Part 101 (1/2)

[11] The developun by the Germans near the end of their ith Napoleon, is another exah the application of science This was carried to new levels by Miss Florence Nightingale, who began work in London, in 1860, after her experiences in the Crireatly ie and methods which have co for nurses, and the certification of doctors and nurses for practice, are other new developments in the field of state education

Si and certification of dentists, veterinarians, and pharmacists, all of which are nineteenth-century additions

[12] The work of the Rockefeller Foundation, an A ofmillions to provide China with a modern system of western reatest exaanized service ever tendered by the people of one nation to those of another

[13] ”Large-scale production, extre march of the machine, have practically driven out the apprenticeshi+p systeht, not sile process, but the 'arts and mysteries of a craft' as well The journeyiven way to an ar over and over one s out one s about the business beyond their narrow and limited task” (_Report of the Commission on National Aid to Vocational Education_, vol i, pp 19-20)

[14] ”In no country will you find the probleh a manner; in no country will you find an attempt made to cover, by means of industrial schools, the occupations of everyone, fro establish for every person ill be better off with it than without it No occupation is too humble to receive the attention of the German authorities; and the opinion prevails there that science and art have a place in every occupation known to man” (Cooley, E G, in _Report to the Coo_, 1912)

[15] For exan trade of Germany, in 1880, was 31 per capita of the total population, and that of the United States was 32

Thirty years later, in 1910, Gern trade had increased to 62 per capita, and that of the United States to only 37

[16] Chiefly raw products--a prodigal waste of natural resources What every nation should do is to work up its raw products at hooods rather than raw products--”sell brains, rather than materials” (R 370)

[17] The first trade school in the United States was established privately, in New York City, in 1881 By 1900 some half-dozen had been similarly established in different parts of the country In 1902 a trade school for girls was founded in New York City, which did pioneer work In 1906 Massachusetts created a State commission on Industrial Education, and later provided for the creation of industrial schools In 1907 Wisconsin enacted the first trade-school law, and New York State followed in 1909

[18] Ger contrast to such conditions There few untrained youths were to be found, and the nation, before 1914, was rapidlytoward universal vocational education

[19] As illustrative of the general character of the vocations to be trained for, a few of the riculture_: The work of general far, horticulture, bee culture, and stock-raising

_In the trades and industries_: The work of the carpenter, mason, baker, stonecutter, electrician, pluineer, miner, painter, typesetter, linotype operator, shoecutter and laster, tailor, garlove maker

_In commerce and corapher, typist, auditor, and accountant

_In home economics_: The work of the dietitian, cook and houseer, and household decorator