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Of the 620 children under 16 years of age who left school to go to work, as studied in this report, 352 were boys and 268 girls; the great majority (513) were between 13 and 15 years of age; 151 being 13 years old and 281 being 14 years old; 53 were but 12 years of age, and there were 5t children (17 boys and 37 girls) who left school between the ages of 6 and 11 to go to work. Of special interest for comparative purposes with later studies are questions numbered 3, 5, and 8 in the list given above. Social conditions. With regard to question 3 (kinds of families from which the children come), the report presents per capita weekly incomes for 367 families classified by housing conditions. Thirtynine families had per capita weekly incomes of $1 to $149; 53, $1.50 to $1.99; 70, $2 to $2.49; 87, $2.50 to $2.99; 73, $3 to $3.49; 53, $3.50 to $3.99; 58, $1 to $1.49; 36, $1.50 to $1.99; 49, $5 to $5.99; 33, $6 to $7.99. The report takes care to point out that although a considerable majority of the children who leave school come from families in "third and fourth class” neighborhoods, their presence there does not always imply necessity, and that of those living in thirdclass neighborhoods, 1.5.6 per cent, and of those living in fourth-class neighborhoods, 16.7 per cent, had per capita weekly incomes of $1.50 and over. On the whole, the impression produced by the study of the home and neighborhood conditions was that this was a fair average group of working people containing some examples both of easy circumstances and of acute poverty, but not, as a group, representing either extreme. As to nativity, 83.9 per cent of the children were born in the United States. Half of the children (50.7 per cent) had Americanborn fathers. Few cases were found of children working because of the father's derelictions. The largest proportion of working mothers was in the two most distinctively American communities studied. The parents of 212 (39.3 per cent) of the children were able and willing to send their children to school longer; 23, or 3.8 per cent were able but unwilling; 250, or 10.8 per cent, were unable but willing; and 97, or 15.9 per cent, were unable and unwilling to continue sending their children to school. Otherwise expressed, about two-fifths of the children left school of their own volition. ('auses of leaving school. The report analyzes carefully the reasons for leaving school, weighing the alleged reasons for school leaving and testing these reasons by information gleaned from various sources about each family. Of those for whose families the incomes could be ascertained, the number and per cent leaving for the different causes were found to be as follows: Page 2
a but where a majority must hold low-grade positions which require little preparation or skill. Four per cent, the report shows, become messenger boys or enter the street trades," which hide insidious dangers even more real than the unguarded machine.” Barely 3 per cent enter the skilled industries which promise to lead to a recognized trade. Wages were studied under four aspects: (1) The wages paid by different industries; (2) the average wage of those in the different industries whose pay is known to be between $2 and $6 per week; (3) that of a smaller number of special cases who receive less than $2 or more than $6 per week; and (4) the surprisingly large number who receive no pay in housework, or whose wage is entirely unknown to the family, as in many other cases. This last group represented 35.3 per cent of the total number studied. Of those receiving a known wage, 22.2 per cent received between $2 and $4, 36.9 per cent received between $1 and $6, and 5.2 per cent received $6 and over. The largest numbers were found in the group receiving $1 to $1.50, while approximately equal numbers were found in the groups receiving $3.50 to $4 and $5 to $6. The following conclusions are drawn by the report: 1. That the problem of the working child is not an immigrant problem, since over 50 per cent of those reported as at work are of the second generation of American birth. 2. That this is not the problem of the boy alone, since over 49 per cent of the workers are girls. 3. That the vast majority of children who leave school at 14 to enter industry go into those kinds of employment which offer a large initial wage for simple mechanical processes, but which hold out little or no opportunity for improvement and no competence at maturity. 4. That wages received are so low as to force a parasitic life. 5. That but slight advancement is offered the 15-year-old over the 14-year-old child worker. Under "unsolved” problems the report asserts that many phases of the problems—the proper fitting of the child for and into his life work-have not been touched upon. The report states: 1. This study shows in what industries children are at work at a given moment, but it shows nothing of the disastrous jumping from job to job with long intervening periods of idleness. 2. It classifies the workers into eight general groups, but it tells nothing of the details of the operations the children must undertake, por the effect upon mature life of the monotonous strain of years of early employment. 3. It gives the wages earned in one week, but it tells nothing of the change in those wages when slack times come. We can by no means use the data given to compute the year's earnings of the child. Page 3
4. It gives the age of the workers, but it shows nothing of the school progress made before leaving, nor of the real effect of the training gained at so great cost to the city in the years spent in the school. The report concludes with a prophecy: When the solution comes it will touch life problems deeper, broader, more fundamental than can be reached by any one investigation. This is more than a mere matter of securing the best possible jobs for those now leaving school to enter industry. Only by organizing a careful, continued study of conditions, only by finding just why our children leave school and what proportion a more attractive, more practical training would retain to maturer years, only by following the child into his employment and into his home in order to find out the facts and offer inspiration and practical help, can we begin to solve this great problem of the waste of adolescent life.
The Vocational Guidance Survey was organized in New York to study the actual situation of children leaving school to go to work, in the hope of determining what vocational guidance should mean to the public schools of the city. The survey sought to secure facts which would answer these questions: 1. Why do children leave school in large numbers as soon as they are 14? 2. What becomes of them? 3. Will vocational guidance aid them? Of the 302 children studied, 239 had gone to work. They had entered 406 jobs. Of these jobs, 94 were outside errands; 19 were “on wagons;” 16 on news stands; 29 were in department stores; 27 in office work; 44 in miscellaneous inside work; and 177 in manufacturing. In all this complexity only one thing remained constant, according to the report—the lack of training. It ran through practically all jobs, whatever the type of establishment, and left them all the same dull gray color. In 314 out of the 406 jobs there was absolutely no training; in 41 there was some chance to "pick up " if the rush was not too great; in 30, some boys had a chance to work on one process, but this usually meant, “I did errands and sweeping and sometimes had a chance to work on a machine;” in 21, there was some supervision, but in the majority of these cases the children were either working in a small shop or with relatives. The report pointed out that “there are no jobs for children under 16 which they ought to take; ” that vocational guidance should mean chiefly guidance for training, rather than guidance for jobs; and that a study of the facts of industry is essential to further progress.
