The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1911-08-08

can be done in school shop the prac-
tice of the trades and gives less atten-
ton to the intellectual development of
the worker.
BY tce cooperative or halftime
plan the hey spends half or more of
the time of his course party in school
and partly at work at the trades. BY
this plan the actual practice IS the
same as that he will have after he
leaves school. The trad school lacks
the advantage OF actual practice at the
trades for it is impossible in a school
shop to duplicate entirely the practice
of the trades. This plan can he BEST
understood by its operation at Fitch
plan there, and in fact the general
working OF the plan, is for child to
spend one week in the shop and one
week in school. This requires the boys
to work in pairs.
AT Cincinnati the first two years are
spent at school entirely and one half
of the time consists of SrOp work and
one half of time related academic work.
At Fitchburg but one year is spent IN
this way and the remaining three years
half time is spent in the shops.
THE course of study at Cincinnati
consists of three years Of English ap-
piled somewhat to industrial ends. 1t
consists of four years Of applied mathe-
MATES, the mathematics being modified
to meet industrial ends 1t includes
four years of drawing, one year of In
dustrial geography, one year each OF
physics and chemistry, both being ap-
piled to industrial ends. and some
physical training the first Two years.
In the shop practice the first two
years consists of turning pattern, ;old
cabinet making, foundry, forge, ana
machine shop practice. The shop work
for the last two years, as mentioned
the industries OF the city.
1.-The advantages OF tins type Of trade
education over that of the typical
trade school are as follows:
Use With High Schools.
1T can be operated as a part of the
high school system and can utilize the
shop and other equipment of the high
school for part of the work. the same
teacher can be used to teach other
high school subjects, ana there is nus
an economy in the teaching force. Ere
duently q regular high school teacher
might have Suffic. ent industrial outlook
to teach ST oh subjects as English, in
dustrial geography, physics, and
chemistry There is also an additional
economy III supervision and in build
ings.
1T is best to bring together in the
same institution the students prepar-
ing for all classes of Vocations. Per
manence and mutual understanding ana
sympathy are thus estabiishe d. Caste
and industrial artagOniSm may thus be
8 hools for industrial education besides
may not give the child sufficient free
dom in exchanging from the vocational
course 20 the general c -urse and the
reverse The plan conforms With the
present organization of the school sys-
tenn.
1.-THE school training is more effec-
tive and interesting when the pupil
sees wherein it applies to the work
that he is doing in his trade. This
plan affords a means by which the
student may earn some money While
pursuing his trade education. 1t viii
/ thus enable many students to remain
! longer in school. Doing real CONNER
cial work in a commercial way adds
much interest and motive to the work.
| Superintendent Dyer Of Cincinnati
said to me, I never saw such boys to
| work
'It is generally conceded that the
| best trade practice is given when it is
secured in a commercial way and on
| real industrial products. 1t is not
possible for the regular trade school
! to give such practice except in a very
/ limited extent. Machinery is so eX-
pensive that schools as a rule can not
| afford to install the variety of machin-
/ cry found in well equipped shops. Ma
/ chinery rapidly goes out of date. Shops
4 driven by conn petition and standards
/ of efficiency must replace antiQuated
machinery with modern machinery.
| The public would not be so ready to
| school shop
Value of Shop Work.
1T is a decided advantage that the
| exercises of the pupil are on the same