Imágenes de páginas
PDF
EPUB

Percentage of the enrollment in consolidated schools in the high school_____.

--per cent__

Number of schools (not consolidated) abandoned this

year

Number of schools (not consolidated) abandoned during the past five years__.

Total number of abandoned school districts in the State at the present time_____.

Total number of district schools at the present time_. Average number of pupils per teacher in consolidated schools ---

Average number of pupils per teacher in all other rural
schools

Average tuition cost per pupil in consolidated schools_.
Average tuition cost per pupil in all other rural schools__
Average total cost per pupil in consolidated schools_.
Average total cost in all other rural schools____.
Average daily wage of teachers in consolidated schools.
Average daily wage of teachers in all other rural schools_.

IOWA.

[blocks in formation]

Agricultural education as the basis of State prosperity was the keynote of the Iowa exhibit. Various phases of agricultural education were emphasized in turn and illustrated by photographs and legends. Preparing teachers of agriculture was the first topic treated; this was followed by horticulture and forestry, agricultural journalism, dairying, agricultural extension, farm management, farm crops, animal husbandry, and soils.

With regard to agricultural journalism, it was pointed out that the purposes of the work were—

(1) To apply to agriculture the news style of writing-unexcelled in clearness, conciseness, interest.

(2) To make of trained agriculturists contributors to the press, thereby multiplying their usefulness.

(3) To give some technical training to students who plan to enter agricultural journalism.

(4) To aid in making country newspapers more prosperous and more efficient agencies in the upbuilding of rural life.

It was pointed out that a country newspaper men's short course held at the college in 1914

(1) Brought an attendance of 110 country publishers for three days.

(2) Gave instruction in agricultural and rural life subjects.

(3) Showed how country newspapers may serve the rural field better.
(4) Suggested ways of increasing business among farmers.

(5) Demonstrated methods for getting better printing results.
(6) Conducted a newspaper make-up and printing contest.
(7) Presented a country newspaper and printing exhibit.

Under dairying it was shown that 143 experienced men, representing 13 States, attended the short course in dairy manufactures in 1914, and 804 students in the regular course studied dairy subjects at Iowa State College during the past year.

In agricultural extension, a map was presented to show that there were 955 farmers' institutes and meetings during the year 1914, and 41 farm investigation tours. The Iowa boys' and girls' club membership for 1914 totaled 18,000, in corn clubs, garden and canning clubs, domestic science clubs, baby pork clubs, and manual training clubs. Copies of the numerous bulletins of the extension division of the State college were displayed.

MASSACHUSETTS.

Vocational training was the special phase of education presented by the Massachusetts exhibit. By charts, illuminated views, and

[blocks in formation]

models in action, the exhibit sought to show the kind and number of vocational schools in Massachusetts and the methods involved. The type of schools included:

I. (a) Agricultural, industrial, and home-making schools for boys and girls from 14 to 25 years of age. (b) Evening trade schools for men and women; also home - making schools for women over 17 years of age.

II. Textile schools at Lowell, New Bedford, and Fall River for the technical training of students in textile manufacturing.

III. Nautical school maintained by the State in the interest of the merchant marine service.

An illuminated map, with an electric flashing device, showed the number

of different types of vocational schools in the State. The arrangement whereby the shop releases workers for work in the shop and

whereby workers have opportunities for study at night was illustrated by another electric device. Similarly the home-project work in agriculture was visualized. Electric flashing from point to point along the section of country reproduced indicated how the agriculture teacher and State agent went from place to place to inspect the work and give instruction.

An especially valuable series of charts showed the history of vocational schools in Massachusetts. After pointing out that "overwhelming public sentiment shows the need of vocational schools in this country," and that "great national, educational, civic, industrial, and commercial organizations, representing more than 12,000,000 persons are on record as believing that vocational education is absolutely necessary for the future welfare of the nation," the charts traced the origin of interest in vocational education in Massachusetts as follows:

ORIGINS OF INTEREST IN VOCATIONAL EDUCATION IN MASSACHUSETTS.

I. Conservation of the youth of the Commonwealth.—It is estimated that in 1910 there were, in Massachusetts, 167,000 youths 14 to 17 years of age; 94,000 (56 per cent) were in school; 73.000 (44 per cent) were out of school. Of those out of school, 40,000 (54 per cent) were regularly employed; 33,000 (46 per cent) were semi-idle or unemployed.

