Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1914-01-28
VOCATIONAL SCHOOLS.
SECTION vi OF PART III.

which society always reason therefore,
the trade school and for it's right articulation with the public
system America the twenty pressing
pressing educational question The
European countries notably Germany,
high efficiency They related way
steering toward
trade and the great majority of all children travel in that
begins his school between
twelfth and finds for him trade school arcuated with his
elementary school, in which he get the grounding and
skill for successful entry into his chosen vocation
The schools that have been naugurated to meet this the
United States the following
prepare the
es trade school agriculture planned to train the farmer the
dayman, and the hocutust commercial school intended
training commercial like bookkeeping senogaphy type
writing and craftsmanship and finally training
arts intended those who occupations
connected with the household.
This effort not Fifty years when the
agriculture mechanic arts started the idea of education
for the trades strong factor in their inauguration but such
schools that e and for AFTER had to not
adequate elementary school system which they
they also almost ovpowerng tendency
to transform themselves professions Thus the
arts orgnay-e Worcester
the training mechanics developed into schools Of engineering
The agricultural schools instead of training men TO become
became for scientific agricuurists
in the main either teaching work for the Department
culture To-day the elementary school system has developed
point which the trade school well find congena soil for it's
be rightly related the elementary school,
be held firmly to its legitimate workth training youth
rather than their preparation profession
consideration of what has been done in Vermont
H. THE EXISTING SITUATION IN VERMONT
Vermont School Repor-that super
ntendnt of education calls attention effective the indus
tries Vermont the relation that vocational training should
to these industries without that the form of industrial
school which state should will depend the trades which
that state needs to foster this the superintendent brings
out clearly that agriculture the principal industry of Vermont al
though the state described rather state husbandr
and that it's agricultural must lie along certain lines of special
zaon like butter making making poultry raising stock breed
ing and timber growing.
Next to agriculture the of education points
manufactures and their possibilities and next to these forestry and
the possibilities TIMBER and he recommends this report that the
curriculum should envened practical by the addition of
such studies would interest the student agriculture manufacture
and forestry.
There issued by the superintendent of educaon 1911
manual of agriculture designed for the guidance teachers This
with the introduction of serious manual training domestic
science and agriculture few Schools constitutes the most of
what has been the effort make the elementary school and
the secondary school touch directly the occupations Of the
mnie which the schools situated 1t also without
that the most effective preliminary preparation for vocation lies
accurate fundamental grounding the preparatory studies OF
the general curriculum the knowledge of good English
and of elementary effective prelmnare to skill
vocation
There trustworthy statistics to show
the rate and of of pupils the rural schools in the