Education and Vocations: Principles and Problems of Vocational Education |
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acquire activities agriculture appropriate become blended program brake bands called carpenter cation cerned concern contrast coöperative course cross-cut saw Cultural and vocational dairy farm deal demands democracy direct discovery division of labor dualism effective efficient and appreciative engineer environment experience factor facts farmer function habit high school ideal individual industry intelligence invention joy of painting knowledge lawyer learner learning leisure less located machine means mechanic method milk mind mode mortise and tenon motive observation operator organization particular pattern practice PRELIMINARY QUESTIONS preparatory principle probably problem production prospective pupil purpose pursuit QUESTIONS AND SUGGESTIONS responsibility rhinoceros sculptor artist second baseman segregation selection shirt shoe significant situations skill social special school standards student SUMMARY ABSTRACT teacher teaching technique things tion tional trade school utilities voca vocation-mode vocational education vocational preparation vocational school worker
Popular passages
Page 126 - What mortal in the world, if without inward calling he take up a trade, an art, or any mode of life, will not feel his situation miserable? But he who is born with capacities for any undertaking, finds in executing this the fairest portion of his being.
Page 289 - ... years' study of Greek. It indicated in England that the nation had reached a height which permitted her this costly inutility, this supreme intellectual indulgence. Greek was an adornment to the minds of her men, as jewels were an adornment to the bodies of her women. No practical purpose was involved. Sir Walter Scott put the case with his usual simplicity and directness in a letter to his second son, Charles, who had little aptitude for study: 'A knowledge of the classical languages has been...
Page 289 - But there are many indispensable reasons why you must bestow the utmost attention upon it. A perfect knowledge of the classical languages has been fixed upon, and not without good reason', as the mark of a well-educated young man; and though people may have scrambled into distinction without it, it is always with the greatest difficulty, just like climbing over a wall, instead of giving your ticket at the door.
Page 290 - Of the segregations of educational values discussed in the last chapter, that between culture and utility is probably the most fundamental. While the distinction is often thought to be intrinsic and absolute, it is really historical and social. It originated, so far as conscious formulation is concerned, in Greece, and was based upon the fact that the truly human life was lived only by a few who subsisted upon the results of the labor of others.
Page 290 - The problem of education in a democratic society is to do away with the dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.
Page 285 - Dewey, the most thoughtful writers upon culture of modern times, appear to agree in one thing. The most certain factor in culture is the attitude and habit of mind that it implies. Culture is a process of valuing life and living it according to the values set upon it. The cultured man values life as a critic in terms of intellectual and emotional standards, and strives so to live that those standards shall prevail.
Page 114 - Education has no administrative functions except those connected with the expenditure of the funds appropriated by the Federal Government for the maintenance of colleges of agriculture and the mechanic arts in the several States, and in Hawaii and Porto Rico, and those connected with the education, support, and medical relief of natives of Alaska.
Page 289 - In addition to the things that it is useful to know, there are things that it is pleasant to know, and pleasure is a very important by-product of education. It has been too long the fashion to deny, or at least to decry, this species of enjoyment. " He that increaseth knowledge increaseth sorrow...
Page 288 - He liked to hear the boy talk— not for what he said, but for the way he said it.