FEATURE
WHY TAKE A BUSINESS COURSE
By EUGENE VOSECKY
Four potential Gardner-Webb Bulldogs were discussing
reg'stration plans in the Gardner lounge.
“I’m registering for a Business Course," said Bill Smith.
■'You see, there's so much business going on all around that just
kncwing what’s behind it would be an education. ‘Economic
literacy’ my dad called it. It’s understanding our present busi-
“It’s Liberal Arts for me,” said Lloyd, “no specialization for
this lad.”
“Business education here at Gardner-'Webb isn’t the over-
i=Decialization you seem to be inferring, Lloyd,” cut in Betty.
“I'm registered in a Secretarial Cour=e and I’m in feme Liberal
Arts courses, too. I have Bible, English, history, and speech.
Don’t forget what that personnel man said at our high school
Career Day! Enough general education to speak and write—he
said communicate—effectively and appreciate our culture and
some training to help us become economically self-sufficient.
The secretar'al course provided vocational training and general
education. You’ve got to have both.”
“Ed—that’s my brother—” began Jean, “showed me how I
needed to know accounting, some finance, and a little business
law just to fit into his furniture store. He told me how complex
our economic system is; how each business firm or business
transaction is related to others in making up the whole of
American business. It’s the Accounting Course for me. Imagine,
me a potential secretary-bookkeeper learning all that.”
“It takes a good deal more than typewriting to hold a job
in an office,” added Betty.
“Since I’ll be working for a living, all of my life I want to
know my way around in this business world,” put in Bill. “It
doesn’t take much more effort to go first-class.”
“No reason why I can’t take a couple of business courses for
electivies, to sort of round out my education,” rephed Lloyd.
“'With a combination of social and economic implications
emphasized, my stay at Gardner-'Webb should prove valuable.
WHY BE A BIBLE TEACHER
By STEPHEN MORRISETT
Don’t be a Bible teacher if you can help it.
In the first place, the preparation is long and difficult.
You will have to learn Greek and Hebrew—two very stubborn
languages. You will have to study a supernatural book which
cannot be comprehended by ordinary intelligence. In the sec
ond place, your students will always be looking to see if you do
what you tell them to do. A Bible teacher’s job deals with
personal life rather than mere head knowledge. To cap the
climax, the One who wrote the Text-book has said that He will
judge a Bible teacher more severely than anyone else, for the
teacher is in a pos’tion to know His will better than the students.
So you. see the Bible teacher, because of his preparation, his
text-book, and his responsibility, has two strikes against him be
fore he starts.
But, if you can’t help becoming a Bible teacher, if there
is in you such an overpowering, compelling desire to teach the
■Word of God to others, that you cannot resist it, then you will
find that there is no other subject in which your preparation
will be so delightful and fruitful. A true study of the Bible
is in itself a liberal education and the highest culture. You
will have an unique entrance to the hearts and affections of
your students, for your subject is of universal and eternal in
terest. You will receive a reward which is above all other
riches, for you will be introducing thousands to Jesus and teach
ing them how to live “the life of the ages.” Best of all, you
will not have to depend upon yourself, for there will be the
Master Teacher, Himself, applying your words in a special
way, erasing your mistakes, and actually doing the job for
which you get paid and receive the reward.
TEACHING-A REAL OPPORTUNITY
By F. B. DEDMOND
Many years ago John Adams said, “The whole people must
take upon themselves the education of the whole people and
be willing to bear the expense of it.” This the people have
done; but there is one situation which keeps this democratic
educational ideal from being the glorious ideal that it might
be. I have reference to the nation-wide shortage of competent,
dedicated teachers in the schools of the people—the public
schools.
Teaching is a real opportunity for a dedicated person, a
person who wants to make a real contribution to his day and
the future. The teacher is a bearer of the culture of a people,
inculcating in those ne teaches worthier tastes, finer attitudes,
nobler manners and a philosophy of life. He is a trainer of the
intellects of the young, giving them the material of thought
and encouraging them to acquire the ability and habit of
thinking. He seeks to develop in his students a love for know
ledge which will make them students for life. He makes a
contribution to the preservation of democracy. 'Woodrow 'Wil
son said, “'Without popular education no government which
rests on popular action can long endure; the people must be
schooled in the knowledge and if possible in the virtues upon
which the maintenance and success of free institutions depend.”
If one wants recognition or remuneration, he had better
look elsewhere; but if he wishes to give himself to a cause that
is in need of him, if it’s service he’s looking for, if he believes
in the democractic educational ideal, then teaching is for him
a real opportunity.
SCIENCE IN OUR DAY
By PAUL STACY
I take it that it is the job of the educational process to
train and develop the entire personality including the mental,
social, physical, and spiritual being. Thus, then, so called pure
science has found its place in the curriculum of our colleges
and universities along with the arts and humanities. Science,
in the pure sense, is an organized body of proven knowledge
relative to specific subjects. The scientific method infers that
all the faculties of observation be used, that all kno-wn ex
periments be utilized, and that no conclusion be made until
all the facts are in. In other words, science is after the true
solution to any unanswered problem.
Science has sought the truth about man, mass and matter,
and this universe; the great laws of nature which are a part
of the Godhead have been studied and a portion of them re
vealed to man. An analysis of natural law and matter has en
abled our day to witness the industrial revolution and the mass
production line; to give mankind every conceivable gadget for
making a more fruitful life. Such common names as auto
mobiles, refrigerators, television sets, H-bombs are products of
science and are not, in themselves, bad, but only bad in the
hands of sinful men.
Must science now say? “It is Christ or Chaos!” The spirit
of science, which is the spirit of truth, is a way of life. Man
kind must realize—and early—that common sense and religion
are necessary to the proper use of the instruments and products
of science. It only proves that in the true light science and
religion are not direct opposites; it rather states that they are
both handmaidens in the educational process which is to im
prove and develop the lot of mankind.
The spirit of truth in nature, the spirt of research, in this
a troubled world, should challenge all the faculties and capa
cities of our youth today. Such subjects as mathematics,
chemistry, biology, and physics are but a few of the pure
sciences, but are, I think, necessary subjects in the light of
education, because they lead young men and women to a host
of vocations, to nature study, science teachers, research scien
tists, the professions, defense projects, and to a way of life In
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