Vocational High School Quotes

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

She hasn't been back since, and we have a young per diem substitute who had taught shoes in a vocational high school on her last job. Though her license is English, she had been called to the Shoe Department, where she traced the history of shoes from Cinderella and Puss in Boots through Galsworthy and modern advertising. "Best shoe lesson they ever had," she told me cheerfully. "Until a cop came in, dangling handcuffs: 'Lady, that kid I gotta have.'" To her, Calvin Coolidge is Paradise.

The boy, called Urbain, is now fourteen years old and wonderfully clever. He deserves to be given the best of educations, and in the neighborhood of Saintes the best education available is to be had at the Jesuit College of Bordeaux. This celebrated seat of learning comprised a high school for boys, a liberal arts college, a seminary, and a School of Advanced Studies for ordained postgraduates. Here the precociously brilliant Urbain Grandier spent more than ten years, first as schoolboy, and later as undergraduate, theological student and, after his ordination in 1615, as Jesuit novice. Not that he intended to enter the Company; for he felt no vocation to subject himself to so rigid a discipline. No, his career was to be made, not in a religious order, but as a secular priest.

Stanley Woodworth, my high school French teacher, once described the peculiar passion for his own vocation in the following terms: “The joy of teaching lies not in one’s own enthusiasm for the students, or even for the subject matter, but rather for the privilege of introducing the one to the other.” If this is true of French, chemistry, or history, how much more is it true of the pastor’s passion, which is not simply love of God or love of people, but rather the love of introducing the one (people) to the other (God)? The pastor’s special charge is to care for the people of God by speaking and showing and by being and doing God’s truth and love. Success in ministry is determined not by numbers (e.g., people, programs, dollars) but by the increase of people’s knowledge and love of God. This is the only way “to present everyone mature in Christ” (Col. 1:28).

If marriage is the great mystery of the City, the image of the Coinherence - if we do indeed become members one of another in it - then there is obviously going to be a fundamental need in marriage for two people to be able to get along with each other and with themselves. And that is precisely what the rules of human behavior are about. They are concerned with the mortaring of the joints of the City, with the strengthening of the ligatures of the Body. The moral laws are not just a collection of arbitrary parking regulations invented by God to make life complicated; they are the only way for human nature to be natural. For example, I am told not to lie because in the long run lying destroys my own, and my neighbor's nature. And the same goes for murder and envy, obviously; for gluttony and sloth, not quite so obviously; and for lust and pride not very obviously at all, but just as truly. Marriage is natural, and it demands the fullness of nature if it is to be itself. But human nature. And human nature in one piece, not in twenty-three self-frustrating fragments. A man and a woman schooled in pride cannot simply sit down together and start caring. It takes humility to look wide-eyed at somebody else, to praise, to cherish, to honor. They will have to acquire some before they can succeed. For as long as it lasts, of course, the first throes of romantic love will usually exhort it from them, but when the initial wonder fades and familiarity begins to hobble biology, it's going to take virtue to bring it off. Again, a husband and a wife cannot long exist as one flesh, if they are habitually unkind, rude, or untruthful. Every sin breaks down the body of the Mystery, puts asunder what God and nature have joined. The marriage rite is aware of this; it binds us to loving, to honoring, to cherishing, for just that reason. This is all obvious in the extreme, but it needs saying loudly and often. The only available candidates for matrimony are, every last one of them, sinners. As sinners, they are in a fair way to wreck themselves and anyone else who gets within arm's length of them. Without virtue, therefore, no marriage will make it. The first of all vocations, the ground line of the walls of the New Jerusalem is made of stuff like truthfulness, patience, love and liberality; of prudence, justice, temperance and courage; and of all their adjuncts and circumstances: manners, consideration, fair speech and the ability to keep one's mouth shut and one's heart open, as needed. And since this is all so utterly necessary and so highly likely to be in short supply at the crucial moments, it isn't going to be enough to deliver earnest exhortations to uprightness and stalwartness. The parties to matrimony should be prepared for its being, on numerous occasions, no party at all; they should be instructed that they will need both forgiveness and forgivingness if they are to survive the festivities. Neither virtue, nor the ability to forgive the absence of virtue are about to force their presence on us, and therefore we ought to be loudly and frequently forewarned that only the grace of God is sufficient to keep nature from coming unstuck. Fallen man does not rise by his own efforts; there is no balm in Gilead. Our domestic ills demand an imported remedy.

