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

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15;: h , e ' hen, t Q? l ' HR: rulk , g 'd-I n O ? l .. .fs luau. . s .f ' arm. ' i. '5, vi 1 . A u V5; bh' r r,. .- ,- n .s .n - t- O b. a state investment has increased the efficiency of its trades and industries over seventy-five per cent. ' 7 England as early as 1837 provided for industrial education, but did not follow up the movement. In 1860 she again tried to firmly establish industrial training in her school system. This plan did not succeed until 1890, when she provided for it out of her local revenue. Although industrial education has secured quite a hold on Eng- land,s elementary schools, her secondary schools have not made much progress. The United States has not made as marked a progress as the other nations. Only recently has there been state action along this line. Most of these industrial education laws have been of permissive rather than manditory. There is the plea for culture studies and not the basely utilitarian education of industrial train- ing. But already professors of Greek and Latin have admitted that the man trained by industrial education makes the best Citizen in after life. Already industrial education has proved a broader held for expression of ideas than the old time system. Hundreds of formerly ignorant classes are now giving vent to theirifeelings through the medium of industrial training and the products of their hand works. Again constructive handWork is an indispensible means for developing the industrial side of human society. Indus- trial education has an ethical value. Any education that stimulates in the individual a desire for useful activity is ethical in the highest degree. By vocational instruction. many students will be kept in school longer than otherwise, and thus learn more of language, literature, history, and such branches of study as mark human prog- ress and social uplift. The passion for usefulness and service must be combined and fused with the desire for knowledge. The goal in school life must be'useful activity. In order to secure industrial education in our secondary schools, it is not necessary that they be converted into trade schools. But the different phases of indus- trial education must be placed on an equal basis with our college preparatory courses. Among the different branches of industrial training, we have advanced most alongr the lines of agriculture. Hundreds of govern- mental experiment stations, classed under the secondary school de- partment, have been established throughout our land. These schools are carrying the work almost to perfection. Thirteen of the states 45

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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

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of the United States require drawing in their secondary courses. Fourteen require domestic science; and five require commercial sub- jects. In 1910 twenty-eight secondary schools offered industrial 1n- struction in their courses. Today over half of the secondary schools have industrial subjects in their curriculum. The Technical High School, of Cleveland, and the Manual Training High School, are good examples of secondary industrial schools. Manual training or arts play an important part in education. It expresses a dual capacity in the system of education, both as to study and as to method. It leads to mastery of materials and in- dustrial processes. Also it leads to new methods of expression in teaching other subjects. These purposes of manual arts have been considered to conflict. But they really harmonize. The end of edu- Tcation can be attained more readily through the employment of manual arts. The present end of education is social efficiency. We mean that each individual must be a productive member of society. Arts answer for this. For the arts tend to create the quick and skillful use of hands. In so far as the educational process can be accellerated and made more thorough through the employment of manual arts, these arts should find a place in our schools. The edu- cative process is one of. gaining experience, directly or indirectly, from the work and experience of others. Direct experience is of the most value. There is no substitute for it. And indirect expe- rience can only be used through direct experience. This first hand experience can only be secured in our schools by industrial educa- tion. Manual arts should supply a place of both matter and method its. our schools. The early educators regarded it as either. Hen- singer believed that the impulse to activity should be used to'lead the man to the avenues of knowledge which would otherwise be closed to him. Fro-ebel emphasized and developed this same thought. Salmon, of Sweden, and Goetze, of Germany, regarded manual arts as purely method. Likewise did Colonel Parker and several child study specialists in England. Industrial training is not a new system of instruction. It is but a phrase of universal education. Every promoter of knowledge believes in universal education. It is only proper that this branch of education should be developed. This is our duty. Ninety per cent of the people of the United States earn their living by indus- trial labor. Industrial education should be a part of the education 46 47