Repository: UIHistories Project: Booklet - What is Involved in a Vocational Education (Davenport) (1915) [PAGE 5]

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2< A course leading to the scientific pro I SSJOUN, i cialty medicine and surgi ry, and devoting its chiei Mention to biology, physics and chemistry, studios dealing with life

and the conditions of life,

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" 3 , A course leading to the profession of farming with special reference to the domesticated animals and plants, and to the soil as the sustainer of life, supported by the physical sciences and by the principles of accounting. "4. A course preparing (ov useful and artistii construction in tho building trades and in im>st lines of manufacture Here, manual training, mathematics, physics and art should hold tho leading place, 1 ' 5, A course leading to the callings of the busin< ^ world, with commercial geography, economics, industrial histon. commercial arithmetic, commercial law. book keeping, ston<>Lrraphy and typewriting as its most prominent features, "(>. A course dealing with tho application of science ami oi art to tho affairs of tho well-ordered homo. Here Bewing, cooking, (ooA values, marketing, serving, nursing, sanitation, textiles, homo decoration and tho laws o( physical, moral and mental development in childhood are the special studies, "VI. That the nature study work of the grades should load u] naturally to the high school, and to this end should be so conducted is to follow tho evolution of tho ohild and develop gradually fi m the undifferentiated study of the natural environment in the lower jrades to a differentiation in the upper so clear as to establish in th< mind oi the pupil of the grammar grades a conception of the field oi th< \arions natural sciences and a well-developed vocational con sciousness, the latter having its inception with tho appearance of th

tliomi instinct in tho u p p e r grades, I\\ this moans tho child is

prepared for an intelligent choice o( his vocational course, and in this way can be checked, to some extent at least, tho outrush from tlu schools following the lure of vocation, and conscious only y^\ tho de sin to do practi d things. \ II. That Bchools be advised to ascertain whether and to what tent pupils are engn ed in duties outside of school, and when it hall app( ii' that such duties are definite and w ular, then tin r value should b ^sensed and proper credit iven the student on th ! pi • >s of Ins coui particularly \^v work done in dii t lino wit! tin \ itional 'ins, , of th, high school, but no ci lit should 1 ii \*>\- irt gular and indefinite outside activities involving little r n ibilit) and developing neither knowlodi Kill nor stability

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itional '"in-.I 1« itlcl be organi od and taught strictly t in 1• th< itional point of view, with the dintinet purpo f ving tl Ntudcut t» i lion and [nothing of the ability to tal it otn

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