Why do national reform priorities keep getting misinterpreted on the ground? The federal Department of Education has no power over state legislatures or education departments. There are no federal inspectors of local schools to make sure principals, superintendents, and school boards understand how to use complex new tools like value-added measurement of teachers. Unique among Western nations, our national government does not produce or select high-quality tests, textbooks, or reading lists for teachers to use. Lastly—and perhaps most importantly—we consistently expect teachers and schools to close achievement gaps and panic when they fail to do so. But we do not provide families with the full range of social supports children need to thrive academically, including living-wage employment and stable and affordable child care, housing, higher education, and vocational training, in addition to decent nutrition and health care.

Our culture is in need of a sea change in which it’s acceptable to encourage high school graduates to pursue more practical opportunities and vocations, without all the societal pressure to mortgage their youths for a piece of paper.

Many school programs seem to offer either The Cultural Literacy Track or The Vocational Track. The Cultural Literacy programs are designed for the “smart kids” who are going to go on to ever-higher levels of both education and financial success. This track, with no pretense of being real world, includes classes on classics, foreign languages, and math theory (such as calculus). It is a curriculum based on “teach what has been taught.” The Vocational programs are for the “remedial kids” who are going to have only blue-collar futures if they are in high school (taking classes such as wood working) or inflexible paraprofessional paths if they are in college (such as degrees in physical therapy). This two-tier approach is an immoral sorting system with crippling consequences. Maybe worse, it also presents a false dichotomy. Instead, true wisdom comes from a synthesis of those two perspectives and more. The

President Lyndon Johnson's Economic Opportunity Act, which established the Office of Economic Opportunity (OEO) and launched the “War on Poverty.” In the Pacific Northwest, OEO community development grants helped establish a host of organizations to address employment, health, housing, education and various legal needs. Beginning in 1965, the Yakima Valley Council for Community Action YVCCA opened centers to meet the farmworkers' health and social service needs. A year later they expanded to educational and legal services, offering adult basic education, English as a second language, high school equivalency programs, vocational training, health clinics, and day care. Volunteer attorneys helped workers address conflicts with immigration authorities and social service agencies.

Everyone needs a skilled mechanic or plumber or electrician they can count on. Over in Germany, they respect blue-collar jobs and sixty percent of their high school graduates choose vocational training. But here in America, our public high schools continue to cut vocational training from curriculums. We look down on blue collar work and push every high school student toward college. One third of all college students drop out entirely without a degree and burdened with student loan debt. Yet there is a growing shortage of skilled labor and millions of jobs going unfilled. Who are you going to call if a pipe bursts in your house or your daughter’s car breaks down on the side of the road? That’s why I believe vocational training is important.

Throughout my lifetime as an administrator, I have reached several conclusions regarding the divergence between mediocrity and excellence. One of the most significant differences is how one approaches the six years after graduating from high school. Those, who enhanced education and vocational knowledge during this time period, are more likely to obtain excellence than others who were stagnant. To rise requires self enhancement.

For high school, I begged her to let me go to a performing arts school, but she made me go to Westinghouse, a vocational/technical high school, to learn a trade, because that’s what my brother did.

In their early thirties, the most career-invested women and men in the Illinois Valedictorian Project are those who have found deep personal meaning in vocations. Those qualities and conditions that keep students centered on work are different than those that made them high school valedictorian.

