The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1908-01-12

point or other to stop. to turn aside
from his upward progression and
thereafter devote himself to his fixed
dlistritA society? The question is n fair
one. 1t lis not too much to hope thar
a fair consideration Of It's bearings
may lead us to a richer conception Of
the educational ladder Itself, and to II
better appreciation OF the worth Of
vocational training.
Orr Apprenticeship.
All forms OF vocational training,
whether for trade or for profess
sion, involve some elements OF appren-
ticeship. II such training were wholly
Of the nature OF an appdenticeship.
the objection which has been mem
toned might be sustained, and pre-
paration for n trade be accepted as a
definite arrest OF tho course OF gem
eral education. 1t is exactly because
we now recognize apprenticeship as
constituting only part OF tho needed
preparation for trade, because we
recognize instruction of a scholastic
type as forming another needed part
OF that special preparation. that VIC
may regard vocational training of the
modern type as constituent element
tional education.
Apprenticeship is a process OF learn
Ing by Initiative practice to do GER
tain acts as they are done by another.
1t has necessary and important place
In the method Of learning TO do things
of any kind. The characteristics of
school Instruction, on the other hand,
is that It refers particular facts and
proce eses to general, determining prln-
MI %ruVs H. -.
combines these two In Just proper
tions makes both for skill and for
progressive industrial intelligence.
Such an education Is not. thing alto
gethcr apart from general culture. Its
conference with general culture is az
significant as the differences which
give It All independent worth and char
acter. All modern vocational training.
In short, makes so great demand upon
general intelligence and a knowledge
I.of guiding principles that one cannot
Undergo such training without making
important advances In general educa-
ton. This means, Incidentally, that
| modern industry is OF such nature,
with Its frequent change. It's employ
ment OF machinery, and its large de-
mand for scientific knowledge, that It's
pursuit beyond the barest. elementary,
routine operations is OF Itself educa-
tional.
Drawing Near Together.
But II training for occupation is
drawing near to general education, 60
also is general education drawing near
| to the teaching of trades. The dis
tinction between the two does not dis
appear, but 1t ceases to be a sharp
contrast or opposition. General edu-
cation. according to our later stand
ards. is more flexible and varied dis
cipline than 1t was in earlier ages. it
includes not only literary elements
with something of mathematics, but
lalso natural sciences. and even the
basal arts of manual skill. 1t is not
the same for all. For we do not now
regard scholastic culture as an objec-
Tive and determinate body OF ideas
but rather as an established relation
\ between the learner and some portion
of the great total of knowledge. 70
which he can make his relation real
and vital. SO the recognized sum OF
culture. represented by our modern
concerns of life at many more points
| than did the elder scholasticisnl. An1
for different students 1t touches life
| differently. Such are some OF the ways
in which our general culture mani
tests its vocational leaning and In
terest.
Universal Elements In Culture.
There are still universal elements In
preserved. 1t is still requisite that
our youth, In the interest of large
Intelligence and high citizenship
should concern themselves with long
Hong thoughts; that they should expe.
ricnce acknowledgement In far coun-
4 tries and under alien stars. But We
\ begin to discern the complement OF thi.
conception, and that Is that their edu
cation should be interviewer most init
ma tely with the teachings Of daily list
and with the things that make theil
home.
/. This is true Of city and country alike
But the idea is now finding some O.
its finest illustration In the teaching
OF those who, like Sir Horace Plunket
in ireland and DR.. Robertson in Can
ada, and Professor, Bailey and scores
Of others In our own land. are seek
Ing to transform the education of GU
rural schools. It is too narrow con
ception Of tho work OF these men tina
4 they seek to force agriculture, as a vo
4 catlonal study, into the schools. Tech
meal and vocational agriculture the.
would teach in its proper place. Blu
for the ordinary country sch DOL .thei
chief concern is that 1t draw nea
to the country life in which 1t lies
Better farming will ultimately result
from such a change. But, what is 0
greater Importance. there will be I
better and happier human life upol
the farm. The science and poetry o
their home surroundings In the rsa
country is to replace for country schoo
Z children some Of the teachings OF thing
!, beyond their experience, which the
cannot rightly feel nor comprehend
1 And If the things which are near q
hand can be made real for their schoc
, education. they will have gained great
!, in the power to assimilate things tina
are more remote. It is always goo
!: to know one thing well, and the youn
farmer who really knows his ow
neighborhood has made good begin
ming on the knowledge of the world