A environments and better organized work along the lines of English. variety of ends may be subserved by English study, but subsidiary interests should never be allowed to encroach upon the main purposes of it, that is, such as: To enable the pupil to give expression to thoughts of his own and to understand the expressed thoughts of others; to cultivate in the pupil a taste for reading; to give the pupil some acquaintance with good literature and furnish him the means of coming in touch with this literature. In other words, the objects to be gained by the study of English are, primarily, these: The power to use it effectively in reading, in literature, in speaking, and in writing; and a more complete command of our own language. In every school library there should be a collection of books of references, supplementary readers, bulletins, etc. If English is well studied it makes for accuracy: (1) of observation in seeing just what is printed and in hearing just what is said; (2) of speech in producing careful pronunciation, and a workable vocabulary by selecting the exact word for the thought. We should have, as a rule, less technical grammar and that should be applied in such a way as not to seem stale to the pupil; more Vocational Literature should be used in our English Courses and there should be a reorganization of our Secondary School System and, last but not least, better trained teachers. THE PROBLEM. All phases of Correlating Vocational Education and Liberal Education through English Language and Literature are not to be considered in this thesis. Only two phases will be considered: (1) As to subject matter, or material of Vocational Literature and General Literature, as given in the Course of Study for English, and (2) As to the method, or process of correlating these two kinds of Literature which are of the Vocational type and of the Liberal type of Education. The Correlation of Vocational Education and Liberal Education through English Language and Literature may be accomplished, partially, through the study material, the reading material, and the oral and written composition. By the last is meant the theme work as outlined, or suggested in the Course of English Study in this thesis. This material, however, must be so used, as to increase the cognitive activities, the affective activities, and the conative activities of the pupil's mind. Sensibility in a psychological sense includes both the sensory activities and the affective activities of the world of experience. Sensibility in a literary sense includes, primarily, the affective activities and only secondarily the sensory activities. As tools to earn a living, we, as a rule, discard the affective activities of life. But the affective activities which form the literary consciousness must be developed. Vocational Education does not develop, primarily, the cultural forces of the pupil's mind, but it does increase, mainly, the vocational information and does promote, mainly, the capacity to earn a living. Liberal Education does not promote, primarily, the pupil's capacity to earn a living and does not increase, primarily, the pupil's vocational information, but it does develop, mainly, the cultural forces of the pupil's mind. The Academic, or Liberal course (as defined in this thesis) cannot help the pupil to his full power in the business world. The Vocational course, which is being gradually introduced into our schools cannot help the pupil to his full value in cultural service. There must be a correlation of the two courses, especially in English, in order that the pupil may have a well-balanced education. While the Liberal, or Cultural course may have more value for the teacher, or the literary person, it is also essential to the vocationally trained pupil in order that he may live more completely. The problem in correlating vocational education 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 liberally trained one. How can this be done? It must be accomplished, in order to be the most effective, both by general organization and by methods of teaching. It seems from investigations already reported, that the public school system should be reorganized into the following divisions: Kindergartens, elementary schools, junior high schools, and senior high schools. The Inter mediate School as now found in some systems is the same as the Junior High School, merely an interchange of terms. The Course of Study in English as suggested in this thesis is outlined, primarily, for the six-three-three plan, or for the junior high school and for the senior high school. It can be modified, however, to suit local conditions. Broadly speaking, the junior high school is a high school lowered to the seventh grade, with due regard for the rather limited experiences and training of pupils of twelve or thirteen years. The junior high school should not receive pupils until they have completed the elementary work of the six grades. This elementary scheme should be of a general nature, and largely academic. The junior high school is well fitted to foster the wide variety of prevocational, or try-out activities through which only a boy or girl can be sure of making a wise choice of a vocation. This early choice is necessary, as many pupils can not longer remain in the school. The junior high school should provide for at least five courses at each center. A required group and four elective groups-one strongly academic, one commercial, one agricultural and one in "Practical Arts".1 The senior high school should provide for at least six courses at each center-a required group, and five elective groups, an academic, a professional, a commercial, an agricultural, and a "Technical Arts" group." There are at least three steps in the method of preparing pupils for creative and productive work along every line: (1) A period of general education is necessary, a period when the base, or foundation for all occupations and future work is laid. The pupils should obtain this education, largely academic, in the elementary schools (Grades I-VI inclusive), ending when the pupil has reached approximately the twelfth year. All callings in life require a certain amount of general education before efficient preparation for a specific occupation can profitably commence. (2) There must be also, a prevocational period of training when boys or girls should be finding themselves vocationally and trying themselves out to determine which calling in life they should prepare for and pursue. (3) There must be also a period for vocational training proper-a time when the aim, primarily, of the instruction should be to prepare directly for the particular calling he or she expects to follow if they are vocationally trained. This is, also, the period for academic training proper -a time when the aim, primarily, is preparatory along academic lines, for college or university work. A knowledge about and an interest in the various fundamental occupations of life, habits of thinking and working, powers of observation and gaining control of the various parts of the body are necessary prerequisites for any and all the many kinds of work. In the reorganization plan under which the school department of Berkeley, California, is now working, which was inaugurated January, 1910, the twelve Practical Arts usually include industrial arts, domestic science and agriculture but the term varies. "Technical Arts usually include cooking, sewing, mechanical drawing, art, crafts and shop (wood work, metal, machine). |