The History Of Education by Ellwood P. Cubberley (little red riding hood read aloud .txt) 📕

APPLIED SCIENCE THE NATION’S PROTECTOR. To-day applied science stands everywhere as the nation’s protector. Applied in sanitation and preventive medicine it has reduced the death rate, prolonged life, and protects homes from many hidden dangers. In the engineering fields it has transformed the face of the earth and all our ways of living and doing business. Applied to industry it builds factories and railways, and works out new processes to eliminate wastes, improve production, and utilize by-products.

Thousands of labor-saving inventions owe their origin to a new truth worked out in some laboratory, and applied in another. Applied chemistry has wrought wonders in advancing industry, protecting the public welfare, eliminating unnecessary labor, and making life richer for all.

To-day the engineer with his railway and irrigating dam and power plant in the desert has replaced the monk as the vanguard of the forces of civilization. The scientist in his laboratory in part replaces armies and navies as the protector of the nation’s safety. The scientifically trained Red Cross nurse is fast replacing the unskilled devotion of the older Sister of Charity. The doctor and the surgeon at the medical mission are carrying a very practical type of Christian civilization into far-away lands. The laboratory expert in the quarantine station has succeeded the priest with bell and book in keeping pestilence away from the land. The public-health officer in the little town, and the sanitary engineer in the city, protect the health and happiness of millions of homes. The plant pathologist and veterinarian guard the crops and herds from which food and clothing are derived. The scientific experts in plant and animal industries work steadily to improve breeds and increase yields. When one compares present-day scientific knowledge with that represented in the thirteenth-century Encyclopaedia of Bartholomew Anglicus (R. 77); our modern knowledge of diseases with the theories as to disease advanced by Hippocrates (p. 197), and taught for so many centuries in Christian Europe; our modern knowledge of bacterial transmission with the mediaeval theories of Divine wrath and diabolic action; our modern ability to annihilate time and space compared with early nineteenth-century conditions; or modern applied science with the very limited technical knowledge possessed by the guilds of the later Middle Ages—the stories of Aladdin and his wonderful lamp seem to have been even more than realized in our practical everyday life.

Engineering, agriculture, and modern medicine stand as three of the great applications of modern science to human affairs, and as three of the most important and costly additions to state educational effort made since the time when nations began to accept the political philosophy of the eighteenth-century reformers and to take over the school from the Church, because by so doing the interests of the State could better be advanced thereby.

III. VOCATIONAL

WHAT IS VOCATIONAL EDUCATION? In a certain sense, all education is vocational, in that it aims to prepare one for some vocation in life. In Greece and Rome education was vocational, in that it prepared one to be a citizen in the State. During the Middle Ages education was to prepare for a vocation in the Church. Later the vocation of a scholar appeared, and still later that of a gentleman. In modern times a large range of state services have been opened up as vocations. Since the beginning of the nineteenth century, with the extension of educational advantages to increasing numbers of the people, preparation for more intelligent living and citizenship have come to be new motives in education. To-day we no longer use the term vocational education in this rather general sense, but restrict its use to the specific training of individuals for some useful employment. Training for law, medicine, the ministry, teaching, engineering, scientific agriculture, nursing, and commerce are examples of vocational education in its higher ranges. The development of education along these lines has previously been described. In this division of this chapter we shall use the term in a still more common and still more restricted sense, as meaning the training of the younger people of a State to do well certain specific things, by teaching them processes and the practical applications of knowledge, chiefly science and art, to the work of the vocation they expect to follow to earn their living. The Report of the American Commission on National Aid to Vocational Education (1914) defined vocational education (p. 16) as follows: Wherever the term “vocational education” is used in this Report, it will mean, unless otherwise explained, that form of education whose controlling purpose is to give training of a secondary grade to persons over fourteen years of age, for increased efficiency in useful employment in the trades and industries, in agriculture, in commerce and commercial pursuits, and in callings based upon a knowledge of home economics. The occupations included under these are almost endless in number and variety.

THE NEED FOR VOCATIONAL EDUCATION. Used in this sense vocational education is an application of technical knowledge, worked out in the higher schools, to the ordinary vocations of a modern industrial world. As such it is a product of the Industrial Revolution and the breakdown of the age-old system of apprenticeship training, [13] and represents another of the important recent extensions of educational advantages to the masses of the people who labor with their hands to earn their daily bread.

Besides further democratizing education by extending its advantages to those who work in the shop and the office and on the farm, vocational education tends to correct many of the evils of modern industrial life. It puts the worker in possession of a great body of scientific knowledge relating to his work which shops and offices cannot give, and it keeps him, for several years after he becomes a wage earner and at a very impressionable period of his life, under the directing care of the school.

