The Daily Missoulian., 1912-12-30

its traditions SO as to give proof to
the new as well as to the old func-
tions. The school must show capacity
to deal with things of more Immediate
practicality. 1t may occur, and prob
ably will, that the present general
elementary curriculum may be con-
densed, for the most part, into six
years, and that the seventh, eighth
and ninth years of school life, for the
ordinary child. will be given over to
anticipating and preparing for vo-
cation. This does not necessarily inn
ply a mere imitation of apprentice
snip, but something broader. The
fundamental principles underlying a
group of vocational activities will be
taught in a practical way, the child
being allowed to specialize within the
group, while a general training for
the social problems associated with
his vocational life will not be left out.
The program for vocational educa-
ton will not merely include indus
trial, household, commercial and ag-
ricultural training, but it will provide
for many groups in betWeen-for the
shop oferman, the factory superin-
tendent ard c+l-er lesser captains in
the army Of workmen. We n,av bsv
high school with a s1x-year curri-
culum, beginning at the seventh
school year for those who do not go
into the lower vocational schools This
secondary school may be divided into
junior and senior high schools, so
that technical training may begin, for
some in the 10th school year and for
others with the 18th.
One thing is certain--vocationaI ed
ucation will enter the school system.
Our competition in the world market
requires it. And when it does come it
will distribute se.s~s of special
schools along the route of general cul-
ture in such a way as to affect the
articulation of our present school units
elementary, secondary and colegi-
ate. The wall of school tradition cam
not keep out vocational education. Nor
will special education enter and crowd
the old general, moral and cultural
education to the wall AS the two
interests are supplementary, as each
is necessary in practical life their
interests must be reeonciled and a
place given to both in the school.
Second Great Change.
The second great change in our
system of schools will be a broadening
of the functions of the common school.
me school of the past has empha-
sized one function to the subordina 4
tlon OF all others. It's sole conscious
business was to instruct. The school
of the future will hereafter con-
sclously pursue three functions: 1)
1T will protect the powers of children.
o2) 1t will train them broadly; (3) 1t
VIII distribute its children to the po-
sltlons in life best fitted to them. In
other words, a school will not be ex-
clusively a collection of classrooms;
1t will be an environment competing
with the street and it will be an in
strument for guiding the child into a
vocation. All three of these functions.
protective, educative, and selective,
nave been associated with the school
from the beginning, but not con-
sciously
The school will become a protective
institution. The true function for the
playground movement, for plays and
games in the school curricrm, for So
claplllty OF every sort, 1or medical in
spection, and for attractive surround
1ngs IN the elementary school is found,
not so much in the educative power
Oh these things, as in their protective
junction, These congenial activities
conserve the powers of childhood till
they are ready for training They
stimulate them in the direction of
natural growth, yet leave them free
OF the vicious prejudice that st4eet
and alley environment would give.
Inc whole careful graduation of
school tasks in terms of simplicity and
complexity. interest and strain, is a
protective device. Too light a load
and too heavy a load-these are the
two means of breaking youth before
maturity. Therefore the school has
need ,of a carefully graded system of
responsibility, and both in the class
room and out of it, the school will or
game Its activities so as to make it.
self an institution which will con-
serve childhood 1t will make Of itself
recreatiVe center, a public play
ground, congenial and attractive
center of child sociability. To the de-
gree that it can make the school
premises a lkable place to children.
70 that degree the school of the future
VIII meet its important function of be-
ing a protective institution.
The old school was selective in
stltution. 1t had a certain kind of
information to give according to GER
tain established methods II a child
had mind that could fit the school
situation he received an education; if
he did not, he was soon discouraged.
The school of the past selected few