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Page 23 text:
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VOCATIONAL GUIDANCE For } ' ears past much effort ami money have been spent on preparation of the mind for a work in the worhl, but in spite of this expenditure of effort and money there are many misfits in life, men and women constantly chang- ing occupations, men and women making failures. This leads us to believe that it would be well to expend some time and money in teaching the young person the nature of the occupations they may choose from, and aiding him to decide, early in life, what line of work he desires to follow, for surely every normal person can find a place in life in which he can succeed. A study of vocation has been presented to the three upper grades of High School, by men and women now in the field of professional, mechan- ical, manufacturing and trade activities. This course will perhaps produce more great results than an} other course offered. More is due these men and women than we can here pay. Following is set down the names of people contributing to this course and the occupation affording their respective discussion : Supt. Adolph Seibel — Outline of the Course. Prof. Willis A. Fox — College Teaching. Dr. Frank W. Humphreys — Medicine. Ilr. Samuel C. Wolfe — Dentistry. Prin. (jeorge L, Letts — High School Teaching. Mr. Raymond E. Willis — Editing and Printing. Mr. Ezra L. Dodge — Banking. ; Ir. Clyde C. Carlin — Law. fr. Sanders VanAuken — Draughting. Rev. Herbert S. Nickerson — Ministry. Mr. George Cline — Agriculture, Animal Husljandry. Prof. Charles C. Sherrard — Pharmacy. Prof. George G. Niehous — Engineering — Civil, Electrical, Mechanical. Mrs. Josephine Hector — Library Management. Mr. O. G. Barrett — Agriculture. Mr. L. C. Stiefel — Department Store Keeping. Mr. U. L. Wambaugh — Insurance. Mr. E. A. Goodwin — Automobile. Mr. Lawrence X. Klink — Undertaking. Mr. Homer C. Baker — Commercial Traveling. Mr. Carl Redding — Dairying. Mr. A. L. Ryder — Auto Manufacturing. :
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Page 22 text:
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The quality of harmonious relationship existing between the parts and the whole, or between the maker and his material, in any field of labor con- stitutes art. We believe in the democracy of art for the people, of the people and by the people. No art is so fine, as to be unfit for daily use. The principles of art can be intelhgently presented to the understanding of the ordinary individual so that he may see their application to the affairs of his occupa- tion, his business, his profession and his home. Art is soon to be shorn of its mystery and its vagueness. That it is about to take its place as a teachable and demonstrable science, possessing a quality that is inherently divine. We must apply to the teaching of art the same pedagogical intel- ligence, the same common sense, the same preparation and the same tests that are applied to the studies of language, mathematics and the sciences, that the results from the teaching of art should be definite and tangible. Beauty is coming back to the useful arts and that the distinction be- tween fine art and useful art is to be forgotten. The teaching of Drawing leads to the studio of the painter, illustrator and sculptor. The teaching of Design leads to the home, the shop and the factory in which the child must live and work. Just as we have given up Art for art ' s sake, it seems evident that we are going to abandon Draw- ing for drawing ' s sake. In its place we shall be teaching Design, not for design ' s sake, but that it may be applied to make some useful object more beautiful. Drawing will ne ' er be eliminated from the public school courses, but will be used as an instrument in the production of beauty. Children love and construct an object and decorate it. The combined joy of making and beautifying gives the children a new pleasure in their school work. A teacher of art has an incomparable opportunity for doing a big and valuable and beautiful thing. He considers it one of his greatest duties to bring pleasure back into education. - Instead of teaching art for art ' s sake, to teach art for the children ' s sake, to satisfy their natural hunger for pleas- ure which will be appeased somehow or other. Art touches every phase of human life and every department of human activity. Not until art becomes one of the most important subjects in the school curriculum will the coming generation be able to make all useful things beautiful and be able to compete in the markets of the world with clarefully trained craftsmen of other lands. Not until art was developed in Domestic Science and Domestic Art did our children care to study Science. Children should have a definite, organ- ized outline to follow in art as is required in other subjects. Such an out- line would include: Principles of Drawing. Lettering. , Proportion. Mechanical Drawing. ' Still Life. Designing. Plant Composition. Applied Design. Perspective. Architectural Drawing. Interior Decoration. The above subjects are taught through the grades and through three years of High School. The Senior year is given to picture making.
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