For some years private enterprise has made possible a systematic study of the problem of school leaving and employment in Cincinnati under highly favorable conditions. It has been possible to compile and study facts like the following about the working children of Cincinnati: Number who have left the schools to go to work each year since records have been kept; classification of the children who have left school during any one year, showing the type and location of the schools from which they come; their age, their sex, and their school grade; a tabulation of the kinds of occupations they engage in; a study of wages; and an investigation of economic necessity as a factor in child labor.2 Of the 2,366 working certificates issued during the year, 1,996, or 84.4 per cent, were to children from the schools of Cincinnati, and 370, or 15.6 per cent, were for those from schools outside the city. As in Philadelphia, there is but slight difference in sex, 52.5 per cent being boys and 17.2 per cent girls. Of the total number, 1,721, or 72.7 per cent, were 14 years of age, and 615, or 27.3 per cent, were 15. The ninth and tenth grades had been completed by 39 children; the eighth grade by 216; the seventh by 298; the sixth by 387; and the fifth by 425. In terms of retardation, 67 per cent of the publicschool children who were at work were retarded, as compared with 28.7 per cent for the corresponding group still in school, or, in other words, the percentage of retardation among those who leave the public school to go to work is more than twice as great as that among children who are in school. Occupations entered.Of the 2,366 children who began work during the year, 19 per cent entered shoe factories; 17.2 per cent became errand boys and girls; 15.5 per cent went into department stores as cash or stock boys and girls, wrappers, or inside messengers; 8.7 per cent entered the tailoring and sewing trades; 6.8 per cent worked at home helping parents; 5.2 per cent became telegraph messengers; 3.9 per cent entered paper-box factories. Mrs. Woolley points out that while a few of the occupations in this list include skilled work, oven in these occupations the first two years of employment for those who begin at 11 are not made periods of training for skilled work, or apprenticeships in which the industry as a whole is learned. “ A child in a shoe factory, for instance, is taught but one or two of the 130 or more processes involved in mak
A continuing study. For reports see Bibliography. A good brief statement of the first results is given by Mrs. Woolley in " The Elementary School Teacher." 14 : 59-72 ; 132-139, October-November, 1913. (* Facts about the working children of ('iucinnati and their bearing upon educational problems.") . These topics are from the article by Mrs. Woolley referred to in the preceding note. The more compretensive material that has appeared since deals chietly with mental aud physical measurements of working children.
ing a shoe. The children in the sewing trades pull bastings, or baste one kind of a seam." It is shown, as in so many of the other surveys, that many of the best department stores and most of the skilled trades are closed to children under 16. Mrs. Woolley declares: It is a conservative statement to say that only a small proportion of these children find themselves any better fitted to earn a living at 16 than they were when they began work at 14. Some of them, particularly those in the messenger service, are of less value in the industrial world as a result of the two years of work. Wages.--The initial wage of 85 of the boys was less than $3; of 347 it was between $3 and $3.99; of 193 it was between $1 and $4.99; and of 62 it was $5 or over. For girls the initial wage was less than $3 in 317 cases, between $3 and $3.99 in 198 cases, between $1 and $4.99 in 49 cases; and $5 and over in 15 cases. A record was kept of the wages in the different positions held. At the time the statistics were taken half the children had held but one position, 32.3 per cent had held two, 11 per cent had held three, 2.6 per cent had held four, and 4 per cent had held five or more positions. It was found that the rate of pay increases with mere change of position, so that the children apparently have soine justification for shifting. A study of 600 families showed that 73 per cent of the families did not need the child's earnings, while 27 per cent did. “The real force which is sending the majority of these children out into the industrial field,” declared Mrs. Woolley, “is their own desire to go to work, and behind this desire to go to work is frequently dissatisfaction with school."
CHICAGO STOCKYARDS DISTRICT, 1912.?
Talbert's study of conditions in the Chicago stockyards district undertook to answer the following questions: What are the industrial opportunities for children, especially those between 14 and 16 years of age, in the stockyards district? What are the jobs they secure, their wages, and the chances for advancement? Does the public school adjust them to the economic environment? · What is the attitude of parent and child to the school and to the job? What is the relation of the income of the family to the early leaving of school? What is done to bridge the gap between school and work, and to guide the youth to the vocation suited to his capacity and to future usefulness? What may be done? Occupations.-Out of 560 positions held by boys and girls between 14 and 17 years of age, 252 were in factories; 109 errand boys' work: 62 in mercantile establishments; 26 were messengers, and the remaining 146 were distributed among 20 different occupations.
W l'ages.—The average beginning wage of the girls was $3.61 per week. Twenty-five girls received from $3 to $3.50; 14 received from $3.50 to $1; 12 received $4 and $4.50, and the remaining 35 amounts vary from not exceeding $1 to $7.50. The report points out that: (1) Most of the jobs secured belong to the low-grade industries; (2) a limit is soon reached in wages; (3) finding another job is sometimes the only way to secure more pay; (4) the advance is largely a matter of chance, there being no observable economic advantage in leaving school at an age greater than 14, and a higher grade at school, or in previous experience in other jobs of the character accessible to girls of the neighborhood.
Between June 1, 1911, and March 1, 1912, 4,386 children 14 to 16 years of age left school in St. Louis, took employment certificates, and went to work. Of this number, 2,703, or about 62 per cent, were boys, and 1,683, or a little more than 38 per cent, were girls. Not quite 14 per cent of these children were below fifth grade, 38 per cent were below the sixth grade, 56 per cent had not reached the seventh grade, and 78 per cent had not finished the seventh grade. Occupations.—Nineteen occupations accounted for 95 per cent of the number of working children. These occupations, with the number in each, were:
TABLE 3.--Distribution of jurenile workers in St. Louis, 1911-12.
Helpers.. Errand boys and girls. Messengers. Ofice work. Clerks (shipping, stock, sales, etc.).. Cash boys and girls.. Wrappers and packers (bundle). Wagon and delivery. Sewing Factory workers, operators, shopwork. Apprentices.. Labeling (pasting and cutting labels) Box makers (paper boxes, nailing). Millinery. Laundry work (shakers, folders, mang'ers, sprinklers). Confectioners (nut pickers) (candy), Boit'ing (including bottle washing). Beil and hall bovs.. Counting and sorting.