From the Bridge” by Captain Hank Bracker Behind “The Exciting Story of Cuba” It was on a rainy evening in January of 2013, after Captain Hank and his wife Ursula returned by ship from a cruise in the Mediterranean, that Captain Hank was pondering on how to market his book, Seawater One. Some years prior he had published the book “Suppressed I Rise.” But lacking a good marketing plan the book floundered. Locally it was well received and the newspapers gave it great reviews, but Ursula was battling allergies and, unfortunately, the timing was off, as was the economy. Captain Hank has the ability to see sunshine when it’s raining and he’s not one easily deterred. Perhaps the timing was off for a novel or a textbook, like the Scramble Book he wrote years before computers made the scene. The history of West Africa was an option, however such a book would have limited public interest and besides, he had written a section regarding this topic for the second Seawater book. No, what he was embarking on would have to be steeped in history and be intertwined with true-life adventures that people could identify with. Out of the blue, his friend Jorge suggested that he write about Cuba. “You were there prior to the Revolution when Fidel Castro was in jail,” he ventured. Laughing, Captain Hank told a story of Mardi Gras in Havana. “Half of the Miami Police Department was there and the Coca-Cola cost more than the rum. Havana was one hell of a place!” Hank said. “I’ll tell you what I could do. I could write a pamphlet about the history of the island. It doesn’t have to be very long… 25 to 30 pages would do it.” His idea was to test the waters for public interest and then later add it to his book Seawater One. Writing is a passion surpassed only by his love for telling stories. It is true that Captain Hank had visited Cuba prior to the Revolution, but back then he was interested more in the beauty of the Latino girls than the history or politics of the country. “You don’t have to be Greek to appreciate Greek history,” Hank once said. “History is not owned solely by historians. It is a part of everyone’s heritage.” And so it was that he started to write about Cuba. When asked about why he wasn’t footnoting his work, he replied that the pamphlet, which grew into a book over 600 pages long, was a book for the people. “I’m not writing this to be a history book or an academic paper. I’m writing this book, so that by knowing Cuba’s past, people would understand it’s present.” He added that unless you lived it, you got it from somewhere else anyway, and footnoting just identifies where it came from. Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me. The Exciting Story of Cuba has the exhilaration of a novel. It is packed full of interesting details and, with the normalizing of the United States and Cuba, it belongs on everyone’s bookshelf, or at least in the bathroom if that’s where you do your reading. Captain Hank is not someone you can hold down and after having read a Proof Copy I know that it will be universally received as the book to go to, if you want to know anything about Cuba! Excerpts from a conversation with Chief Warrant Officer Peter Rommel, USA Retired, Military Intelligence Corps, Winter of 2014.

Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me." Peter Rommel USA-ret

The G.I. Bill, formally known as the Servicemen's Readjustment Act of 1944, provided many benefits for the returning World War II veterans. These benefits included cash payments of tuition and living expenses to attend a university, high school or vocational education school, provided low-cost mortgages, and supplied low-interest loans to start a business, as well as one year of unemployment compensation. About 2.2 million returning, honorably discharged veterans used the G.I. Bill in order to attend colleges or universities, and another 5.6 million used the G.I. Bill for other kinds of training programs. This program helped make the United States the best educated country and the exceptional leader of the world, for years to come. It was an exciting time in America and I had a center aisle seat to witness it.” I and many other veterans used the G.I. Bill to help pay for my education. In my case it allowed me to attend Central Connecticut State College (now a State University) to do my graduate work in education. The fact that so many people could afford to go back to school made the United States the best educated country in the years following World War II. Unfortunately during the past five years the United States has dropped by 11 points in our educational standing worldwide and now scores 17th among the 34 OECD countries. To make matters worse is that we are below average in math and science when the world depends more than ever on technology. A good part of the reason is that young people cannot afford the cost of a college education! The defense used by many of the less educated is that college is for egg heads and being a deplorable is worn as a badge of honor. If something doesn’t happen soon we will become a third world country but that opens up another topic for another day!

The great irony for a man in my position is how little use I have for organized religion. I am essentially a member of the unchurched. Yet, since high school I’ve felt a strong sense of vocation, a paradoxical longing and belonging which somehow resulted in my becoming a nonreligious religious leader. I was on the very fringe of religion,

What was the difference between the As and the Cs? Terman ran through every conceivable explanation. He looked at their physical and mental health, their “masculinity-femininity scores,” and their hobbies and vocational interests. He compared the ages when they started walking and talking and what their precise IQ scores were in elementary and high school. In the end, only one thing mattered: family background.

Under this system—which amounted to institutionalized child labour—students were in class for half the day and in what was supposed to be vocational training for the other half. Often, as many students, teachers, and inspectors observed, the time allocated for vocational training was actually spent in highly repetitive labour that provided little in the way of training. Rather, it served to maintain the school operations.

Prior to the Philippines' colonization, tribal tutors taught children informally and in an unstructured manner. Children were provided with vocational training by their parents... Interestingly, even without institutionalized schooling, literacy was very high!