PROFESSOR OF VOCATIONAL EDUCATION, TEACHERS COLLEGE COLUMBIA UNIVERSITY, AND SUPERVISING OFFICER BUREAU OF VOCATIONAL TRAINING, NEW YORK STATE MILITARY TRAINING COMMISSION   GINN AND COMPANY BOSTON · NEW YORK · CHICAGO · LONDON ATLANTA · DALLAS · COLUMBUS · SAN FRANCISCO COPYRIGHT, 1918 BY ARTHUR D. DEAN ALL RIGHTS RESERVED 518.6 The Athenæum Press GINN AND COMPANY · PROPRIETORS · BOSTON · U.S.A....

It is not an army that we must shape and train for war; it is a nation.... The whole nation must be a team in which each man shall play the part for which he is best fitted.... Each man shall be classified for service in the place to which it shall best serve the general good to call him.... The significance of this cannot be overstated. It is a new thing in our history and a landmark in our progress. It is a new manner of accepting and vitalizing our duty to give ourselves with thoughtful devot

The summer of 1917 found America realizing that the war which it had entered was not going to be won by the mobilization of an army and a navy, however strong and efficient they might be. In the proclamation of Woodrow Wilson the whole nation was called upon to mobilize with a clear, succinct purpose of organizing those forces of industry, of education, of woman power, which are back of every successful struggle of a nation in peace or in war. The ready acceptance of the slogan "Win the War in t

France has need of its gold to defend its invaded territory. It is a sacred duty for every French man and woman, rich or poor, to send to the coffers of the State the hundreds of louis from their strong boxes, the few louis hidden in the linen chest at home, even the single louis in the children's toy bank. To keep in one's own possession, selfishly, the money which could serve our dear France is a crime against patriotism. So, little girls, do not hesitate to break open your banks, even if they

For ten years a group of men in America have been trying to convince Congress that we should set up a national program of secondary vocational education. As a precedent we have had a system of agricultural and mechanic-arts education of collegiate grade in existence for the last fifty years. But we have had in the past no system of national aid for promoting and maintaining a type of vocational education in agriculture, mechanic arts, and home-making, which would reach a much larger clientele th

It is to be hoped that if we can realize, as England did not, that education, to quote Arnold Bennett, "is the very last thing that we ought to economize in," we shall spare ourselves some of the unnecessary calamities of war. England, France, Italy, and the Central Powers have thrown into battle a very large percentage of their educated and trained men, including most of the young professors and instructors in their universities and colleges, gymnasiums, and lycées . Their colleges and universi

A new spirit of teaching practical arts is upon us. The aims, materials, and methods of instruction in manual training, cooking, sewing, agriculture, and commercial branches are changing. They have been influenced by the vocational-education movement, and because of it practical arts in general education must justify themselves or else be put into the scrap heap. The development and organization of differentiated courses in industrial, agricultural, and household and commercial arts adapted to j

Since August, 1914, there have been presented to us new aspects of the relation of children to industry. Up to that time the only consideration for those who had the welfare of children at heart was the child himself; but with the war, the welfare of the child became tied up with the problem of the welfare of the country and its demands for service on the whole population. The endeavor to adjust these two in nice balance has resulted in experimental legislation or in action without legislation,

The war has already brought about drastic economic changes in Europe. The recall of men from the trenches to perform a more useful professional and industrial service behind the lines has demonstrated the importance of the supporting civilian army. From the viewpoint of the individual, nothing can equal the supreme sacrifice of a life. "What good," wailed a Yiddish woman on the East Side of New York City, "is a free country to me if my Abie is killed?" But in the judgment of the nation the garme

Thoughtful people are becoming disposed to criticize the present methods employed in many of our sewing, cooking, and millinery classes. It is felt that the girls in these classes, through the work which they do, think of themselves first, last, and all the time. They spend time on embroidery to cater further to decorative instincts long established by custom without much thought as to artistic values. They spend half a year making graduation dresses which they may wear before admiring parents.

In all probability not one person in a hundred ever heard the word "reëducation" before reading the very recent newspaper accounts of the government's plans as announced by Surgeon-general Gorgas for rehabilitating and reëducating the disabled soldiers. We have been in the habit of seeing blinded and crippled men selling lead pencils at street corners, and we have given our pity and our penny. We have seen the wonderful rugs woven by the blind (assisted in the designing and setting up by people

We can afford only one fad in war time, and that fad is to be farming. It will be useless for little William Corning Smith, aged 12, of Kankakee, Illinois, to stick his little spade into his back yard before his admiring parent. Individual, unorganized work on land not properly prepared for agriculture may be worse than useless; it may be wasteful. Random efforts not coördinated in a general scheme for the utilization of school children in large units will be foolish, misdirected effort. State,

In organizing camps for supplying cadet labor it is well to keep in mind that they are to be established on the basis of a business proposition; that they are not primarily play camps or recreational camps; that they are not to be located on a river or lake because there happens to be a good place for boys to swim, if there are not paying jobs near that river or lake on which the boys may work; that they are not to be established at random without reference to the continuity of work during the s

The methods of housing the boys differ widely. Ordinarily one thinks of tents as being the most feasible, but the scarcity and high cost of such equipment during the past year prevented the boys from living under canvas. Generally speaking, it would be better to think in terms of something more permanent than tents, as these do not last more than three years, and if the camp idea of harvesting crops by the use of boys is to continue,—and many believe it will,—it is advisable to plan for a perman

Out of this war we are going to have a new spirit and method in education. England has already begun to evaluate its present system. It has issued a report on the assistance which education, if properly directed, can give to industry and commerce after the war. The results of a recent investigation afford—so the report states—a convincing proof of the necessity of improving and extending the provisions hitherto made for instruction and training in scientific studies as a necessary foundation for

Upon the schools falls in great measure the responsibility of training and fitting the nation for service. To support the schools in fulfilling this tremendous duty is the purpose of the two following books. OUR SCHOOLS IN WAR TIME—AND AFTER By Arthur D. Dean , Professor of Vocational Education, Teachers College, Columbia University, and Supervising Officer, Bureau of Vocational Training, New York State Military Training Commission. 335 pages, $1.25. A book to challenge the spirit of every loyal

EXAMPLES OF INDUSTRIAL EDUCATION By Frank Mitchell Leavitt , The University of Chicago. 330 pages, $1.25 The movement for industrial education is a part of a recent great educational advance. This volume discusses the history and practice of the movement to bring about universal and appropriate education, especially in its relation to existing social, economic, and educational institutions. The author outlines a constructive plan for organization of this type of education by public schools and g

BUSINESS EMPLOYMENTS By Frederick J. Allen , Vocation Bureau of Boston. 218 pages, $1.00. A comprehensive and thorough-going survey of business in its three typical divisions—manufacture, trade, finance. This study has been prepared from direct examination of the most modern and up-to-date material available on the business organization and business methods of to-day. In its absolute reliability and accuracy it will serve excellently well the young person who wishes to learn of the nature, exten