| |
| |
Caption: Booklet - What is Involved in a Vocational Education (Davenport) (1915)
This is a reduced-resolution page image for fast online browsing.
EXTRACTED TEXT FROM PAGE:
1 1„ the opini n I th< writ< i I"- pi ' i ' » evidence of a w ak B| in I public-scl* >! N. twn for th< would ha\ had no follow* n if the pul.lm •••'" 'I Had don,to d il in th< form known c l u t v M K i 8 now b< nnii svsteui. SPECIAL »!>< bet^ m plan itx » h th< mi Dn > 1.1n Ri riNO i PON PHI UNIT S , ,I The unit system is much more difficult of e edition, and then-; re of defense, than is a separated system, and for the following rea 1. [t is more complicated, for il propo i to undert 1 tie whole education of all the children. 2. It proposes to build upon the presenl public-school «\ m because of its wonderful achievements, but in doing so it must endure whatever criticism is due Tor the mistakes or shortcomings of th. whole system during its long and tortuous history. 3. Being on the ground and at work carrying the burden of pub lie education, it shares the common lot of all activi agencies of pro gress in incurring criticism for whatever difficulties aria in actual procedure,—many of which are inherent in the situation whatever the system. THE TWO PLANS COMPARED The shortcomings of the public school in its evolution into a unit system of education for a democracy are of the nature of details, mostly of omission, while the weakness of the so-called dual system is a fundamental error in educational ideals. The mistakes, the errors of judgment and of execution in the system that has been at work, are growing pains, and. like children's diseases, will pass away and be left behind, but the mistake of the dual plan is rooted in a wrong philosophy of life and its results would not pass away. The two systems approach vocation and vocational education from different if not from opposite points of view. The one. if allowed to proceed, will ripen into a complete system of adequate education for all people and for all callings; while the other at best would but provide a special training for those who are "bound'' to service. T H E LESSON OF TIIK H O U R The proposition to establish a new system of schools proposes nothing that cannot be as well or better done by existing schools, but it does point out certain impei-ative lines of procedure: 1. We must find ways of teaching the vocations which will not >nly train for service but also educate the individual as much as pos sible and develop the occupation as well,—a. vastly more difficult un dertaking than simply training for employment.
| |
