. Ella Flagg Young and a half-century of the Chicago public schools. chitecture. These courses are given notonly in the technical high-schools, but also in most of the schoolswhere the general, the science, and the normal-school prepara-tory courses are given. There are eight high schools in the citywhere the four-year technical courses are given. Mrs. Youngbelieved very strongly in the so-called cosmopolitan highschool, a school giving all lines of work, from Greek and art tocooking and agriculture. 5. Apprenticeship courses in many lines of industry, such ascarpentry, electrical workers, plu
. Ella Flagg Young and a half-century of the Chicago public schools. chitecture. These courses are given notonly in the technical high-schools, but also in most of the schoolswhere the general, the science, and the normal-school prepara-tory courses are given. There are eight high schools in the citywhere the four-year technical courses are given. Mrs. Youngbelieved very strongly in the so-called cosmopolitan highschool, a school giving all lines of work, from Greek and art tocooking and agriculture. 5. Apprenticeship courses in many lines of industry, such ascarpentry, electrical workers, plumbers, machinists, sheet-metalworkers, bakers, and druggists. 6. Two-year college courses, or junior-college work, fortechnical education and engineering, in several of tlie highschools. 7. Evening school courses in more than twenty vocationallines of work. Sufiiclent detail has been given In discussing the workof Mrs. Young for vocational training to show whatthe public schools can do under proper management tohandle the preparation of children for Industrial and. ^? LIBRARY ... ?ounoatiov Making Over a City School System 185 social demands of the time. In all this movement noone has grasped more fully than she the demands ofthe times for practical education and the responsibilityof the public school to meet these demands. Her faithin the possibility of the school to do such a task seemedunlimited. In answer to the criticism of opponents ofthe school as It now exists, that It had been establishedfor the narrower purpose of giving children power toread and write, she always Insisted that the schoolbelonged to the public and should be made to supplythe needs of the people as they arose, rather than totry to hold to some supposed scheme held by men gen-erations ago. It was this feeling that led her to buildup, as far as money and school board would permit, areally modern educational Institution during her sixyears as superintendent. Not only did Mrs. Young work to advance voca-ti
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