The potters herald. [volume] (East Liverpool, Ohio) 1899-1982, 1940-10-03


the school help him to find job when
he is ready for it.
1t asks the high school to drop the
idea some schools still seem to cling
to-that the high school is meant
mainly to prepare youths for college
and professional or executive business
work. Only one in five of those going
to high school today is planning to
go to college. Why run high schools
for that one, and neglect the other
four.
The commission is trying to get it
out of the heads of some youngsters
and their parents that there is some
thing more classy about white-collar
job than shop job. What about
Edison and Ford? What about many
presidents of big manufacturing COM
panies and railroads, who began in
shops or firing an engine?
The commission believes training
for work with the hands gives a boy
or girl real culture, and offers just
as good chances for happy living as
white-collar job.
But in saying that it is the schools
duty to educate youngsters for their
jobs and give them some practical
education, the commission members
are not foolish enough to think the
schools can give the pupils complete
training in any one Of the country's
$4,000 kind of jobs, and turn them out
finished workmen. They are not try
ing to make our high schools substi-
tutes for apprenticeship, or even for
advanced technical schools.
What is aimed at is to find each
pupils general bent and give him in
structon and practice in that direction.
Jobs can be divided into big families.
Each family has common require
ments For example, the jobs of sand
blaster in the construction industry
and paint-sprayer in the automobile
industry take such similar skills that
workers in one job can easily shift to
another. Coal miners make good tun-
mel workers. Practice in handling ma
chine tools in school shop gives a
boy head start in learning job in
any kind of manufacturing. Study
and practice of bookkeeping and filing
systems will help him in the office in
any kind of business.
At the same time, the commission
believes the pupil should study, along
with his chosen job subject, rounded
group Of general subjects. Teachers
and employers have found that boy
with broad knowledge and training, in
addition TO job education, catches on
to new ideas and unexpected conditions
quicker than one who hasn't that
training. And he is better able to
meet and deal with all kinds of peo
pie. The commission also believes each
high school should concentrate on the
types of jobs available in it's own en-
ployment area, for most of the gradu
ates will find jobs near home.
1t believes that to guide the pupil
in selecting from this new kind Of
curriculum the portion that fits him
best, the schools should make every
possible effort to provide realistic
IllS "llCIllCI PiO-
vided by competent teachers or pro-
fessional counsellors, should work in
dividually with each pupil, consulting
him regularly and giving him scientific
tests to discover his occupational po
tentialities. The counsellors should in
terview employers frequently as to
their requirements, and keep in touch
also with the local agency assuming
the responsibility for placement of
youth.
1t believes guidance for the in
dividual pupil should not end with
graduation or withdrawal from school.
1t urges schools to keep in touch with
their graduates until they are firmly
on their feet in their chosen work.
This should be done both directly and
through cooperation with all employ
ment agencies in the district.
But while the commission believes
the school is the natural center for
carrying on this work, it holds that
the school can't do it alone. And it
believes the school can't be blamed
alone when the work isn't done. 1t
believes it is a job for the whole
country to take up and carry on for
the general good.
To learn what an organized COM