100 52 41 40 13 86 17 40 1
54 54 40 88 25 43 22 12 14
As a result of this study Lewis concluded: This study demonstrates very clearly what happens to children who leave school and enter vocational careers without direction or counsel. What might
In School and Home Education,
i Lewis, E. E. Studies in Vocational Guidance. 32: 212-214; 247-251. February-March, 1913.
have happened to them had guidance been provided, can only be inferred. But it is safe to venture that the percentage of those entering unskilled and lowgrade skilled industries would have been greatly decreased, and also that the fetching and carrying occupations, which are in every respect “blind alleys," would have been avoided in a large degree. Someone with the time might study an equal number of children leaving the schools of a city where guidance is provided, and contrast the two groups. Such a contrast would measure the kind and value of the guidance given. It would then be possible to know, to some degree, at least, how much a State or city could afford to spend instituting such guidance. At present we have a feeling that guidance is valuable, but we are unable to say to what degree.
DES MOINES AND SIOUX CITY, IOWA, 1914."
Treating a somewhat different group of young people from any of the studies heretofore considered, Lewis's study of 800 Iową boys forms an important addition to the series. A thousand boys-900 in Des Moines and 100 in Sioux City-were interviewed, and 800 returns were considered sufficiently reliable to tabulate. The boys were from 16 to 20 years of age and had not completed a course in high school. The questions asked included the following: What was the boy's reason (or reasons) for leaving school? How long after leaving school was he idle before securing work? How many different jobs has he been in since leaving school? For each job he has been in, answer the following questions: Kind of job. (a) When he started the job, and (b) When he left it. The length of time idle between jobs. The reason for changing jobs. What trade, if any, does the boy now desire to prepare for? Nearly 20 per cent of the boys were reached on holidays and during the evenings in pool halls and on the street. Returns from about 80 per cent were secured during working hours through the cooperation of employers, more than 200 of whom were interviewed. The report showed that more than 40 per cent of the boys came from schools located outside of the city in which they were living when interviewed. Four hundred and fifty-five (52 per cent) came from 62 different schools located in Des Moines ; 150 (17 per cent) came from schools located in 107 cities and towns in Iowa outside of Des Moines and Sioux City; 117 (13 per cent) came from 27 different States Page 4
other than Iowa; 41 (nearly 5 per cent) came from 8 different foreign countries. The remaining boys came from schools located in or near Sioux City. A study of all the cases showed that two of the boys had concluded as many as 12 jobs each, and that the average boy passed through three jobs in two years. The average length of time for a job was slightly over a year. Wages.—The Iowa study gives a distribution table for the beginning wages of the boys. The range is from nothing to $20 a week, with an average of about $5.50 a week. There are as many boys who receive $5.05 or less a week as there are boys who receive more than $5.50 a week. The middle 50 per cent of the boys receive a weekly wage of from $1.50 to $7. Occupations.—The 33 occupations pursued by these Iowa boys included : Helpers and general workers, 376; drivers (delivery, transfer, teamsters, etc.), 256; clerks (shipping, stock, sales, etc.), 233; errand and messenger boys, 157; farm hands (gardeners, dairymen, etc.), 130; wrappers and packers, 79; apprentices (all occupations), 69; printers (pressman, type, and linotype, etc.), 59; office, boys, 57; bill posters and peddlers, 49; porters, pages, hall and bell boys, 48; hosiery mill operatives, 39; railroad hands (brakeman, section, freight, etc.), 23; elerator boys, 22; cement workers (mixers, feeders, carriers, etc.), 22; electrical workers (wiring, lineman, switchboard, etc.), 21; water boys, 21; bookkeepers, stenographers, and time keepers, 21; drafters and engravers, 20; machinists, 20; waiters, 20; agents and collectors, 18; tailors, 18; cutters (glass, shoe, paper, etc.), 15; soda fountain boys, 15; painters and decorators, 1+; cigar makers, 14; labelers and letter addressers, 11; pressers (clothes), 11; bootblacks 11; checkers, sorters, and ticket takers, 11; miners, 11; cash boys, 10. Among the 23 conclusions drawn by the report are the following: More than 40 per cent of the boys leave schools located in cities other than the one in which they are now living. Workers in juvenile occupations are recruited largely from the sixth, seventh, and eighth grades of the public schools and at about the time when the child. ren are 14, 15, and 16 years of age. Boys leave schools for a great variety of reasons. The three most commonly offered are “necessity;" dissatisfaction with school," and "preference for work." Page 5
by the United States Bureau of Education, especially North Dakota, Negro Education, and San Francisco.
Parsons' experiment had indicated that one of the immediate needs in guidance work was for brief, reliable statements on the various vocations. Almost nothing was available. Accordingly the first efforts of the agencies that sprang up in Boston, as well as in New York, were directed to preparing leaflets. The Boston Vocation Bureau began by employing two expert investigators to make firsthand studies of occupations, to findwhat an occupation is, its conditions and openings, what it demands of a boy, what it offers in pay and advancement, what opportunities are open for securing the specific training it requires, and what the general conditions of employment are as regards health and effect upon the life of the individual. The information for these leaflets was collected chiefly by personal visits to firms, shops, or factories, and by consultation with employers, superintendents, foremen, employees, and labor men. In the first two years of the bureau's existence over 100 occupations were investigated, and printed leaflets were issued covering the following occupations: The machinist, banking, the baker, confectionery manufacture, the architect, the landscape architect, the grocer, bookkeeping and accounting, the department store and its opportunities for young men. The stated objects of these bulletins were: (2) To make accessible a knowledge of all the employments; the professions, as well as the trades, skilled and semiskilled and unskilled; the business, the home-making and governmental callings, and also any new and significant vocational activities of men and women. (3) So far as possible to supply parents, teachers, and others interested with the material necessary for an intelligent consideration of the occupations, their needs, demands, opportunities, relative desirability, training requirements, and the possibilities they may offer for careers. (4) To analyze the relation of vocational aptitudes, interests, and habits to modern industrial demands, and thus lay an adequate foundation for a system of training regardful of social as well as economical needs. The pamphlet on “ The Baker” may be used to illustrate the type. It is an eight-page publication, dealing “mainly with the industry as found in the large modern baking establishments, using machinery and employing many people." The conditions of the industry are reviewed, and the disadvantages as well as advantages frankly stated. The positions in the bakery are described, from chore boy Page 6
