Pratt Institute - Prattonia Yearbook (Brooklyn, NY)

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The Why and Wherefore of Pratt Institute MR. FREDERIC PRATT O state in a few words the why and wherefore of the Institute is a big task, and touches some history, some psychology, and some dreams. The subject can be treated enly in part. In the first place, the Institute has confined itself to definite work expressed by the terms “Fine and Applied Arts,” “Household Science and Arts,” “Science and Tech- nology,” “Library Science.” Originally, when the Founder was experimenting in a new and untried field to find our place, we had many other types of courses, such as agriculture, commerce, music, kindergarten, technical high school. In the field of vocational education today there are represented hundreds of subjects not dreamed of when the Institute was organized, and not possible for us to include in our work. We do not want to duplicate public school work and we do not want to enter the college field. The great majority of students in this country—some say as many as 80 per cent—finish school by sixteen years of age. Some leave thus early because they have to support themselves or their families, others because they find no vocational purpose in their schools, and still others because the methods used do not seem to fit their needs. To those who must work and who have ambition and strength, the evening school offers an opportunity for further development, and one of the Institute’s best contributions to the public is its varied evefiing courses. As time is an element, most of our courses have been confined to two years in length. It is too short a time to give all that is desirable, but long enough to give a sound foundation in content of course and method of work. Specialization becomes necessary in any two-year course, and so-called cultural studies must be omitted. By specialization I mean selecting those subjects that are fundamental and welding them into a whole—a whole that is complete and satisfactory, a whole in which each subject is a part of every other and is taught so that each strengthens the others. Specialization, meaning the selection by students of isolated parts, is not our purpose nor the character of our work. But the selection of subjects for any course means an accurate knowledge of the types of positions which our graduates are to fill. It is as important to know where you are going as to know how you will get there. As we are not a preparatory school for colleges and engineering schools, we are not limited by external requirements. We are thinking and planning with definite objectives in view. But to do the right thing for a student and for a job means the right kind of student. Our students, therefore, are carefully selected because of qualities we think essential, not because of previous educational training or experience. But courses of study well arranged and the right kind of students are not all. We must apply to the teaching methods that will fit. Practically all our work has developed new methods as compared with those used in the colleges and academic institutions. Concrete work is done first and principles developed afterward. ‘Theory and the historical side of the work are incidental to making the practice 5) sound, What I have briefly outlined deals with objectives, courses, methods. They are, of course, essential to any satisfactory work, but unless there is back of them character and integrity on the part of the trustees, directors, instructors and students, and unless there is a true spirit any work, however efficiently done, fails of its of service and a knowledge of human nature, right thinking and acting are more important greater opportunity. We know that life and than mere mechanical skill, and so we bring into our Institute right thinking men and women. They are not only teachers but friends, and should be so considered and used, Their interest and inspiration is in the student's development rather than in advancement in their own subject. You and I want our lives to be as successful as we can make them—successful so far as each one of us is filling completely the place in the world to which he is adapted. I cannot fill Kach must find for himself the place he can your place and you possibly could not fill mine. ‘ even occupy any place unless we believe fill best, whether high or low, but we cannot fill or é think of this world of ours existing on subterfuge, deceit or sham? Only because we believe in the fundamental righteousness of belief in the ultimate right thinking and doing of human in character, Can you Why does our civilization last? and character of people. Loss 9

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3EST BY EXPERIENCE ait epee nature would spell destruction. are seldom realized, but we must have them. and to strive for, this world would be a barren place. But hand in hand with character goes inspiration. Our ideals Without them, without something to live up to How does the Institute educate ‘in character and in giving ideals? Mostly by indirection. These qualities can never be concretely taught, like mathematics, chemistry, or drawing, but they can always be expressed in the design or construction of any material thing. They can always be given in any school, in any subject, in any place, by any teacher who himself possesses them. They can always be lived and transmitted to others by any teacher, any student, any secretary, any janitor, who is true to his better self. Prattonia Baard and Staff E. VERNON CARBONARA Editor-in-chief Grace KILry Joun H. Purpy Assistant Ed.-in-chief Cart J. WEIBLE WILLIAM C. BroapGATE W. Liowyn LoncyEar Epwarp Prior Business Manager Literary Editor Art Editor Circulation Manager H. E. Jounson Ernest ARNOLD Frep THOMPSON LeIGHTON JOHNSON P. Carin NEVILLE W. PooLey CorneELius Hicks Russet, B. Jones Posters by Sture E. NEtson G. Puitie ScuMittT Epna Voict ELMER Cops Photographic Editor Social Editor Athletic Editor GERTRUDE HONISBERG Marion PELLETIER CHARLES AUSSIKER NERVILLE W. PooLry Secretary Grorce LitscHER Marion SeE1tz Mary McKere eee ae Associate Editor, Associate Editor, Associate Editor, Associate ttor S. T. School F. A, A. School H..S. A. School Library School Class Representatives School of Science and Technology J. Freperick Burr BurpeLt S. WILLIAMS Hersert P. McCorMACK Douctas A. Linpsay Neits P. JENSEN Epwarp D. ZoLuLer GrorGe W. CARLSON Hersert HoperatH School of Fine and Applied Arts Jack Tarlton MarceLLA SCHROTH BERTINA ROBERTSON Hue RYAN DororHy DuNCcAN CHRISTINE NELSON Frank Biiss HeLren Bock Cortey .CONLON Westley PARKER Lestie DELATUSH SuerpHeRD PALMER Louis Foster School of Household Science and Arts NARAMORE ADALINE ELy KATHARINE MARX MARGARET z EvizanetTH DONNELL Saran READY School of Library Science Maryor‘ SPENCER 11