Eleventh-grade theme, first semester: Preparation for life's work.

Purpose, to plan out a definite course of study and conduct to meet the special require ments of the profession, business, or industry chosen.

Eleventh-grade theme, second semester: Vocational ethics.

Purpose, to study the moral problems peculiar to the chosen business, profession, or occupation.

Twelfth-grade theme, first semester: Social ethics.

Purpose, to study the relation of the individual in his future vocation to society. Twelfth-grade theme, second semester: Civic ethics.

Purpose, to study the relation of the individual in his future vocation to the state." (48) As to the General Literature of the recently mentioned schools it is very good with the exception, perhaps, of classifying some of our very best General Literature under Vocational Readings. To me, "The Perfect Tribute" (Lincoln) as classed by J. B. Davis under Vocational Biography, is Literature of power, and not Literature of knowledge. "Helen Keller-"Story of My Life" and also "The Perfect Tribute" (Lincoln) are classed by the Lincoln, Nebraska, Schools under Vocational Biography. This to me, seems a wrong classification, as I think both of these belong, properly, under Literature of power and should be classed as General Literature, belonging primarily to Liberal Education rather than to Vocational Education. I further think that all or at least most of these Vocational Readings as given may be classed more properly under what De Quincey calls the "Middle Zone". Yet, at the same time, we will get better results if we have a clear-cut distinctive list for General Literature and also one for Vocational Literature. Then the other Readings may be put under "C" as in the present outlined Course of Study and may belong to the "Middle Zone" for the time-being, until better classified or until tested and tried out.

"The reason why the broad distinction between the two literatures of power and knowledge so little fix the attention, lies in the fact, that a vast proportion of books-history, biography, travels, miscellaneous essays, etc., lying in a middle zone, confound these distinctions by inter-blending them. All that we call 'amusement' or 'entertainment', is a diluted form of power belonging to passion, and also a mixed form; and where threads of direct instructions intermingle in the texture with these threads of power, this absorption of duality into one representative nuance neutralizes the separate perception of either. Fused into a tertium quid, or neutral state, they disappear to the popular eye as the repelling forces, which in fact, they are." (11)

The one thing now needful, owing to the ignorance of English teachers as to subject matter to be used in Vocational Literature, and the carelessness and indifference as to whether Vocational Literature or Vocational Reading matter should be taught in English is to enlighten teachers as to the best Vocational Literature, or Reading matter. The present purpose of this thesis is to benefit the pupil, as well as the teacher, by correlating Vocational and Liberal Education through English Language and Literature by using both the Literature of power and the Literature of knowledge so the pupil may be protected and aided while he is preparing to be an efficient member of society.

The problem in correlating Vocational and Liberal Education through English Language and Literature is to give culture as well as knowledge or information to the vocationally trained pupil and knowledge or information as well as culture to the culturally trained one. How may this be done?

(48) United States Bureau, p. 91.

(11) De Quincey, p. 11.

PART II.

EXISTING CONDITIONS

EXISTING CONDITIONS.

In order to ascertain the existing conditions of English Language and Literature in the schools of the United States, reports from School Surveys; reports from United States Bureau of Education; reports from National Education Association; and two forms of Questionnaires, "A" and "B", were decided upon as the minimum amount of investigation in the attempt to secure reliable data upon which to base any conclusions or recommendations. From the Report of the Minneapolis Survey for Vocational Education (Jan. 1, 1916) I have selected the vocational courses in English which seem to me very meager. These courses with some suggestions and remarks are indicated as follows:

"SUMMARY OF THE CONSTRUCTIVE ACTIVITIES OF THE SURVEY AND CONCLUSIONS AND RECOMMENDATIONS OF THE SURVEY COMMITTEE.

1. Analysis of the knowledge necessary for successful salesmanship shows that there is a definite teachable content in retail salesmanship.

2. Less than an elementary school education is not enough for store work, and a high school education is desirable. ***

OUTLINES OF COURSE OF STUDY WORKED OUT BY THE SURVEY WITH THE TRADES AND APPROVED BY THEM.

Two courses of study for girls and women and four for boys and men are given. In the case of women, salesmanship and garment-making were taken because they represent two widely different lines of employment. They also represent the two largest lines of employment for girls and women.

In the case of the men's trades, three courses of study were chosen to represent day, dull season and evening classes, giving instruction for the occupations of carpenter, bricklayer, and telephone worker, respectively. A fourth course offers suggestions as to the subject-matter which should be taught to the workers in the milling industry, while a fifth gives the technical course for boys which has just been established at the Central High School. ***

COURSES FOR GIRLS AND WOMEN.

Courses for girls and women are outlined as follows:1

I. Introductory Course.

1.

SALESMANSHIP.

For aisle girls, messengers, stock keepers, and others who wish to qualify as sales persons. (1) To test the general ability. (2) To determine the attitude toward store work, and (3) to serve as a basis for eliminating those lacking fundamental education.

2. English and spelling.

A. Oral English.

a. For ability to express simple information about merchandise correctly; (b) for use in greeting a customer and ordinary conversation.

B. Dictation exercise to test:

a. Ability to take customer's orders or directions.

b. Common facts about merchandise.

C. Spelling lists of words selected to suit the needs and ability of each group of beginners.

a.

Words in common use; b. Names of merchandise; e. Names of streets. ***

Just courses in English only are given.