or helper to floorman or head floorman. For the boy, he should be “ at least 16 years of age, of good habits, health, and strength.” A grammar-school education, or the seventh grade at least, is necessary, and there are opportunities for the boy who knows something of chemistry, bookkeeping, and business methods. “The industry offers a good future for men capable of management, and fairly steady employment for young men who must work for moderate wages.” The remainder of the pamphlet is taken up with a report of the Massachusetts Board of Health on sanitary conditions in bakeries, with simple tables from Federal Census reports, showing the place of baking among the industries of the State and the names of trade periodicals. Later publications of the location Bureau have tended to become more detailed. “ Business Employments," "The Law as a Voca " " tion,” and “ The Shoe Industry,"1 are one-volume studies of their respective fields. They were prepared with the same careful attention to facts that characterized the earlier short pamphlets, but they present a much more complete picture. They are the sort of books to put in the hands of high-school students whose interests have been aroused. At the same time any worker already engaged in any one of the three fields will learn much he would never otherwise find out about the complete organization of which he is a part. The spirit of these books is well expressed in the preface to “The Law as a Vocation," where Mr. Allen.writes: It is the purpose of the following pages to present a clear, accurate, and impartial study of the profession of the law, its nature, present-day conditions, personal and educational entrance requirements, dangers and disadvantages, high demands, varied fields of service, its earnings and emoluments, and all that has distinct and important bearing upon the law as a vocation. If this book confirnis the young man of ability in his choice of the profession and keeps out of its ranks those who have not the natural and acquired fitness necessary to success, the purpose of the book will have been accomplished. It is sent out to young men and their advisers with this end in view. Two other Boston agencies sought to do for girls what the Vocation Bureau had begun to do for boys. The Vocation Office for Girls of the Trade Education League issued the following pamphlets between 1912 and 1914: Telephone Operating; Bookbinding; Stenography and Typewriting; Nursery Maid; Dressmaking; Millinery; Straw Hat Making; Manicuring and Hairdressing; Nursing; Salesmanship; (lothing Machine Operating; Paper Box Making; Confectionery Manufacture; Knit Goods Manufacture. These are pamphlets averaging a dozen pages, having as their primary purpose " to supply teachers with information and material for counseling with parents and with girls as to the choice of a vocation.” Page 7
Engine lathes-Special machine knowledge.
Knowle'ge of machines and attachments.
A-1. Turning on centers. Turning on mandrels. Care of centers.
Name, care and use of tool post and set of tools. Inserted tool blade holders and tools. Care of tools to include tempering, grinding, oiling, etc.
Types of lathes. lathe; legs, bed shears or wars, feed rack. Headstock: live center, spindle, driving cone, driving gear, back gear, buck gear handle, face plate. Tailstock; dead center, hand wheel, spindle, set over or adjusting screw, clamping device. Carriage, saddle; plain rest, compound rest, tool post, handle for operating cross feed, handle for crank for operating cross slide. pron; hand travers, handle or crank, automatic feed knob. Screw cutting lever or hall nuts, automatic cross feed knob, screw setting gauges. Feed works; stud, or spindle, stud feed cone, feed rod cone, feel rod or spline shaft, stud change gear, lead screw change gear, intermediate gear, lead screw, ieed- inotion reversing le: er, index plale. Quick change gear box and mechanism. Plain cylindrical turning. Locating centers; centering by dividers, surface gangers, herinaphrodites, cup Drilling and reaming for centers. dogs, care in oiling centers, adjusting work to turn freels. centers, lining up lathe centers. when turning slender work or work of heavy cross section. methods of driving the work. Cse of straight-tailed to present errors. Setting the tool, squaring the ends, calipering, roughing cut, finishing cut. same. Sliding fit, driving fit, furced fit, shrink fit. drels and advantages. avoiding pinning, speed of the work for filing, meth ods observed for even filing. ishing. Care of centers in filing. Finishing polished surface. groovers.
The chart for uniforin knowledge lists the machinists' tools that need to be known, and such items as the following:
Time card, tool checking. factory procedure; the function and organization in volved in manufacturing; explanations of the practices followed in the preparation of manufacturing information, planning operations, time standards, wage systems, etc. C-2.
General rule for safety and sanitation ; safety appliances, and the laws govern ing same. Hygiene. Knowledge of first aid in case of injury.
C-3. Belts and pulleys. Transmission of belts, ropes, and chains. Page 8
Belts and pulleys-Continued. Determining pulley diameters. The effective pull of belts as determined by width and thickness. Horsepower transmitted by belts.Care and use of belting, leather, canvas, etc. Suitable belt dressing. Tightening or guide pulleys.Guiding of belts. Climbing of belts, flat and crowned faced pulley belt fastenings; lacing, splicing, and gluing. The Cleveland Survey volumes.-Nine of the 25 volumes of the Cleveland Foundation Survey of Education of Cleveland, Ohio (1915–16), belong definitely in the occupational literature of vocational guidance. These volumes are: Boys and girls in commercial work. Department store occupations. Dressmaking and millinery. Railroad and street transportation. The building trades. The garment trades. The metal trades. The printing trades. Wage earning and education (summary volume). The method of treatment in these reports may be illustrated from the following summary of two of the volumes: Department store occupations: Purpose and scope; department stores; 5 and 10 cent stores; working conditions and health; wages and employment; analysis of jobs; vocational training for department store workers; looking for work. Under "analysis of jobs" are discussed: The sales or floor positions of men (messenger or floor boy, bundle or wrapper; stock boy, salesnian, floor man or section manager); the delivery department or outside positions of men (boy or specials, wagon boy or jumper, driver or chauffeur); jobs in the marking and stock rooms (checker, wheeler, marker, tube-room , girls): the sales force or floor positions of women (bundler, wrapper, or check girl, cashier or inspector, stock girl, junior saleswomen, saleswomen). Railroad and street transportation.--Railroad transportationscope of study; requirements for entrance; promotion in railroad service; steadiness of employment; methods of discipline; duties of the service; union organization; accidents; age and nativity; wages; hours of labor; the problem of training; how railroads train workers; the contribution of the public school. Motor and wagon transportation-chauffeurs and repairmen; teamsters. Street railroad transportation-qualifications for employment; former occupations; a ge requirements; nationality; promotion; discipline; cash deposits; union organizations; wages; hours of labor. Page 9
1. In all the grades discuss the salient vocational facts found in each of the grade subjects, especially in literature, geography, and community civics. (a) In geography, what cities or regions are noted for important produc tions and industries? What is the home city or region noted for? Discuss the more common occupations connected with these produc tions and industries. (0) In civics make as concrete as possible the occupations of the various public officers and workmen. (c) In all grade subjects it would be well to dramatize a number of the life careers found. 2. In all the grades, but more especially in the sixth, seventh, and eighth grades, base much of the English composition on the vocational interests, experiences, preferences, and expectations of the children. 3. In grades six, seven, and eight send letters to parents on educational and vocational guidance, together with high-school courses of study and explanations of what each course is intended to prepare for. Arrange conferences with teachers and parents of these pupils for mutual enlightenment, encouragement, and cooperation. 4. Besides the vocational enlightenment given sixth, seventh, and eighth grade pupils by their teachers, have the teachers of the vocational information course in the high school and the high-school principal talk with these pupils about their future. 5. Have pupils on entering high school express on their enrollment blanks their choice of a high-school course and, if possible, of a life vocation. 