Atlanta semi-weekly journal. (Atlanta, Ga.) 1898-1920, 1910-05-10
PART III.


Aside from the fact that proper voca-
final training will give a new direction
70 tae thought and ambition of the boy
ard girl and prepare them better for the
duties. struggles and opportunities OF life,
IL Will change the character of instruc-
ION offered in the high school and give
il an efficiency which it does not always
enjoy for developing the boys and girls
who do not expect TO enter the university.
That Il will increase the attendance in
secondary schools few question who are
familiar with the economic trend OF the
times That 1 WI increase the connie
tency % tn citizens OF the future m ist
be admitted by any honest student Of
edueatiOn. That il may be made the
means Of increasing the attendance on
the university and adding potency to its
work as well can hardly be challenged IN
VsCW Of what has already been accom-
plished- That il will result in preserving;
the identity OF the high school and avoid
the development OF a parallel get OF in-
stitntiOns distinctly vocational in charae-
ter Is a logical cCrOllary T.. jcsw from
the preceding statements
Why. ti.1Tef5re. sh1ulj not tEs present
meet the econon.i conditions xnicn nov
oOucTent TIE south and more nearly pre-
pare the boy and girls for their life
work. Way should not the entrances TO-
quirsmcnis OF the universIry lie changed
and so correlated with the worK III the
htSh sChcol as to give proper recngni-
ton - vocational . siniugs There Is M
goSd reason. and IL is only a question of
time ruth the msttsr is adjusted In a
cuaCerned. There are naturally those who
are not willing as yet to concede any
virtue to vocational training. but happi-
Is they are in the minority Some feel
that the present high school course can
not be adjusted so as to permit of the
introduction OF vocational training with
out eliminating many subjects that are
deemed to be Of a vital character. but Il
Is neither desirable or necessary that
this be done.
There are two WAYS Of overcoming the
dificuIty-first. adapt the schools more
nearly TO a given environment. In the
rural high schools let the vocational
training be of a strictly agricultural char
acter. In the city schools manual train
iRS should be given preference. Second.
by providing for certain groups Of elect
~ the courses now offered may be pre-
served and the curriculum adjusted TO
permit OF the introduction of the new sub
jects. Not more than One-fourth of the
time need be given to vocational studies
II the work is continued through four
years The valHe and feasibility OF the
plan is demonstrated by the following
citation which illust rates concisely what
might be done with regard to agriculture:
l. il i-nIraetieable TO teach the aver
age child something about the plant in its
relation to life. the crops of the farm.
and the elementary principles involved
in horticulture and forestry? These might
properly constitute the work of the first
year. During the second year some time
should be devoted to insect life, the
study OF farm animals. and dairying. In
the third year. the major part of the
work should be confined to a study Of dis
eases of plants and animals and methods
CT controlling the same. In the fourth
year. the management OF the farm might
properly be considered II is desirable
also that some electives be offered to pu-
pills Cf the third and fourth years, among
which NAV be mentioned the economics
OF agriculture and the breeding of plants.
while advanced work may also be Of
fered I'm any OF the subjects enumerated
above. II work Of this character were
introduced into the high school course,
there would be some incentive for the
boy WIZ NEnAAE@ ~ farm ~ N1AAAhNI TITS
studies for a period OF four years. as he
would then be acquiring information
which provides discipline. definite knowl-
edge. and which is calculated TO give
some insight into the vocation he ex-
poets to follow Who can quetslon the wis
dom OF such a course IN states where 80
rer cent Of the people devote their en-
'ergy to the cultivation of the soil. and
does il call for the exercise Of much
imagination on the part OF the scholar
TO appreciate the profound benefits such
Vocational training will prove to the in
dustry Of agriculture?
E There is no reason why this should not
maintain the .secJu isry schools when
vocational training becomes permanent
feature Of their WORK, but il will be IN
finitely better to maintain the high
schools than to establish two sets Of
training schools. as we must ultimately
do. IL vocational education is neglected
I'm our secondary schools. There are some
subjects taught In the high school which
have only limited value from any point
OF view, and there are others which are
not taught in a manner calculated to
make them of material benefit to the
students Undoubtedly. the curriculum
can be condensed and readjusted with
out injUring its efficiency. Just what TO
eliminate is. Of course. difficult to say,
as that will depend on the location and