New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1914-11-08
Public School Policies, Plans and Accom-
plishments will be set forth here weekly.
Vocational and Pre-VOcaGiO Train
ing i'm Our SchOOls-WENat is
Their Practical Value?

The City Of New York is committed
60 vocational training in its puo'o
schools. Il has long been committed
30 a limited system of trade schooi
education. bat the term vocational
training contemplates larger Held
of operation.
The trade school is, necessarily Vo-
National in nature, but its pupils have
been restricted 10 those who nave
reached an age when it is necessary
for them TO seek a practical means OF
earning a livelihood. So far. II does
rot appear that the trade schools for
bows have been successful IN making
any great imprint either upon trade
or upon trade conditions in this Vicin-
itv. in which the masculine element OF
the population is engaged.
The trade school for girls has sue
ceeded IN justifying its existence IN
the sense that II has partly supported
itself and that il has found employ
ment for girls in stores and IN iac-
tories. Its trade curriculum IS I'm
ited. and necessarily so, because the
enplovment of female labor is re-
stricted 10 the lighter tasks, that u.s.
10 work commensurate with the
strength Of women 20 perform. Inc
volume of employment OF women
skilled workers is much less than thst
of men. This condition Will probably
ALWAYS exist, for obvious reasons.
For years. the public high schools
have done much in the line OF voca-
fionsl education. but they have not
been distinctly represented as DONG
such work, although they have pre-
pared thousands OF young men and
Young women 10 earn their livelihood
in various callirCs. The evening high
schools nave also done their snare
toward helping Young people TO be-
come self-supportlug units. Ihere
are thousands Of persons now engaged
in professions and trade. or IN other
walks of life who owe their vocation
81 success TO the work of these lnsu-
tutions-long existent but unhearo OF
in the sense that their great work
and large amount of usefulness were
not recognized 80 belonging IN the
same class with those of the new order
which are now included in the loud
sounding and latest term IN education
Al nomenclature, j. e.. vocational tram
ing.
Education has always been vocational
in nature not always as specinCally SO
as is the present day training but II
Is we'll to remember that there has
been vocational education IN the pub
lie schools for many years. although us
existence has not been dignined oy
special recognition.
Hold has exist
Cd for several decades and is the FUN
dauental basis for vocational training
The use Of tools OF ordinary character
and the fashioning of raw material into
finished products have stimulated the
creative faculties of the mind and nave
correlated the eye with the hand anc
have encouraged the deXterity OF the
fingers for so long a time that the date
Of introduction Of this practical form
of education has been almost lost IN
the dim obscurity of the past All
work Of this class is now merged IN the
new educational classification known as
vocational training
The educational experts have at
+empted 10 subdivide vocational tram
ing into its component parts, but not
withstanding attempts at philosophical
differentiation the practical results OF
vocational training and OF pre-Voca-
tional training and of trade schools
seem 20 be much alike. The boys nave
the same kind Of hammers and OF nails,
of buzz-saws, of lathes. Of whlrrlng
motors and of expensive machinery.
They saw up the same KIND OF LUMBER
and destroy about the same amount o.
steel. Of iron and Of brass, and their
products are not dissimilar, except that
The Young men naturally do little
better than do the young boys. Inc
girls make the same kind Of aprons
and trim tho same kind of hats; the
fashions displayed in the latter are
more or less up 10 date, according 10
the age Of the girls. This Is all quite
natural.
While these may be the practical re-
suits which have accrued so Tar. 1t
should be stated, in all fairness, that
the new concept Of vocational training
is higher and broader theoretically.
1t is now proposed to inculcate IN the
minds Of children from an early age a
liking for trade by permitting them
TO see the practical working OF manu-,
featuring processes, both IN the scnool
and in actual shops. and TO invite their
active participation in the plan. This
;s the scheme Of vocational guidance
and Of pre-vocational education.
On its face this seems good. Al
least. il bears the earmark OF theoret-
jcal soundness. II is surely better for
3 boy TO become a good carpenter than
an unsuccessful lawyer. II Is surely
better for a girl to become an expert
dressmaker or milliner than mediocre
stenOgrapher.
The successful use of the hand.
hacked BY medium expenditure OF
brain work. versus the employment
mainly of the mental faculty lies at
tbe basis of this kind of work. Few
can argue successfully against the
merits Of such a plan. At first thought
n is generally accepted as scheme OF
exceptional merit But, AFTER all Is II
quite practical?
In the first place, the schools cannot
hone 10 place before the children the
representation Of any but very lie"
trades or vacations. What Will be the
effect Of suggesting to the children 5
minds the possibilities Of these rev
means of earning a future livelihood =.
Will such measures tend toward the
oyercrowding of certain vocatons IN
the future?
Will such measures mean that only Il
few vocations such as printing, car
pentering, lathe work. sheet metal work,
automobile repairing and a Few other
trades are dangled before the emil
drens eyes as desirable ends? .
In the second place, the wealth OF