6. Take great pains in helping first-year high-school pupils select the right course of study and the right electives in that course. 7. Provide in the high-school library a large amount of helpful vocational literature for teachers and for pupils. 8. Throughout the high-school course have the English teachers base considerable composition work on the vocational interests, experiences, preferences, and expectations of the pupils. 9. Organize a survey of the city's vocational opportunities and limitations, getting whatever assistance possible from the (men's) local chamber of commerce and (the women's) social-service league or their equivalents. 10. Offer first and second year high-school pupils an elective course in vocations for which credit toward graduation is given. dake this course as vital as possible by means of visits to near-by farms, factories, stores, etc., talks on their vocations before the class by successful men and women, and by investigations of local and near-by vocational opportunities and limitations. 11. Devote an occasional assembly period to a talk on some interesting vocation by an enthusiastic man or woman engaged in this life work. 12. Encourage pupils to work Saturdays and vacations in trying out occupations which they think they might prefer for life vocations. Also, make use of agricultural clubs; have the boys who like woodworking assist the janitor or carpenter in minor alterations about the building; have the girls who are interested in nursing assist the school nurse; and those who are thinking of becoming teachers help the grade teachers in some of their work. 13. Organize a placement and follow-up bureau for pupils who wish to work afternoons, Saturdays, and vacations; for those who must leave before completing the course; and for those whose formal education is completed at graduation. 14. Arrange conferences with members of the third and fourth year pupils to discuss what they expect to do after leaving high school. Page 10
and to eliminate the deteriorating effects of drifting about from one employ. ment to another and to determine the best methods of providing for supervised employment for young people in their immaturity. The principals of the schools were advised of the intentions of the committee and after they had accepted the proposed plans, application was made to the educational authorities for permission to undertake active operations. The following is a report of the vocation office for October, 1916: Prescriptions for new applicants, boys, 63; girls, 42; total. 105 Placed in positions, boys, 57; girls, 28; total. 85 Replaced to enlarge experience, boys, 6; girls, 14; total.. 20 New employers interviewed during the month. 19 Homes visited to persuade parents to keep children longer in training-- 4 Meetings and conferences held.--. 3 Special employment reports prepared.. New members enrolled, associate, 6; active, 52; total. 58 Special plans for continued education. 22 Vocation bulletins sent to inquirers. 81 Total placements to date-- 732 The trade crtension room 8.- What is known as the “trade extension began in February, 1915, through the establishment of cooperation between the Julia Richman High School and the Manhattan Trade School on the one side and a number of agencies interested in working women on the other. Beginning with the intention of furnishing to unemployed office assistants and trade workers a profitable use of unemployed time, later the undertaking developed into an experiment whereby inexperienced and untrained girls were given special work tests designed to show individual adaptability to various trade processes and further aid of academic tests and physical ex. aminations. The results of these tests were studied for the purpose of guiding the individual in further educational and vocational development, During the month of April, 1915, a series of vocational and physical tests was instituted, based on investigations made by Thorndike, Ayers, and others. By September, 1915, tests for the commercial department included the following divisions : (a) Elementary scholastic tests.-Penmanship, spelling, arithmetic, Eng lish. (6) Technical subjects tests.--Stenographic dictation, typewriting, book keeping. (C) “ Psychological tests."-Attention, substitution, habit formation, gen eral intelligence," etc. In the industrial department the tests consisted almost entirely of graded work processes from the needle, machine operating, and pasting trades. In both departments the resulis indicate a very definite relation between the general intelligence and special fitness of a girl for the work in question and her performance during the tests. Sin'e February 1, 1917, groups of pupils in the eighth grade of the elementary schools of six districts have spent full time for a period of two weeks in Totation, doing the graded work prepared for them at the trade extension During the term approximately 1,000 children will have been submitted to the tests. The work is expected to serve as a practical try-out of the children's capacities for various kinds of oflice and trade work. As these tests become standardized, so that the pupils' responses to them may be interpreted with facility and with confidence, they should properly be adopted by the schools themselves. In the meantime the experience the pupils obtain is of undoubted value for the purposes of vocational guidance. Page 11
The work of vocational guidance was started at the Technical High School in 1915–16. The following outline gives the principal directions in which beginnings have been made : (a) Instruction of teachers, (1) To meet local industrial needs. (2) To provide prevocational training. Instruction of teachers.-Early in the current school year a member of the Harvard faculty was invited to address the teachers of the school on the subject of the aims of vocational guidance. This meeting was designed to encourage all the teachers to devote more thought to the possibilities of giving the present curriculum such a trend as to bring about a wiser choice of vocations on the part of the pupils. Discussions in faculty meetings followed from the interest aroused at that time and immediate results were secured in several departments. This was particularly true of the English and history departments and of some of the shop, household economics, and science courses. Later in the year another speaker was invited to address the faculty on the same subject, and the matter was kept alive bs discussions and by encouraging teachers to visit schools where work of this kinů is being carried on. Introduction of the study of community civics and occupations.-All firstyear classes are required to take a course in community civics, in which considerable stress is laid upon study, of vocations. For several years members of commercial geography classes have been asked to prepare a long.paper on “ The history of my father's vocation." Various endeavors have been made by the school and by local organizations with a view to assisting students in making a choice of a higher institution or apprentice course. Under the auspices of the Fall River branch of the Association of Collegiate Alumnae, a pamphlet has been prepared which gives information concerning collegiate opportunities within the reach of young women who graduate from the Fall River high schools. Each member of the graduating class has had one or more conferences with the principal or with a teacher who has been delegated to do this work. Advice has been given as to the choice of a college or of an apprentice course, and in some instances changes have been made in the pupils' program to insure the right kind of preparation for the course elected. Conferences are being held now with all members of the third-year class in order to determine whether they should change to the Classical High School for the last year of preparation, or what course should be pursued if they are to remain in the Technical High School. Throughout the year frequent conferences have been held with students in every class, and whenever the case appeared to warrant it changes in individual programs or adjustments have been made immediately. The utmost freedom has been exercised in changing pupils from one course to another where it was obvious that the failure was due to lack of talent for the work and not to laziness or inattention.
