Junction City High School - Junco Ed Yearbook (Junction City, OR)

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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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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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formation period of life. It is this education that really touches Of the entire school population forty per cent attend Should our the masses. high school and only six per cent attend college. L education be for the benefit of the thirtyefour per cent who leave high school for the duties of life, or should it be for the six per cent who attend college? Our present secondary education is a college entrance examination machine. Its finished product is not ' complete without being capped with a college education. Our secondary education must change to meet the demaqu of life, the life of an industrial community, of an industrial world. It must train for faculty and efficiency. Efficiency is needed by the Amer- ican people. We are outclassed and surpassed by more enlightened nations. Our states require industrial training for the sake of their industries and citizenship. It is the industrial efficiency brought about through the medium of the schools that has given Germany her commercial sway. In the last few years she has made sweeping changes in her secondary school system. She has placed her school under the control of the state boards of commerce and trades. In 1901 her secondary schools were thoroughly given over to industrial education. In 1909 her aim of industrial training was to make the matter of instruction directly applicable to industrial life. Germanys second- ary schools have converted her from a poor nation into a rich one. She has the most efficient laborers, manufacturers, scientists, and mathematicians, in the World. This is the product of industrial education. Germany borrowed her industrial system from France and Switzerland. In 1880 France had provided full state legislation for industrial education in her secondary schools. In 1896 these schools wiere placed under the authority of minister of commerce and industry. In the country districts agriculture was studied. In the towns and cities work in the shop was taken up. The secondary schools of Paris are among the wor1d1s best industrial schools. They are better than the average school in France. In 1900 there were over three hundred first class advanced industrial secondary schools in :rance. Today that number'is doubled many times. In Switzerland, Holland, Belgium, and the Scandinavian states, there has been the same marked progress. Industrial education as 44 ' w' I 91' - . , r.., w- V Jamnnau 11:1if'thescindm111a1 1d $421311! 1311111100.: 1113! b11611 utilitanan CI WifMS of Creek .311 b: induem'al education at industrial education ri'ideas than the old 11 acbsscs are now gis mi industrial trainin 1:231: constructive ham Mame industrial side 'iisanethiml value. An; 11151? for useful activi V5031! instruction. mam