II. Conservation of the industrial supremacy of the Commonwealth.-Changing economic conditions due to (1) Scarcity of skilled workers; (2) inadequacy of the apprentice system; (3) application of science to industry; (4) foreign and inter-State competition; (5) movement of population from country to city; (6) immigration of increasing numbers of unskilled workers.

The beginnings of industrial education in Massachusetts are traced from the law of 1872, which authorized the establishment and maintenance of industrial schools by any city or town; through the establishment of textile schools at Lowell (1897), New Bedford (1898), and Fall River (1908); to the commission on industrial and technical education appointed by Gov. William L. Douglas in 1905. Special attention was given in a number of charts to the work of this commission, which was outlined as follows:

WORK OF THE COMMISSION ON INDUSTRIAL AND TECHNICAL EDUCATION.

A.

I. Membership.-Representatives of (1) manufacturing, (2) agricultural, (3) educational, (4) labor interests.

II. Scope of investigation.-(1) Needs for education in different grades of skill and responsibility in the various industries of the Commonwealth; (2) how far these needs are met in existing institutions; (3) what new forms of educational effort may be advisable.

B.

I. Conclusions (in part)." The productive industries of the State, including agriculture, manufactures, and building, depend mainly upon chance for recruiting their service.

"The industries of Massachusetts need, in addition to the general intelligence furnished by the public-school system, a broader training in the principles of the trades.

"Whatever may be the cost of such training, the failure to provide it would in the end be more costly."

II. Recommendations.-Legislation for a permanent commission for industrial education.

Another chart summed up the work of this commission, which

THE COMMONWEALTH OF MASSACHUSETTS.
STATE-AIDED VOCATIONAL SCHOOLS.

CONDITIONS OF
STATE APPROVAL

APPROVED
LOCAL OR DISTRICT INDEPENDENT
VOCATIONAL SCHOOLS

Must be those Approved by the
State Board of Education as to

Organization
Control
Location
Equipment
Courses of Study
Qualifications of Teachers
Methods of Instruction
Conditions of Admission
Employment of Pupils
Expenditures of Money

served from 1906 to 1909, continuing its investigations into industrial training and school needs; advising and aiding in the introduction of industrial education in independent schools; interesting communities and citizens of the Commonwealth in industrial education; and establishing a number of industrial schools. Following the reorganization of the State board of education in 1909, provision was made for a deputy commissioner in charge of vocational education, and the State board of education was

authorized and directed to investigate and to aid in the introduction of industrial, agricultural, and household arts education; to initiate and superintend the establishment and maintenance of schools for the aforesaid forms of education; and to supervise and approve such schools.

Other charts defined the forms of vocational education as constituted by the laws of Massachusetts; listed the types of vocational schools established under Massachusetts law-full-time day schools, full-time cooperative day schools, part-time schools, evening schools, continuation schools; stated the purpose of vocational schools in Mas

sachusetts; and showed the administration of vocational education, the conditions of State approval, and progress in the establishment of State-aided vocational schools in Massachusetts.

The purpose of the vocational schools was summarized as follows:

PURPOSE OF VOCATIONAL SCHOOLS IN MASSACHUSETTS.

I. Full-time day school.-To help boys and girls 14 to 25 who can remain in school and receive a vocational training.

II. Part-time day school. To help boys and girls 14 to 25 who must earn money and can give only a part of their time to getting a better education.

III. Continuation school.-To help boys and girls of 14 to 16 who must spend all their time in earning money and whose employers are willing to give them some time for study.

IV. Erening school. (A) Trade extension to help boys and girls and men and women over 17 who desire to become more skilled in the industry in which they are engaged.

(B) Homemaking. To help girls and women over 17, employed during the day, who desire to receive training in the household and other practical arts. The following table shows the number and distribution of Stateaided vocational schools in Massachusetts:

[blocks in formation]

One chart was devoted to the system of advisory committees for vocational schools in Massachusetts. Each school has an advisory committee made up of men and women experienced in the occupations trained for in the schools, members being selected by representatives of the industries. The function of the advisory committee is to "consult with and advise local school officials in the management and supervision of schools"; it is not a board of control. The following shows the advisory committees serving in 1913-14:

[blocks in formation]
« AnteriorContinuar »