1 From a paper by Roy Kelley, formerly principal of the Technical High School, now director of the vocation bureau, Harvard University, Page 12
the lack of training and the absence of discipline which distinguish such boys, will be reluctant to engage them. On the other hand, the boys themselves, accustomed as they have been to high wages and to a practically unlimited demand for their services, will not readily accept employment at the lower rates of wages which must necessarily follow the termination of the war. (3) There will be danger of the boys and girls, if left without assistance, taking up work for which they are not best suited. On the one hand, there will be the tendency in accentuated form to judge the value of a vacancy by the pecuniary advantages offered. On the other hand, in the case of those who may be experiencing the pinch of ecortomic pressure, there will be the tendency to accept the first work that offers in order to start earning at the earliest possible moment. The danger of unguided choice during demobilization is serious. (4) There is the danger to the children leaving school during the period of industrial dislocation following the war. Measures to meet the dangers.—Mr. Bray gives an elaborate analysis of the measures that will be necessary to meet the perils of demobilization as they affect juvenile workers: (1) The first essential in all preparation lies in the task of securing in every district an active juvenile employment committee. (2) The first duty of an active committee will be to enlist the services of a body of volunteers drawn from the chief social organizations in the district. (3) Preparation for dealing with the problem of demobilization requires the establishment of close relations between the juvenile employment committees and the employers. Each committee should, in cooperation with the employment exchange, organize systematic visiting of the employers of the district. (4) Relations should be established between juvenile employment committees and the welfare and health section of the ministry of munitions. (5) During demobilization every effort should be used to induce children, free to leave school, to continue in attendance. Leaflets should be issued to teachers explaining the consequences following a dislocation of labor on a large scale, the difficulty of children obtaining suitable employment, and the uncertainty of obtaining employment at all. (6) Juvenile employment committees must have ready prepared a definite scheme for dealing with the large numbers of boys and girls who will be displaced. 67591-19 -7 Page 13
Davis, Jesse B. Vocational and moral guidance. Boston, Ginn & Co., 1915. Outlines the problem of vocational guidance in connection with the transformation at present taking place in the educational system. Of special value to schoolmen are the various “ contributions " from coworkers collected in Part II. Intended especially for teachers of English, Moore, Harry H. The Youth and the Nation. New York, Macmillan, 1917. An attempt to utilize the vocational motive in interesting boys in types of social service. Parsons, Frank. Choosing a vocation. Boston, Houghton Mifflin Co., 1909. 165 p. The first modern book on vocational guidance. Its aim : "To point out practical steps that can be taken ... in the selection of a vocation, the preparation for it and the transition from school to school." Puffer, J. Adams. Vocational guidance. Chicago, Rand McNally & Co., 1914. An attractive book with many illustrations of practical types of education. Some of the guidance theory has been seriously questioned because of the views on heredity and personal characteristics. Richards, Claude. The man of to-morrow. Chicago, Press of Hillison & Etten Co., 1917. A summarization of various books, good and bad, on vocational guidance. Published by the General Board of the Young Men's Mutual Improvement Association of the Church of Jesus Christ of Latter Day Saints.
3. Books on Vocational Training with Section on Vocational Guidance.
Dean, Arthur D. The worker and the State. New York, Century Co., 1910. 355 p. Contains especially good chapters in “The educational significance of modern in dustry"; “ Women in home and industry"; and “ Education for wasted years." Gillette, J. M. Vocational education. New York, American Book Co., 1910. Contains important references to vocational guidance problems. (p. 9; 96; 107-21.) Lapp, John A., and Mote. Carl H. Learning to earn. Indianapolis, The Bobbs Merrill Co., 1915. 378 p. Ch, XIV, p. 262--84, gives a summary of the demand for vocational guidance. Leake, Albert H. Industrial education, its problems, methods, and dangers. Boston and New York, Houghton Mifflin (o. [1913). Vocational guidance is treated, p. 149-62. Leavitt, Frank M. Examples of industrial education. Boston, Ginn & Co., 1912.
Chapter XVI (p. 235–266) describes vocational guidance in Boston, Grand Rapids, New York, and Cincinnati. Weeks. Ruth Mary. The people's school. A study in vocational training. Boston, New York (etc.), Houghton, Mifflin Co. (1912). 208 p. 12o. (River side Educational Monographs, ed. by H. Suzzallo.) Has a short section dealing with vocational guidance.