It thus tends “to counteract the specialization and routine of the workshop, which wears out his body before nature has completed its development in form and power, blunts the intelligence which the school had tried to awaken, shrivels up his heart and imagination, and destroys his spirit of work.”

VOCATIONAL EDUCATION IN EUROPE AND THE UNITED STATES. For almost half a century the leading nations of western Europe, in an effort to readjust their age-old apprenticeship system of training to modern conditions of manufacture, and to develop new national prestige and strength, have given careful attention to the education of such of their children as were destined for the vocations of the industrial world. Germany, Austria, Switzerland, and France have been leaders, with Germany most prominent of all. [14] No small part of the great progress made by that country in securing world-wide trade, [15] before the World War, was due to the extensive and thorough system of vocational education worked out for German youths (R. 371). In commercial education, too, the Germans, up to 1914, led the world. Even more, they were the only great national group which had done much to develop commercial training. Next to Germany probably came the United States. The marked economic progress of Switzerland during the past quarter-century has likewise been due in large part to that type of education which would enable her, by skillful artisanship, to make the most of her very limited resources France has profited greatly, during the past half-century also, from vocational education along the lines of agriculture and industrial art. In Denmark, agricultural education has remade the nation (R. 370), since the days of its humiliation and spoliation at the hands of Prussia. England, though keenly sensitive to German trade competition, made only very moderate efforts in the direction of vocational education until Germany plunged the world in war in an effort more quickly to dominate commercially. Now, in the Fisher Education Act of 1918 (p. 649), England has $t last laid foundations for a great national system of vocational education. Japan, also, recently laid large plans for a national system of vocational training.

[Illustration: FIG. 233. THE DESTRUCTION OF THE TRADES IN MODERN INDUSTRY

Under the old conditions of apprenticeship a boy learned all the processes and became a tailor. To-day, in a thoroughly organized clothing factory, thirty-nine different persons perform different specialized operations in the manufacture of a coat.]

In the United States but little attention was given to educating young people for the vocations of life until about 1905-10, though modern manufacturing conditions had before this largely destroyed the old apprenticeship type of training. Endowed with enormous natural resources; not being pressed for the means of subsistence by a rapidly expanding population on a limited land area; able to draw on Europe for both cheap manual labor and technically educated workers; largely isolated and self-sufficient as a nation; lacking a merchant marine; not being thrown into severe competition for international trade; and able to sell its products [16] to nations anxious to buy them and willing to come for them in their own ships; the people of the United States did not, up to recently, feel any particular need for anything other than a good common-school education or a general high-school education for their workers. The commercial course in the high school, the manual-training schools and courses, and some instruction in drawing and creative art were felt to be about all that it was necessary to provide.

THE NATIONAL COMMISSION ON VOCATIONAL EDUCATION. Largely since 1910, due in part to expanding world commerce and increasing competition in world trade; in part to a national realization that the battles of the future are to be largely commercial battles; and in part to the dawning upon the American people of the conception, first thought out and put into practice by Imperial Germany (R. 371), that that nation will triumph in foreign trade, with all that such triumph means to-day in terms of the happiness and welfare of its citizenship (R. 372), which puts the greatest amount of skill and brains into what it produces and sells.

After a number of sporadic efforts in different parts of the country, [17]

and the introduction of a number of bills into Congress which failed to secure passage, the favorite English plan was followed and a Presidential Commission was appointed (1913) to inquire into the matter, and to report on the desirability and feasibility of some form of national aid to stimulate the development of vocational education. The Commission made its report in 1914, and submitted a plan for gradually increasing national aid to the States to assist them in developing and maintaining what will virtually become a national system of agricultural, trade, commercial, and home-economics education.

THE COMMISSION’S FINDINGS. The Commission found that there were, in 1910, in round numbers, 12,500,000 persons engaged in agriculture in the United States, of whom not over one per cent had had any adequate preparation for farming; and that there were 14,250,000 persons engaged in manufacturing and mechanical pursuits, not one per cent of whom had had any opportunity for adequate training. [18] In the whole United States there were fewer trade schools, of all kinds, than existed in the little German kingdom of Bavaria, a State about the size of South Carolina; while the one Bavarian city of Munich, a city about the size of Pittsburgh, had more trade schools than were to be found in all the larger cities of the United States, put together. The Commission further found that there were 25,000,000 persons in the nation, eighteen years of age or over, engaged in farming, mining, manufacturing, and mechanical pursuits, and in trade and transportation, and of these the Report said: If we assume that a system of vocational education, pursued