu nuL
nd notrestimated. If used wisely,
ds of training can be a very use-
sm,
and
— .. -o -“ii uc a very use-
eem, .*^0 the molding of an edu-
n
^fogists will tell you that
pu is the acquiring of abil-
social attifnrlpc onA rVip
r^K\ attitudes and the
On of knowledge by means
onp i d 1
The greatest conflict in the life
of the student of today revolves
around the question of how much
time to devote to his studies and
how much time to devote to social
life. The trend now is to over
emphasize social life. I do not wish
to underemphasize the benefits of
the social life afforded by college,
but with proper evaluation I believe
one would reach the conclusion that
scholarship should always take
precedence over social life. Long
hours of studying and deep concen
tration have never dulled anyone s
intelligence.
In one of his essays, Francis Ba
con wrote, "A little learning is a
dangerous thing.” It is dangerous
to draw conclusions based on in
adequate knowledge. One of the
most important things one can learn
in high school and college is how
much he does not know. One
should never let this lack of knowl
edge frustrate him. On the con
trary, it should be a challenge to
him to strive" for more perfect
scholarship.
I responds adequately
.environment. That is edu-
ns broadest sense.
niisconception is that
if ?"""
^ . IS not a transitory pro-
^ process that continues
n'lour ^
^Ollt liff* c\ 1
lall. hefir, !'
; c P^rt of his existence
If if ^^^^ncation and the last
^ inp — .. ....
Grades are a means of measur
ing accomplishment in the class
room. However, there is no perfect
method of measuring intellectual ac
complishment. Too much emphasis
should not be put on these fallible
symbols called grades. Grades may
be an asset or a hindrance depend
ing on the attitude of the individual
toward them.
Transfer of training is an im
portant part of education. By trans
fer of training is meant the applica
tion of knowledge acquired in one
subject to a seemingly unrelated
subject or situation. There is more
to learning than memorizing facts.
If one cannot draw logical conclu
sions and apply what he has learned
to situations existing in his environ-
mgfit, he has accomplished little.
There is no purpose In learning the
events of history if one cannot see
a logical connection between these
events and contemporary life.
"r kin n—ana tne lasr
had liirfnp whik*he
entkof^^ education. As a
fnt.of fact, education is life.
should one’s educa-
^ answer is that one’s
broad as he
^ niaking it. It should
itouf^n enough to enable one to
^he business,
end ^nd SDlritnol .-1 r
Good grades may give the stu
dent incentive and encouragement,
or they may influence him to slack
en up in his work, giving him the
impression that he can get by with
less work. Bad grades may warn the
student that he is not doing his
What qualities constitute the
make-up of an educated man? A
well-educated man is one who can
live a happy, normal life under
reasonably normal circumstances. He
is one who can contribute some
thing beneficial to the lives of oth
ers. He is able to assign proper
values to things in his environmpt.
He has an interest in a wide variety
(Continued to Page 24)
r Jc • ^L^^hual phases of his
0 important that
ji0 p that a persons
wn f^ confined to one, or
’’■’“'h?!.‘"k*- That is why
nd- ml arts conrQpc inpin
J of
to one, or
our
arts courses include a
subjects. In this age of
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