4. Osicial Reports and Proceedings.
Canada. Royal Commission on Industrial Training and Technical Education. Vocational guidance. In its Report of the Commissioners. ... 1913. Part II. p. 394-408. Great Britain. Board of Education. Papers read at a conference on the Choice of Employment Act. London, 1917. (Circular 1012.) Report of work in different centers by officials in charge of the enforcement op the choice of employment act. Particularly important for guidance problems arising from the war. Page 14
Brooklyn Vocational Guidance Association. Vocational guidance through the school. (Printed by the Ben Franklin Club of the Boys' High School, Brooklyn, N. Y.) "A short report of the work of the association. California Vocational Guidance Association. Papers presented at a meeting of the southern section, May 20, 1916. Junior Republic, June, 1916. (Chino, Cal.) Articles on meaning and purposes of vocational guidance; the indåstrial survey, etc., as carried out in California. Cincinnati. Public Schools. Annual report, 1915. Pages 185–196 describe the department of civic and vocational service, including the civic and vocational league of boys' clubs, made up of eighth grade and high school boys. Civic and vocational service, 1915–16. tains lists of books for use in study of vocations. Davis, Anne S. Report of the Bureau of Vocational Guidance. Chicago, Board of Education printing plant, 1016. An important account of vocational guidance in Chicago, 1911-16. School-leaving data covering five years. Report of the Bureau of Vocational Supervision, April to October, 1914. Educational Bimonthly, 9: 200-207, February, 1915. Vocational guidance in Chicago. General Federation of Women's Clubs. Twelfth biennial convention. June 9-19, 1914. Chicago, Ill. Official re port, 1914. p. 469-473. 8°. Durrell, Charlton E. Vocational guidance in the Pasadena high school. Sierra Educational News, 10:196–198, March, 1914. Horton, D. W. A plan of vocational guidance for a small city. School Review, April, 1915. Describes the organization of vocational guidance as carried out in the Mishawaka, Ind., High School. Jacobs, Charles L. An experiment in high-school vocational guidance. Manual Training and Vocational Education, October, 1915, p. 81-85. Describes the course in a life-career study " in the high schools at San Jose, Cal. Also printed separately. Morgan, I. B. Continuation schools and vocation bureau. Kansas City, Kans., public schools, 1915. Passaic, N. J. Department of Education. The adviser system. In its Annual report, 1912–13. p. 50-54. Pasadena, Cal. City Schools. Report of the superintendent, 1914. Pages 56-58 contain the report of a vocational survey of the students by Carl D. Durrell, vocational counselor. Pomona, Cal. Public Schools. Vocational guidance in Pomona city schools. Bulletin, vocational guidance number. (No. 5, Mar. 1, 1917.) Contains an "outline for vocational thinking' and a list of books. Pittsburgh, Pa. Public Schools. Vocational Guidance Department. Pittsburgh School Bulletin, 7:1784-1786, November, 1913. Providence, R. 1. School Committee. Vocational talks. In its Report, 1909-10, p. 59-64. Subjects of talks given the pupils not going into high school from eighth grade, in Providence, p. 61-62. Reed, Anna Y. Vocational guidance report, 1913–1916. Seattle Board of EduSchmidlapp Bureau for Women and Girls. Report, June, 1913. Page 15
Halsey, George D. The “averaged-opinion plan of vocational guidance. (Special Bulletin No. 2, The Vocational Bureau, Atlanta, Ga., 1917.) An attempt to apply self-analysis to public-school work. Hollingworth, H. Vocational psychology. New York, D. Appleton, 1916. An extended treatment of the whole subject. Kemble, William Fretz. Choosing employees by mental and physical tests. New York, Engineering Magazine Co., 1917. Brings together various types of business tests. Kitson, H. D. Psychological tests and vocational guidance. School Review, 24: 207-14, March, 1916. Asserts experimental psychology can make little contribution to the “ pigeonhole" type of vocational guidance, but can be of much aid to the “monitory" theory. Suggestions toward a tenable theory of vocational guidance. Manual Training and Vocational Education, 16: 265–70, January, 1915. Lough, James E. Experimental psychology in vocational guidance. In Second Vocational Guidance Conference, New York, October 23–26, 1912. Pro- ceedings. p. 89-96. Reports on tests in language. Merton, Holmes, W. How to choose the right vocation. New York, Funk & Wagnalls, 1917. Character analysis and mental tests. the point of view of a psychologist. New York, Moffat, Yard & Co., 1910. p. 25–43. Finding a life work. McClure's Magazine, 34 : 400-403, February, 1910. Psychology and industrial efficiency. Chapter V argues that the work of the experimental psychologist is the next step necessary in vocational guidance. Vocation and learning. St. Louis, 1912. 289 p. 1918.) New York, Bureau of Educational Experiments, 1918. In the list of “ Mental tests other than the Binet-Smith scale" (p. 185) are refer ences to vocational psychology. Sackett, R. C. Practical psychology applied to telephone operators. Michigan Schoolmaster's Club. Forty-ninth meeting, April, 1914. p. 96-104. Describes the use of tests of attention, association, memory, intelligence, speed, space-perception, accuracy in employing telephone operators. Schneider, Herman. Selecting young men for particular jobs. National Associa tion of Corporation Schools. Bulletin, 7: 9-19, September, 1914. Outlines an empirical list of characteristics of human types," for use as a beginning of vocational guidance. Similar material in Educational Bulletin, 1916, No. 37, " Cooperative Education." Simpson, B. R. Reliability of estimates of general intelligence, with applica tions to appointments to positions. Journal of Educational Psychology, 6: 211-20, April, 1915. "An experimental study of the ranking of college graduates, and a suggested application of the method of the work of college appointment bureaus in the task of recommending men for positions.". Page 16
Dwight, Helen C. The next chapter in child-labor reform. Child Labor Bulle tin, 5: 154-160, November, 1916. Cites agriculture, street trades, and other occupations where child-labor investiga tions are still needed. Eaton, J., and Stevens, B. M. Commercial work and training for girls. New York, The Macmillan Co., 1915. 