The Manchester journal. [volume] (Manchester, Vt.) 1861-current, 1914-01-29

important for the
ceshp method training
practically the only agency that society the formal pepara-
ton youth necessary upon
which society must always live For this therefore, the
sy the school and for its right articulation with the public
school system has become America the last twenty years pressing
economic well pressing educational question The trade schools
in European countries notably in Germany have been carried
high degree OF efficiency lhey are related most successful way
the system of schools The child steering
tradand the great majority of all children travel that direction
begins to dereate his school between his tenth and his
twelfth and finds for him trade school aued with his
elementary school, which he get the necessary grounding
skill for a successful entry into his chosen vocation.
The schools that have inaugurad this
United States have assumed the following industrial school
prepare
tres trade school agriculture planned to train the farmer the
dayman and the hortuu commercial school intended
training commercial pursuits like bookkeeping stenoapy type
writing and aesmanshp and finally school the household
arts intended those who not for occupations
connected with the household
This a Fifty years ago. the schools
agriculture and mechanic started the idea education
for the trades strong factor their inauguration but
schools at that time and for after had to meet not only
the adequate elementary school system which they might
find root but they had also overpowerg tendency
to transform themselves into schools for the professions Thus the
schools of mechanic arts founded orignaye that Worcester
for the training of mechanics developed into schools of engineering
The agricultural schools instead of become
became training for scientific aguurs whose
in the main either teaching work for the Department Ag
culture To-day the elementary school system has developed to the
point which the trade school well find congena soil for its
only be rightly related to the elementary school,
be held firmly its legitimate wothe training of youth for trade
rather than their preparation for profession Let turn to
a consideration of what has been done in Vermont
II. THE EXISTING SITUATION IN VERMONT
In the forteh Vermont School Repor-that of 9O8he super
ntendent of education calls attention effective the
the relation that vocational training
these industries without that the Of industrial
school which state should adopt will depend the trades which
that In this report the superintendent
clearly that agriculture is the principal industry of Vermont al
though the state be described rather husbandes
and that its agricultural pursuits must lie certain lines of special
izaton like butter making making poultry raising stock breed
ing, and timber growing
Next to agriculture the superintendent of education points out
manufactures and their possibilities and next to these forestry and
the possibilities of TIMBER and he recommends this report that the
curriculum should be enened and made practical by the addition of
such studies would interest the student agriculture manufacture
and forestry.
There issued also by the superintendent of education 1911
manual agriculture designed for the guidance of teachers This
with the introduction of manual training domestic
and agriculture in few schools constitutes the most Of
the effort to make the elementary school and
secondary school touch directly the occupations Of the
mu which the schools situated 1t also without saying
the effective preliminary preparation for vocation lies
and fundamental grounding the preparatory studies Of
the general curriculum for example the knowledge of good English