La Junta tribune., 1910-09-03

stage of their human life can ever
lgive again.-Phillips Brooks.
To those engaged In educational
work, It is source Of some won
derment why the use Of the Words
vocational "utilitarian," etc. in
connection with cultural humanities.'
etc, In an endeayor to express the
whole scheme Of education. Is so gen.
orally misunderstood. Yet, in the
minds Of those not actively engaged
In educational work. there is possi-
lily no other phase Of education so
little understood. or to put 1t In
another way. 80 generally misnnder-
stood.
From the very beginning, the aim
of education has been both vocation
Al and cultural. Our conception Of
the forces that bring this about is
but little changed as related to sub
ject matter and results sought. But
with regard to application Of the
mt6HS az uduu ihouNih SuuNdtioh hec
made noteworthy progress. Still
greater has been the change from the
sociological point OF view. 1t is in
this that We may safely look for the
cause and source OF our misunder-
standings.
To quote from Rabbi kornsfleld: &:
In former days when class was ey-
erything and the masses counted for
nothing. the vocational sisnified
those things. the knowledge OF which
helped the clergy and nobility TO
succeed. while the cultural stood for
the mastery OF those subjects which
seuahlsd them 70 commune aud con-
Rvesse with the aris,ocratic living and
dead. With the gradual emanciDa-
ton Of the masses. vocational and
cultural expanded In their meaning
until finally We have arrived nj the
point where the vocational aim OF
the school is regarded as fully Al.
tanned. only. when the curriculum has
been extended 10 as to make our
schools not only the preparation for
the professions. but also for the
trades. where the vast majority OF
our children must find employment"
Note the statement Of Rab. Korns.
field: Not only the preparation for
the professions. but also the trades
as we'll The misunderstanding
grows out Of = failure to catch the
full Significance Of the words prep
aration for" Doubtless Rabbi korns-
field will be accused Of advocating an
outright trxdes.school system to the
exclusion Of the present general idea
II we keep In mind the Significance
Of the fact that at their very best
the public schools were never intend.
ed to be anything more than n
preparation for any line Of work
The individual might in after life
choose for himself
The public schools serve their
full purpose only when they give
equal opportunity for training and
preparation to all. They should and
: We beginning to offer 'prepara.
ton for" both the professions. the
trades and business life. Now no
one will be foolish enough to say
that the public schools train In the
professions OF law. medicine. etc. !;
they merely train for. II 10 equal.
~ untenable to hold that because =
boy n trained To manipulate tools.
70 draw aud design. To vizualise the
real things Of life. that he u against
bis immature viii and judgment
being ti~d down 10 . trade OF voca.
tion for which. In later life. he may
find himself wholly untitled. Il is
70 guard against this that the cdv.
cational horisoa has bern broadenei; I;
made to include . great variety Of
real experiences ~ circumstances
Win permit. Il 10 therefore well 70
observe this distincsioa. Prsparstton
foe 1oss not mean "trainiug In"
Tie latter y To bs sought In the
sohso,s that natufaily follow the
~ scAeol. ss1 where specialized
selset jsaAs 70 expert knowiedge.
This Il The Justification Of our
manual tralnins and domestic sci'
eacs In connecttoa with the old lins
wssk = our scAool system. TIE
ehysct ol manual traisiag u aot "a
0Ahs weeknsa ct - or little chill.
Agea. ~ - givs tAsa . certain
vee1at11ey-ts naks tAso has1y-sa
~ soQs ~ ~ "nAy" bseo0a
ISsel vsseasa ~ - y v slvs