Caption: Booklet - What is Involved in a Vocational Education (Davenport) (1915)
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I 111 i mprovea upon the old apprentice Bystem of bound labor in a way hat ought to inxtnv a verj high grade of service to the employ< . f v< -till had the apprentice system with us this might all be n v |nrded as n p r o t e c t i o n to (lie c h i l d ; it in the interest hut as the system of hound scrlist attempt I of a more reliable source ;md more s k i l f u l >t \ e ^ • n i v o gr.ul of child labor, all of which is of undoubted a d v a n t a g e to business" and to "the leisure class." The writer may be pardoned if he regards this as a joker in the bill. j 5, •l The finished product would be more immediately useful in business than is likely to be the output from a cosmopolitan school 6. It would pay a more immediate return on the investment both whose chief object is general as well as special efficiency at f o r t y , K\ \M rather t h a n i n d u s t r i a l efficiency at sixteen or eighteen years of age. wh to business and to the craftsman. P 7. It is peculiarly adapted to win support both with business in1 li •rests, with parents, and with children, because of its practical obou •ts and its early and direct returns. en 8. The general proposition is simpler than that of the unit system because it aims at meeting the demands of business rather than the educational needs of all elasses of children. 9. It is simpler, too, in that it aims to instruct in a single method of getting a living" rather than in the complicated question of owl • how to live." 10. The purpose of a given school being simple and direct, its Iministration is easier than that of a school whose purposes are as trtaW as the lifci^H^^^^H^H^H^H^H^^H WEAK POINTS IN THE PUBLIC SCHOOLS AS SEEN HISTORICALLY AND AS JUDGED BY RESULTS ^ _ — Experience and growing needs have brought to light certain omist,L ' lions and shortcomings in our public-school administration, among tr a I'hich the following are most significant: 1. The public schools were not founded for vocational instruction nd they have been too slow in recognizing its need. 2. They have attempted to educate all classes by means of studies nd points of view drawn from old-time courses designed for the location of the governing and other privileged elasses and having 11 f o f t t l c reference to i n d u s t r i a l l i f e ov to the personal needs of the vast » i ijority of people. ina Not finding the education useful, many children haw left hool and many have continued only to demonstrate afterward their ii biliiy and often their unwillingness to pursue the common occupaof man, showing thai those who reaped the chief advantage from ' an. t |, public schools were the fortunate ones who continued on to colleae
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