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Industrial education

Author: James E Russell; Frederick G Bonser
Publisher: New York City : Teachers College, Columbia University, ©1914.
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
In "The School and Industrial Life," James E. Russell argues that instruction in public schools is divided between the humanistic and the scientific, and so far as it goes, is excellent. But parents, he avers, want to make certain their children can be self-supporting. To that end, vocational training should be designed to give children their inheritance as human beings, while fitting them to enter the world of
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Additional Physical Format: Online version:
Russell, James Earl, 1864-1965.
Industrial education.
New York City : Teachers College, Columbia University, 1914
(OCoLC)551481801
Document Type: Book
All Authors / Contributors: James E Russell; Frederick G Bonser
OCLC Number: 7887400
Notes: "Fourth impression, June, 1916."
Description: 50 pages ; 25 cm
Contents: The school and industrial life / James E. Russell --
Fundamental values in industrial education / Frederick G. Bonser.
Responsibility: James E. Russell and Frederick G. Bonser.

Abstract:

In "The School and Industrial Life," James E. Russell argues that instruction in public schools is divided between the humanistic and the scientific, and so far as it goes, is excellent. But parents, he avers, want to make certain their children can be self-supporting. To that end, vocational training should be designed to give children their inheritance as human beings, while fitting them to enter the world of work. Vocational training should begin between the ages of sixteen to roughly twenty-five, moving from the general (economics, industry and its relationship to science, etc.) to the specific (technical training for specific vocations), and increasing in specialization as the pupil finds a particular career path attractive and fitting their talents.

In "Fundamental Values in Industrial Education," Frederick G. Bonser argues that industrial arts contain a body of thought and experience vital to human well being, and are therefore deserving of respect as well as inclusion in the elementary and secondary school curriculum. As the social elements of the industrial arts are more significant than the mere manipulation of materials, industrial studies should be the same for all children, because common knowledge, experience, appreciation, and sympathy are necessary to effective adulthood. The remoteness of school work from life must be overcome, as industry furnishes the basic material out of which culture is constructed, and genuine culture is founded upon utilitarian activities, which in time yield art, literature, and music.

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