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Page 44 text:
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18m; 311 Even mnrth while ? Have graduates from our High School Spent these four years to become a fool? Or has their life been wisely sown With jewels of life, one well may own? For what have they spent these four years? To end their woes and future fears? To prepare for a life of ease? T0 slip through life? Do as they please? Have these four years been spent for naught? Have they taken an idle draught From the cup of life; from the stream of time, Have these four years been colored wine? For shame to those whom these have been The place in life where ruin begins: Far better had they spent their time By washing plates or feeding swine. For what avail their victories won, If all their time was spent for fun; And they through future life shall go, With nothing accomplished fit to show. But if in all things they have worked, And neler a given task have shirked, They have begun aright their life, A thing essential in this world of strife. -W. R., ,13. 42 mm mind or prepare duals Thus mowing i W of doing only one mm; it has been 2m train for life by n m been to train we .51 Fotis not an indivic rrmhalf of his time i:
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Page 45 text:
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l' '31.: g j . :.' 35h: lcr. t m it . . 1.. .hh: ii! i HQ t4-2'f k1: . 9 f b r'! t tan. Db! l; ' l; fa, C C... s t, a pm. aL' .lg',.-. n ' ' ;u . fit- 1, '4', l 3 t X 1A 5. I H 0.! 5., .xw 4:21.: I. l E'l .I' Zlnhuztrial Ehumtinn By Carl A. Reetz, 12 In early times it was customary for the child to follow its parents occupation. When the number of vocations increased, there arose the apprentice system to meet the demands of the pro- fessional world. For the last century or more, the industrial world has depended upon this system to produce efficient laborers. But in the last few decades, with the advancement along all mechanical lines the apprentice system has become impracticable. And its work has fallen upon the schools. Already the larger corporations and manufacturers have estab- lished their own industrial schools. But these schools have been a detriment to the general cause of education. Their aims are not to broaden or develop the mind or prepare for citizenship, but only to teach their methods. Thus narrowing the minds of their pupils so that they are capable of doing only one line of work. During the last century it has been the primary aim of our educational system to train for life by means of culture studies. The secondary aim has been to train workers. But in this our education has failed. For is not an individualis work a part of his life? Certainly over one-half of his time is used in industrial pur- suits. In order to produce the most efficient man we must combine the training for life and for work in our public education. In this there is a great demand for state action. By industrial education we mean that education which has for its purpose the acquiring of a body of usable knowledge of greater or less extent, relating to industrial conditions, processes and organ- izations. Also that knowledge which relates to the administrations of industrial affairs; inVolving the gaining of some skill in the use of such knowledge and securing mental, aesthetic and ethical training through the acquisition and use of theknowledge indicated. The reason why secondary education must lead in this industrial movement is because secondary education is gained during the 43
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