Our Schools in War Time—and AfterDean, Arthur D. (Arthur Davis)
History
Our Schools in War Time—and After
Dean, Arthur D. (Arthur Davis)
Education -- United States; World War, 1914-1918 -- War work -- Schools
Important as this farm-cadet service has been in the matter of looking
toward increased production, a more significant work to be developed by
the Bureau of Vocational Training is that of interpreting the spirit
and purpose of the amendment already referred to, which states that
provisions for the military-training requirement may be met in part
by certain types of vocational training or vocational experience. The
whole program of physical, military, and vocational training is most
significant, wholesome, and far-reaching. It is a program of universal
training which will be serviceable for war and peace alike--a program
which will require every boy to prepare himself to offer some service
in case of need, and which stamps that service as equally patriotic
with the narrower military service in which most of the world's supreme
valors have been recorded. As John Finley, Commissioner of Education
in New York State and one of the members of its Military Training
Commission, puts it:
In this amended law we have a program providing, on the one
hand, for the defensive training of the soldier and, on the other
hand, for the effective mobilization of the resources of the nation
in training boys for vocations--which training of itself exalts and
identifies as patriotic service all the effective activities of our
everyday life. It is a constructive provision for what would have
to be done otherwise in time of need through exemptions.
England has had to reach such a program through an exempting
provision in her plan of coöperative service. France has had to
come to it by taking men from the front for service behind the
lines. Germany is finding it necessary, in the midst of war, to
organize her entire man power.
It is most important that this vocational training or experience should
be _conscious_ service. The boy who offers it must clearly understand
why it is accepted in part for the required military drill. To fail
to inform him is to take from his military equivalent the educational
value given it by the law.
Dr. Finley, in his inimitable way, expresses this conscious service as
it might apply to an adult loyal citizenship:
Public-domain text, read in full here on John Shaqi.
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