ABSTRACT
The vocational education movement reached its full strength when it began in a substantial way to introduce continuation schools and cooperative plans. As we have seen in the case of New York City, by 1915 vocationalists had managed to gain the cooperation of erstwhile opponents among secondary school educators with manufacturers and labor leaders. There and in other cities and states opponents of vocational education in the public high schools preferred continuation schools and cooperative programs of schools and industry. Such arrangements freed the public high schools from installing shops, kitchens, and other specialized working space. Even more to the point, artisans, master craftsmen, and others experienced in their trade were the instructors, and high school teachers could concentrate on academic and citizenship education.
