Wisdom, and knowledge, . . . being necessary for the preservation of [peoples] rights and liberties; and as these depend on spreading the opportunities and advantages of education . . . it shall be the duty of legislatures and magistrates, . . . to cherish the interests of literature and the sciences, . . . especially the . . . public schools and the grammar schools in the towns.
Mass. Const. pt. II, ch. V, § 2.
School-to-Work drastically narrows the curriculum, making it less likely that schools will produce literate, well-rounded generalists who can cope with rapid change in civic life as well as the workforce. School-to-Work is about the servile arts, not the liberal arts. We should remember that the liberal arts derive from the Latin libera, which means freedom. Vocational training can be liberating, too, but not compulsory training to meet state workforce quotas. That is a form of slavery.
Holland, supra note 206, at 1.
[T]he School-to-Work Opportunities Act declares as a federal purpose integrating academic and occupational learning, and integrating school-based and work-based learning. It also calls for all students to participate in high-quality, work-based experiences (including apprenticeships) during the school day. ALL students, mind you.
Now, some students might prize the opportunity to serve as apprentices in local industries. But shouldnt that be optional, not a condition of universal education? And shouldnt such work be done after school, so that precious class time is spent on learning the basics of language, literature, science, mathematics, and our heritage as Americans?
Holland, supra note 206, at 23.