The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1914-08-03

BUSINESS AND THE SCHOOLS.
That the present movement for prac-
tical education II stimulated from the
Industrial rather than from the educa-
tional side II . fact both promising ana
disgusting. according to Owen r. Love-
JOY who discusses Vocational Guild
ance and Child Labor In . publication
Of the United States Bureau Of Educa-
ton. ssssesss
THE employers have q very definite
program" says Mr.. Lovejoy. They
know what they w-nt and are going
after 1t. Let us not delude ourselves
by thinking they are actuated by phil
anthropy. It Is simply good business.
They want q crop Of fresh. young IA
Dor furnished them every year that can
make a fewer mistakes and more prof.
it,.
This is extremely gratifying. In one
sense. It indicates that >.onomic SELF
interest is attempting to shake Of the
double burden society has long borne
the burden Of using goods worth much
less than they cost because poorly ana
inefficiently made, and OF supporting
by charity those paid less than their
work h worth because Of the pow
erty, inefficiency. and consequent help
lessness. But while employers are
awake to the need of efficiency. indus
try IL not. Industry still beckons to
the inefficient, the immature. I un-
prepared.
Society is far from having reached a
decision that unslkilled labor mt. be
abolished. The occupations which. out
side Of agriculture, abso.D the output
Of our schools are barren Of any ele-
ment to make them of present interest
to the child or to offer any hope Tor
the future. A vocational survey In
New York City exhibits in one group
1o1 boys between IA and 1s years Of age
with an analysis Of the work they are
doing. For My Of them is there any
opportunity to advance or improve; 20
are in dead-end occupations.
Business Is now saying that II we
had the right kind Of schools all this
would be changed; that child labor
would become blessing instead OF an
abuse for children, We are constantly
told that, II the schools tAd the right,
kind of curriculum and gave the right
kind Of training. every child would
have his natural capacity developed,
and we should speedily put an end to
the army of industrial misfits.
I'm accepting this challenge Of the
business world our educators have as
sumed an unwarranted responsible ~
for the condition that exists. A study OF
the annual contribution Of our city
schools to the business interests Of the
community will show that a considers
BILE percentage is thrown into the dis
card within the first month: that an
other large percentage goes drifting
from Job to job. sometimes advancing.
quite as frequently receding, the In
dustries complaining that the children
the schools turn out are no good. and
that the children lose courage. enthu-
siasm and youthful idealism in the va
rious meaningless jobs to which they
are assigned. That many drift into
casual and thence into permanent idle
ness 10 to be expected. The only won
der is, that any ultimately rise to poo
sitions of efficiency and responsibility.
Our schools are not fair to them
selves in assuming that they or the
child are wholly at fault. II the
schools need a better curriculum. 80
does the industrial establishment. II
the child needs a more definite and
purposeful mind, much more does in
dustry. One Of the most vital services
vocational guidance can render IL to
analyze our Industries and train our
youth to distinguish between a voca-
ton and a job. It is futile to give spe-
cial training to q child for the pur-
pose OF fastening him to a machine on
which he shall do purely mechanical
labor for life. Business says: Here
are the jobs; what kind of children
have you to offer?' We must reverse
the inquiry and say to business: Here
are our children; what kind Of indus
try have you to offer? %