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Caption: Booklet - What is Involved in a Vocational Education (Davenport) (1915)
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I- I N hil pub! • I h h < then do buninc* Let it ] I .in ni"lit < HI i port time coui bort ,\ | h ;ili\ mshlrraUr !/1 U p R I O } h(1. Let it< in .. n ill the In ttional neecU I its community and w] n th( iunit\ | \ done .-ill thai it can, lei th< <! ol In- KUI <\h i. i • iro; |. h\ the state and bj the nation, for the children proj In. ,|, [ w ill be citi iia of the world and nol of a tn THE < M M ITE VIEW Nevertheless, there is a respectable minority thai <libelieving thai we are no1 altogether honesl in our proto tion son thai the plans we advocate are undesirable when appli I to the ii tnd some thai for secondary education they are chimerical and impossible however well they may work in college, believing that whatever we may accomplish in vocational education in the ordinary pub lie* schools, children cannot be adequately trained for industrial life in the same school with students and courses devoted at all seriously to "academic" instruction, and that it' we attempt it v shall come short of the real needs of a busy and work-a-day world such as our is bound to be. Now, the wise advocate does not rest his ease upon his own arguments. Before he submits it to the jury he carefully examines the strong points in the opposite side and the weak spots in his own. This issue is soon to go to the people, who are the jury. It will b « well, therefore, to regard the ease from the point of view of tin promoters, at least so far as possible, and afterward to conf< ss certain shortcomings in the public schools not yet remedied and that afford talking points for the dual plan. • - ADVANTAGES OF THE DUAL SYSTEM Every proposition that wins a following must have something to commend it. The dual system is no exception, and the following ad- *iul vantages arc conceded without argument: 1. I t provides for those who. for one reason or another. hav< Th, "left school,"—a hitherto neglected class, many of whom are bread 1 winning children, and most of whom are floating al.ont trout job to job, fitted for nothing in particular. int 2. It extends the age for compulsory instruction to eighteen fo 'tion all who are "employed." lVt'el 3. It provides a means by which youth needing employment mayHt\ combine formal instruction with shop practice and some' dcixr^ Q \ . earning power. ' ,,,,l u« 4. In providing compulsory training for "all youth who nr .\ hound as apprentices, clerks, or servants" (see Sec. c), it revives an'" °\\]
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