The herald and news. [volume] (Newberry S.C.) 1903-1937, 1914-03-27
YOCATATIONAL EDUCATION.
BY Ernest Anderson.

{. 8 &. . {. q
In writing an article on the subject
OF vocational education one scarcely
knows where to begin, or where TO end.
What is meant by vocational educa-
ton? How shall we differen itate be-
| tween vocational and non-yocational
education?
Tine school men Of the State who
have use of manual training equip
ments worth several thousand dollars
will tell you that this work is stressed
not for its vocational but for its edu-
cational value In the same hour Dr.
p P Clayton, L. S. commissioner
OF education in an address in which
ocational education is emphasized,
says that any attempt at education
that is not vocational is not educa-
tional So in trying to define the sub
ject we find ourselves in winding
labyrinth of words, and unsettled or
uncertain concepts.
The manual training experts claim
that there is a distinct educational
value in wood-shop work that all boys
ought to get, but that those who do
this work are no more, expected to
choose carpentry as a life work than
that student of botany should spend
the remainder OF his life with plants
and flowers, or that everyone who
studies Latin should do so with the
single purpose Of being a teacher Of
that subject; and insist that their
snop-work is not vocational in pur-
pose.
On TIE other hand, there are those
educational leaders, a.d in increas-
ing numbers. too all over the country,
| wno are demanding, in their thoughts
al least, that all the efforts Of the
schools be vocational; that every sub
ject must have a close relation with
the life of the clild; that the Old and
new experiences of the child be built
upon and guided step by step with di-
rection ever towards the probable life
work of the individual; and thai those
things in our courses Of study that
a.e not to be practiced in the child's
life, or are not closely related to the
activities Of the community, should be
eliminated. Then if we could see the
new row OF things after the "weeding
out" we would have that picture of
| vocational education.
But can we say that vocational edu-
cation includes all knowledge that can
be applied? If 50, reading, writing,
spelling, grammar and arithmetic must
have a part in it; for these basal sub
jecis are not only applied in every
DAY life, but are absolutely necessary
as foundation for success in any
business worth while Then what is
more applicable to the life OF the
masses than a knowledge Of hygiene
and sanitation? And certainly no
thinking person would underrate the
value OF the breadth of vision gained
from geography, the patriotism and
preparation for citizenship gotten from
aistory, and the mental development
gotten from higher mathematics and
the languages, which certainly enter
into the life of the individual and make
personality, a character, stronger
intellect, and more useful citizen.
Thus in this broader sense every i'm
preston that affects life. so as to
nelp determine ability il whatever
business or vocation may be en,ered,
may to that extent be thought OF as
vocational training.
Let US admit then, that there is no
suca .erm as unconventional education.
But at the same time We must insist
that there is a difference between gen
eral education and vocational educa-
ton, as to purpose, method of ap-
! proach. and con.ent
Vocational education seems 10 in
clude all forms Of specialized training,
he controlling purposes OF which are
to fit for useful occupations in which
the physical body of the worker is Of
prime Importance. Training for the
ordinary professions, such as law,
medicine. etc, is not 20 be included.
The term Vocational Education"
both in Europe and in America sig
rifes no: a knowledge o. things, but
a knowledge OF how to do things and
training in doing taem 1t requires