The copper era and Morenci leader., 1913-01-03

l claimed to have answered both Of these questions in large part when it was stated that if we would only plan the work of the schools so as to show it's vital importance for later life work, these problems would be nearly solved. The trouble now is that too little connection is seen between school and practical life.
 Now it will be seen that this paper IS not separate and distinct from the preceding, but that it only follows uD the same thought more at length. We now turn to the vocational conditions as we find them and attempt to show how they affect our schools and what can be done in this line to remedy conditions, and thus bringing about a closer union between school and practical life. Once we have done this we will have shown how to solve the problems arising out of the condi- tions due to Nationality, and in fact we will then be in a position to see the solution of many of our now De:.- pleXing difficulties
 The Vocational situation in our town can be stated accurately in few words. but brevity is not always the best way of attacking a problem so important as this one. l might say, for example, that the majority of our workers in this town are what we might call unskilled Iaborers and the statement would be true. But
 question whether this would be con Sidered by any one as a final eXplan- ation of the facts as they exist. The problem that makes the school men scratch their heads and think goes down little deeper. We school men ought to be scientists (notice I say we ought to be, whether, we are or not), but whether we are or not, most of us are not satisfied with such s4 superficial answer to such vitally important question as is raised by our vocational situation. The school administrator like the doctor must search out the cause, if he would re- move the disease. What then, are the causes for the fact that most of our laborers not only on the road and in the ditch are unSkilled, but also many of them behind the counters and in their trades are so unprofeS- sional and unskilled ?Who is to blame for this actual state of affairs? Or is anyone in particular at fault? Well, I should say that a good many of us must share the criticism that is di- rected at such ineffciency. All of us no matter what our place in life, like to see work well and skillfully done, at least if it is done by the toher fellow but fewer of us realize sufficiently the conditions upon which efficiency depends. But if we are to relieve the strain of the vocational situation we must not blind ourselves to the condi- tions that make for efficiency nor those that hinder it.
 If we are to become efficient in any walk in life the first and funda- mental requisite is that we have tall ent or capacity in the direction of our proposed undertaking. And with this natural fitness there goes a natural interest also, for all of us are interested in doing that fer which we know ourselves to be naturally fitted. But we must ask ourselves first, then. Fer What Are we fitted AnyWay?"- The answer cannot al ways be given by the individual him self, nor can it be given in any case too early, for it takes both time and opportunity to develop genius.
 If the individual cannot always tell for what he is best fitted, and can rarely tell this very early in life, who is to help him in the great choice of life work. 1 say great choice, for such choice is ones occupation, for it is the one choice about which all his life interest will resolve and about which his future hopes and prospects will center, as well as the view point from which he interprets the past and above all else should aid the youth in finding himself and that pursuit in life for which he is best fitted. The school has the youth under the care lcng enough (provided he remains through the grades and the high schooD to tell the natural bent of the boy or girl, in most cases at least.B But this statement is conditioned by the fact that if the school is to be able to tell the natural abilities of the youth it must have many opportunities to offer, suitable to the varied capaci- ties of the youth The old time high school, in which the classics and mat thematics were emphasize did not Of fer wide range of opportunities, and consequently it afforded opportunity to only the select few who were go- ing on to College, or who were going directly into the so-called learned professions.
 But the school that l have in mind as being able to guide the youth iE his choice of occupation. and on the grounds of natural ability as evidenc- ed in school work, is not the old class ical school. tt is rather the modern high school where industry is from beginning to end emphasized as worthy life pursuit, and a school where the abilities and capacities of pupils are watched with a careful and critical eye, that the youth may prop erly be advised as to his fitness for life work.
 I make a plea for just such an in dustrial school ir this town; l might almost say for such q peoples school do I plead. l have never seen a town in my life where thorough industrial is needed more The na- ture of the work in this town is sucn IS to make a constant draw on those . more or less fitted fer industrial work of some kind. And I mean to s.,1nh t1.ni1linoc q the fAllnAA.- :