Excerpt from Training Departments in State Normal Schools, in the United States
In common with other forms of vocational education the preparation of teachers requires a curriculum made up of subjects of study which will contribute to the development of the desired skill, and for the exercise, under supervision, of the skill in question. Vocations differ among themselves in the definiteness of the skill involved. In some vocations the conditions under which the skill is to be exercised are relatively fixed and can be so definitely foreseen that the skill can be made effective by being highly mechanized through training. In others the conditions to be met are so variable, so impossible to foresee in detail, that the skill in a large measure cannot be mechanized and the preparation for the vocation consists not in definite training but in education which is-designed to prepare the individual to meet and to deal intelligently with variable conditions in the field of his vocation.
The vocations commonly called professions involve some situations which may he prepared for in the first way; they involve more which can be prepared for only in the second. Preparation for these professions consists in gaining the wide range of knowledge germane to the problems of the vocation, and practice in the application of this knowledge to concrete situations. The purpose of both is (1st) to train the novice in technique through doing in the practice period certain things which will be duplicated in later actual exercise of the vocation, and (2nd) to develop resourcefulness in applying technical knowledge to concrete situations, and exercise which, it is hoped, will prepare him to meet new conditions similar in only a general way to the conditions encountered during the practice period.
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