Repository: UIHistories Project: Booklet - What is Involved in a Vocational Education (Davenport) (1915) [PAGE 11]

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II

IV.

schools?

What would be the financial waste of a multiple system of

V. What has boon the experience of the colleges in dealing with the same Kind of problem?

I. Mow WOULD \ SEPARATE SYSTEM OF VOCATIONAL SCHOOLS AFFECT THE < IHILDREN 1

is BCgre i'nv t e c h n i c a l c o u r s e s . In this way I n a l l n o l i v o c a t i o n a l s t u d i e s , except, identical privileges into

U n d e r the u n i t s y s t e m each v o c a t i o n a l g r o u p o f c h i l d r e n llted o n l \

for certain modifications, they receive the same quality of instruction

.is o t h e r g r o u p s . all students enjoy in non t e c h n i c a l i n s t r u c t i o n a m i a r e t h r o w n r o u p s , a c o n d i t i o n w h i c h not o n l y h\ the i n d i r e c t f o r most o f t h e t i m e

intimate association and personal contad with individuals of all other

vastly increases t h e i r information acquaintance con processes o f l i l t r a t i o n , hut e x t e n d s t h e i r a n d b r o a d e n s t h e i r s y m p a t h i e s each w i t h t h e o t h e r , a n i m p o r t a n t sidoration w h e n it is r e m e m b e r e d t h a t s y s t e m , on the o t h e r

t h e i r a f t e r l i v e s w i l l he w i d e l \ necessitate in complete or

separated.

The dual hand, would

s* negation, which would deprive the student of this advantage, as

il w o u l d also o f t h e h i g h e s t grade of i n s t r u c t i o n non technical

humanizing subjects, Tor in actual practice it is hardly possible for the vocational school to provide as good a grade of instruction or as

a m p l e l i b r a r y f a c i l i t i e s i n l i t e r a t u r e , f o r e x a m p l e , as c o u l d he a f f o r d e d by the c o s m o p o l i t a n s c h o o l . expense, hul also because T h i s is not o n l y because o f t h e a d d i t i o n a l t h e host teachers avoid s c h o o l s o\' narrow

purpose and restricted associations. In every way the individual student in the separated school is hound to suffer loss, hoth in his non technical education and in his knowledge of and sympathj with

ithcr Occupations and the people who follow

b< .it peace \\ l ! Il itself.

them, hut with

whom

he iinisi afterward live and do business with comfort if society is to

il.

How

\\'oi

1,0

\ SEPARATE SYSTEM OP VOCATIONAL SCHOOLS

AFFECT THE EXISTING PUBLIC SCHOOLS?

There arc hut two possible objects in segregating students along

Vocational i lines: one is t o s e c u r e c o m p e t e n t an

41

instruction; favorahle

the

other par

to c r e a t e ; I I K | m a i n t a i n

at i n o s p h e r e

to each

ticular form of vocational activity. To establish a system of separate vocational schools, thoroforo, means something more than the division of instruction into two classes, the academic and the vocational, It

in A the d e v e l o p m e n t of a greal Variety Of v o c a t i o n a l s c h o o l s , e a c h \ ilional school

designed and operated for a special purpose,

T h e r e p o r t o f t h e hid uc;i 1 i o n a I <'oinmiMMion O u t l i n e d six V " i p s i n t o w h i c h the n o r m a l Ntudeiit hody of the p u b l i c high