The Richmond Virginian. (Richmond, Va.) 1910-1920, 1914-12-12


Ito Vocational Educasion.r Mr.. Lewis
II. Carris. assistant commissioners Of
education for the statcsof New Jersey,
said in part: ut Is generally agreed
that the time of the child who IL taken
Ilfrom industry by child labor resula-
(|iions should be devoted to school at
tendance. The going forward together
Of child labor, compulsory attendance
and vocational education regulations
10 a problens Of special interest TO
state education officials" Other speak
ers on the program were owen Love-
Joy, secretary National Child Labor
+ Committee, and c. A. Prosser, sccre-
tary of the national society.
L The section Of. trade and technical
schools was presided over by A. l.
WiIliston. principal Wentworth In
stitute. Boston.
Robert o. Small deputy commits
/ sioaer of Industrial Education for
Massachusetts. in speaking on tne
Needs and Limitations of Fu!l-timc
[ Day Industrial Schools" said
/ Programs for giving Industrial cd
4 location arc provided in NUMBER OF
/ different types of schools and they are
/ of INFINITE variety In, these various
\ tvpes of schools. Among the types OF
SCHOOLS presented to the public have
been the following: The evening
school the part-time or continuation
i school the ali-day school. Eacn OF
! these has a specific value Tor spe-
/ ciic group which Is not possessed by
the others. All of them should be in
/ cluded In any comprehensive plan Tor
meeting the needs of young workers
in any Industrial community"
4 other speakers discussing the SUD
Z liz (.,,Sf 20
/ Louis. Miss Florence r. Leadbetter.
! principal Trade School for Girls, Bos-N
ton.
! Practical High Schools Needed.
4 Speaking on the subject OF the
"Place of the Practical Arts or Tech
nical High school," Director William
/! C. Smith OF the Central Vocational
school. Troy. y. Y, said in part: IN
. order to effectively train trade work
ers vocationally. tho new type OF Prac-
Z tical Arts or Technical High School
must abandon general or college pre-
i paratory aims, and accept only such
pupils. of which there are an increas-
ingly large number. who are going
! into industry as real workers. All
others must be shunted into the regn-
Z lar Classical High School.
Z These schools must occupy a place
4 midway between the No Training
Necessary signs of blind alley jobs
and highly specialized technical instr
tutes. and contribute efficiently TO tins
equipment, vocationally. of the nom
UNASSIGNED officers. leaving the
captains Of industry, to use Chairman
Williston's phrase, to these higher
schools.
/ Courses in abstract physics chem
/ istry, biology. etc. must give way to
applied courses in strength of ma
terials, forces. measurements, foods
: household physics sanitation, econom-
les of the home, science OF nome man
agen,ent etc
only as school gets on its job in
I this fashion OF applying daily and
; hourly in the shops below. the facts
! learned in the laboratory above. meet
/ ing this acid test OF efficiency, can
I These schools and increased cost to the
1 taxpayers, be justified Only as these
! Practical Arts Schools flower in bet
ter workers. better home makers. bet
Z ter citizens, will the people stand for
them" AL
1 j, NJ. Jameson. viee-president Girard
1 College. Philadelphia, and Wilson II.
/ Henderson. assistant professor OF In
1 dustrial Education, University of Wis
consin. Milwaukee, Wis, led in
spirited discussion.
Use High School Plants
i Wilson II. Henderson. director of
training course for industrial teach
ers, at the University Of Wisconsin.
believes rnat high schools must be adj
justed to the needs OF the young peo-
pie who cannot and who do not ex-
pect to so to college. and who have
only two or three years to devote to
their secondary education.
The findings of the Richmond Sur
vey demonstrate very clearly taat
nearly all that any school can do In
vocational training can be done with
the present equipment, SO far as build
tngs. laboratories. machines and tools
are concerned. The greatest need is
for human OBSERVATION-DISCLOSURES prin
cipals. superintendent and school
boards with broad vision.
To make the equipment contribute
to vocational efficiency, put teacher
In each shop or department who Is
thoroughly familiar with the CONNER
cial requirements and conditions of
work of that character. Open the
school at 8 in the morning and keep
It In operation until in the after
noon. Then open again in the even
ing from to 10. Organize one. two
and three-yesr courses, making allow
ance for from one-third TO three
fourths of the total time in school to
be spent in the yaops.
Section took up the discussion Of
Industrial and General Part-Time
Schools, and was presided over by r.
l.. Cooley. director OF Continuation
schools in Milwaukee.
Miss Elizabeth Cleveland. director
of girls continuation classes for the
city OF Detroit. spoke on ''Voca tionai
Training for 1.-The Woman in the
Home"
nTnRlHl an1alAl