A Comparative Study of Corporation Schools as to Their Organization, Administration, and Methods of Instruction

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University of Illinois, 1917 - Corporation schools - 116 pages
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Page 25 - ... and useful articles. The German people as a whole realize the advantages of the handwork type of industry, and with traditional conservatism have opposed the rising prominence of factories and are striving to keep all industries possible in the fold of handwork. In this effort they not only show that "in Germany, as in no other country the people have been unwilling to break with their past...
Page 28 - Notwithstanding these few pioneer corporation schools, the movement did not attain any considerable impetus until about 1905, 18 since which time the growth in the number of such schools has been quite rapid. A corporation school as defined for this study is a school maintained by a business concern, quite independently of outside control, for the purpose of fitting its new employees for efficient service, or for the further training of its older employees to fit them for positions of greater responsibility,...
Page 29 - The object is to aid corporations in the education of their employees. (1) By providing a forum for the interchange of ideas. (2) By collecting, and making available, data as to successful and unsuccessful plans in educating employees.
Page 117 - In one year, the continuation school brought back into school 5,000 young people under sixteen years of age, who had left school to work. Dr. George Myers,31 who has made a special study of vocational education in Germany, concludes that any satisfactory solution of the problem of vocational education must include some form of cooperative school work, and that the continuation school idea is growing in Prussia. Supt. John D. Shoop, of the Chicago schools emphasizes the fact that vocational education...
Page 76 - No. 6, 1915, of the Division of Reference and Research, Department of Education, New York City.
Page 71 - An educational aim must be founded upon the intrinsic activities and needs (including original instincts and acquired habits ) of the given individual to be educated.
Page 109 - The first signifies not only more numerous and more varied points of shared common interest, but greater reliance upon the recognition of mutual interests as a factor in social control. The second means not only freer interaction between social groups ... but change in social habit — its continuous readjustment through meeting the new situations produced by varied intercourse.
Page 34 - D. TYPE IV. COMPANY CONTINUATION SCHOOLS — DAY, EVENING, AND CORRESPONDENCE This type of school is marked by a somewhat broader educational outlook than are some of the other types, providing that a very considerable share of the student's time be given to general education instead of confining him to such work as promises' greater immediate efficiency in a particular position.
Page 109 - Travel, economic and commercial tendencies, have at present gone far to break down external barriers; to bring peoples and classes into closer and more perceptible connection with one another. It remains for the most part to secure the intellectual and emotional significance of this physical annihilation of space.
Page 84 - ... available as will enable students to attain a reasonable degree of mastery of it. 2. Time distribution must be made with the entire curriculum in view, and hence must be the result of consultation between the instructor and the school administrator. 3. Time allotments should be made with due regard •A valuable discussion of time distribution of interest to educational directors is found in the fourteenth Yearbook, Part 1, of the National Society for the Scientific Study of Education.

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