Vocational EducationEmily Robison H.W. Wilson, 1918 - 303 páginas |
Outras edições - Ver todos
Termos e frases comuns
activities agricultural American apprentice apprenticeship become Boston boys and girls Bureau of Education cation cent child classes co-operative commercial continuation schools course of study culture demand democracy economic educa efficiency elementary school EMILY ROBISON employers employment experience factory farm federal Gary give grades graduates high school ideals important indus industrial education industrial schools instruction intelligent interest John Dewey knowledge labor laws Manual Training means ment methods Milwaukee Public School modern National Education Association National Society necessary occupational hygiene occupations opportunity organized possible practical present problem production Promotion of Industrial public schools pupils secondary skilled social stenography subjects taught teachers teaching technical thru tion trade agreement trade school trade unions union United unskilled voca vocational education vocational guidance vocational schools vocational training women workers workmen York City young youth
Passagens mais conhecidas
Página 196 - Chicago where youth are taught to swim without going into the water, being repeatedly drilled in the various movements which are necessary for swimming. When one of the young men so trained was asked what he did when he got into the water, he laconically replied,
Página 45 - ... under which money will be actually paid for industrial skill ; but at the same time, that the implications, the connections, the relations to the industrial world, will be made clear. A man who makes, year after year, but one small wheel in a modern watch factory, may, if his education has properly prepared him, have a fuller life than did the old watchmaker who made a watch from beginning to end.
Página 7 - Was it not great? did not he throw on God (He loves the burthen) God's task to make the heavenly period Perfect the earthen ? Did not he magnify the mind, show clear Just what it all meant?
Página 161 - Organized labor has always opposed and will continue to oppose sham industrial education, whether at public or at private expense. It has opposed and will continue to oppose that superficial training which confers no substantial benefit upon the worker, which does not make him a craftsman, but only an interloper, who may be available in times of crisis, perhaps, as a strike breaker, but not as a trained artisan for industrial service at other times. Industrial education must train men for work not...
Página 19 - Now, no system of education, however good in itself, can claim to be or hope to become universal if it does not touch and benefit all classes of men, and all legitimate branches of their activity, both industrial and non-industrial, vocational and non-vocational. Indeed, universal education means exactly what it says — the education of all sorts of men for all sorts of purposes and in all sorts of subjects that can contribute to the efficiency of the individual in a professional way or awake and...
Página xii - Davis, Benjamin Marshall. Agricultural education in the public schools : a study of the development with particular reference to the agencies concerned.
Página 22 - ... activities, but will do no more than is necessary to half satisfy what they regard as an irrational public demand. Thus the high schools are put at disadvantage at this most difficult period in their evolution, particularly as teachers are yet to be made even while these new ideals are to be fitted into and made a part of our permanent educational policies. Now these considerations are worth reviewing at the present juncture, because what the high schools need is time, and this is the element...
Página 20 - ... is a new problem and they appear not to know quite what to do with it. It is perfectly clear that industrial education calls for new and different courses of instruction from those designed to fit for non-industrial pursuits, and the question is. whether these constitute a part of our public-school duty or whether the peculiar educational needs of industry and of industrial people may be left to take care of themselves. In discussing industrial education, as with all other forms of education,...
Página 184 - The fundamental principle of the co-operative system is very simple. In brief, it is this: The technique or the practical side of the work is taught only in a shop or store which is working under actual commercial conditions; the science underlying the technique is taught by skilled teachers in a public school. To many it seems feasible so to organize the...
Página 33 - Commonwealth where these two great subjects should be taught in such a way as to insure the development of these great fundamental industries in the hands of educated men. To these household science has been added, and commerce doubtless should be included. The Federal Government has been wise up to date in contenting itself with devoting public money to the general cause of education in the various States, leaving to them the question as to what should be taught, how it should be taught, and the...