The Brattleboro daily reformer. (Brattleboro, Vt.) 1913-1955, 1914-08-05
The LARGER USE
or HIGH SCHOOLS
Wisconsin Instructor Points
Out Possibilities.
SPARE TINE MADE VALUABLE
Pupils Are Encouraged to Select Some
One Pursuit to CentraIize Their
Various Efforts-Striking Illustration
of the Fruits of the Experiment as
Made In Kansas.
BY II. /. MILLER.

Made In Kansas.
BY n. l.. MILLER,
Principal Wisconsin High School, Assist
ant Professor of Education University
of Wisconsin.
The Wisconsin high school of the
University of Wisconsin has incorpo-
rated in definite practice a policy which
has large possibilities in giving direc-
ton to pupils spare time. The fact
that high school children find all sorts
of ways to occupy their leisure hours
and often in the desire and craving for
life find unwholesome diversions is suf-
ficient evidence that energy is being
unwisely distributed and further that
the school is not exacting tasks beyond
pupils ability and capacity to accom-
plish
The following announcement appears
in the Wisconsin high school bulletin
under Leisure Hour Pursuits"
Young people through their own
initiative are interested in special ac-
tivities not included in the formal
courses of study. Under stimulating
guidance such border line pursuits may
be made fruitful in the lives of pupils
and worthy of recognition by the
school. An Obvious example is music
pursued under private control In
stances often arise out of schoo!
studies, such as photography, wireless
telegraphy, making historical or scien-
tific collections, extensive readings in
particular fields, conspicuous work i'll
school enterprises, special achieve
ment in the application of manual or
artistic skill, etc. Industry and life
pursuits may suggest opportunities of
a similar character.
"Any pupils desiring to receive credit
for such activities must make definite
arrangements with the principal before
beginning a particular piece of work so
that a clear understanding may he
had as to requirements. In giving these
types of activity recognition it should
be understood that mere routine work
involving no progress in learning or
skill cannot be considered. 1t is the
purpose, however. to provide Il way for
giving credit for systematic effort and
definite attainment in these lines so
long as these activities carry with
them some educational value.
Pupils are encouraged to select some
pursuit which viii serve to organize
their various interests about a central
purpose. The school stands ready to
assist in the organization of reading
matter and in the utilization of any
equipment at its command.
THE use of the term vocational mo-
| tive is not restricted to a narrow voca-
| ton. The essential characteristic of
the vocational motive is its tendency
to lead forward; herein lies its value"
How Plan Worked In a Large City.
/ The writer introduced Il plan similar
+ to this in Kansas City, Kan. 1t has
/ been found exceedingly practical and
! seems to present Il way of connecting
up the school with life situations. Mu-
sic affords good example for starting
! this work. In Kansas City the head
| of the department Of chemistry was
/ appointed city chemist by the commits
sioners. The boys in the chemistry
classes after a years study were al
lowed to elect city work as one of
their high school studies. Credit was
i given toward graduation. They made
| the tests of city water, the dairies, the
pavement, etc. Pupils in the CONNER
/ cial department. were encouraged to
do part time work in the city and were
assisted by the school in getting posi-
tons in business establishments for
two hours work a day. Many differ
ent lines of-activity were recognized
as suggested III the description above.
y vivid picture comes to mind. A
boy came into the Office of the princi-
pal at the close of the school year to
make inquiry about receiving credit
for summer work. / asked him what
he was thinking about. He replied
the butchers trade. / had to confess
l knew, very little about the business
and asked him to tell me something
of it. The boy had not shown particu-
lar brilliancy in his school work. But
/ with remarkable clearness he proceed
ed to tell me about the butchers prob
lens: First you have to know the
anatomy of the beef, know where the
bones are, the kinds of meat ant
what the values are, etc; second, you
have got to be able to cut the meat tC
make the employer a profit; third, yoJ
have got to put up the package tC
| please the customer aesthetic value
fourth, you've got to learn lot 81
these things all over in learning to GU
the hog and the sheep, because tht
anatomy is different" The school cal
afford to encourage boys in the pur
suit of interests of this character.
Industry must furnish its own skill
a}lle school could not Introduce indus
try if it We're clearly its function t.
do So Industry and education may b.
brought into closer agreement by sucl
| methods as suggested in this article
/ The interesting paradox we discover i
/ that there are some educators whoa
II willing to have the school emphasiz
II ministry letting culture fake care q