289 p. Bibliography: p. 285-289. Contains important information about the conditions of office work. Chapter VIII deals with “vocational guidance,” but “this whole book is in reality a treatise on vocational guidance in its application to commercial work." Fitch, Jolin A. The steel workers. New York, Russell Sage Foundation, 1910. One of the volumes of the Pittsburgh survey. Fleming, R. G. Railroad and street transportation. Philadelphia, William F. Fell Co., 1916. (Cleveland Education Survey.) Gowin, Enoch Burton, and Wheatly, W. A. Occupations. New York, Chicago, etc., Ginn & Co., 1916. Designed as a text for use in the first and second years of the high-school course. Part I emphasizes the importance of preparing for a career; Part II treats various occupations in detail. Gruenberg, Benjamin C. What's in a job? Scientific Monthly, September, 1916. A plea for careful investigation of the human outlook for all occupations. Hyde, William De Witt, ed. Vocations. Boston, 1911. President Hyde's foreword to this series of 10 volumes (p. XVIII-XIX) discusses the importance of early choice of vocation and outlines the method of compiling the material. The introductions to the various volumes also discuss briefly the significance of Vocational guidance. Indiana. State Board of Education. Report of the Indianapolis, Ind., survey for vocational education. Educational Bulletin No. 21. Indiana Survey Series No. 6, 1917. Especially valuable for occupational analyses, p. 229-400. Report of the Richmond vocational survey. Vocational Survey Series No. 3, 1916. Report of Madison, Ind., vocational survey. Vocational Survey Series No. 7, February, 1917. Report on Jefferson County vocational survey. Vocational Survey Series No. 5, January, 1917. Report of Evansville survey for vocational education. Vocational Survey Series No. 4, December, 1916. Kelly, Roy Willmarth, and Allen, Frederick J. The shipbuilding industry. Boston, Houghton-Mifllin, 1918. Detailed descriptions of the trades and processes in the shipbuilding industry. Kober, George M., and Hansen, William C. The diseases of occupation and vocational hygiene. Philadelphia, P. Blackiston's Sons & Co., 1916. 918 p. A cyclopedia of vocational hygiene. Laselle, Mary Augusta, and Wiley, Katherine E. Vocations for girls. Boston, Houghton Mifflin Co. (c1913). 139 p. 12o. Bibliography: p. 130-32. Brief, readable statements as to conditions of work in the more common rocations for women. Page 17
Brewer, John M. Vocational guidance in school and occupation. In Annals of the American Academy of Social and Political Science, LXVII, No. 157. Brooks, Stratton Duluth. Vocational guidance. (Read at the First National Conference on Vocational Guidance, Boston, 1910.) School Review, 19: 42-50, January, 1911. Also in Readings. Buffalo, N. Y. Department of Public Instruction. Information for parents of pupils in the upper grammar grades of Buffalo public schools. Prepared by Vocational Guidance Bureau. 8 p. 8o. (Official Publication. August, 1911.) Burroughs, O. W. Adolescent idler, in school and out. In Pennsylvania State Educational Association. Proceedings. December, 1913-January, 1914. Published as Pennsylvania School Journal, 62:333-337, February, 1914. What is vocational guidance? Pittsburgh School Bulletin, 7:1713– 1714, September, 1913. Cabot, Ella Lyman. Volunteer help to the schools. Rev. ed. mons., 1914, Chapter V, “ Training for work," reviews work of volunteer agencies in various cities--especially Boston, Chicago, and Philadelphia-in vocational guidance, tains one section on “ Employment supervision." Campbell, M. Edith. Private scholarship funds. In Second Vocational Guid ance Conference, New York, October 23–26, 1912. Proceedings, p. 67-74. Central Committee on Vocational Guidance. (Henrietta Rodman, chairman; B. C. Gruenberg, secretary.) Some aspects of vocational guidance. New York, 1912. One of the best short statements of the problems and possibilities of vocational guidance. Chatfield, George H. Vocational training and vocational guidance. In. Central Committee on Vocational Guidance. New York, 1912. Civic training and vocational guidance. Teachers' Journal, 13:386–389, March, 1914. Abridgment of the report of prominent business men appointed by the Commercial Club of Lincoln, Nebr., to formulate a plan for incorporating in the schools a system of vocational study and guidance. Cohen, I. David. Investigation into the vocational information of eighth year pupils. Current Education, February, 1918. Report of an inquiry into vocational ideas of eighth grade children in Richmond Borough, New York City, January, 1917. Vocational and educational guidance in the school. Educational formations, 30: 13–19, September, 1918. Colleton, Eleanor. Vocational guidance and vocational investigation under the direction of the Boston School Board. In Second Vocational Guidance Conference. New York, October 23–26, 1912. Proceedings, p. 154–163. Crowell, J. Franklin. What business expects of the schools. In Second Voca tional Guidance Conference, New York, October 23–26, 1912. Proceedings, p. 167–173. Davis, Jesse B. Vocational guidance in rural schools. School Education, 35:4, 38, October, 1915. Outline of the work in vocational guidance in the Central High School (Grand Rapids, Mich.) In Grand Rapids Public Library. Bulletin, 7: 150–156, October, 1911. Vocational and moral guidance in the high school. Religious Education, 7: 645-653, February, 1913. Page 18
Grant, Minnie A. Helping the girl to find her work. Empire State Vocational Conference Bulletin (Utica conference). p. 13–16. Urges that, in order to help the girl make a wise decision as to her life work, individual teachers should learn the industrial needs of the community. Greany, Ellen M. A study of the vocational guidance of grammar school pupils. Educational Administration and Supervision, 1:173–194, March, 1915. Greenwood, James Mickleborough. Vocational guidance in high school. In Kansas City, Mo., Board of Education. Annual report, year ending June 30, 1913. p. 31-40. Also in Missouri State Teachers' Association. Proceedings, 1913; in Missouri School Journal, 30 : 546-552, December, 1913; in Educational Review, 47: 457-458, May, 1914; in Manual Training Magazine, 15 : 389–398, June, 1914; and in part in Journal of Education, 79 : 539-540, May, 14, 1914. Gruenberg, Benjamin C. Vocational guidance and efficiency. Scientific American, 110: 312, 318, April 11, 1914. Vocational guidance. American Teacher, 1:110-111, October, 1912. (Editorial.) Argues for the essential relation between democracy and vocational guidance. Strebel, G. A., and Mailly, Bertha H. Report of committee on education to the socialist party national convention, 1912. 7 p. Approves the establishment of vocational guidance in cities and towns. Why is vocational guidance? Middle-West School Review, 7:5-7, September, 1914. The author urges that "the vocational-guidance movement is one of the many forces destined to bring about socialization and civilization." Hackett, W. E. A survey of manual and industrial training in the United States. (Public Schools, Reading, Pa.) Gives list of cities reporting vocation bureaus. 3, 1916. Address delivered under the auspices of the Bureau of Appointments. “In the choice of a career there are three things to be considered: Fitness, oppor. tunity, and reward." Each requirement is considered separately. Hall, Mary E. Vocational guidance through the library; with select bibliogra. phy by J. G. Moulton. Chicago, A. L. A. Publishing Board, 1914. 22 p. 12o. Gives definite plans for library cooperation in vocational guidance. Contains help ful bibliography. Harris, Franklin Stewart. The young man and his vocation. Boston, Richard C. Badger, 1916. Contains brief description of the different vocations. National Vocational Guidance Association. Proceedings of the fourth national conference, Richmond, Va., December 7-9, 1914. Published by the association. Henderson, Wilson H. Some problems of vocational guidance. Industrial-Arts Magazine, 1:170-174, May, 1914, Presents limitations and difficulties met in the administration of vocational guid ance in the schools. Hiatt, James S. An introduction to vocational guidance. ' 18 p. illus. '(Philadelphia. Public Education Association. Study no. 38.) Vocational guidance. Industrial training for the worker, not the work. [Milwaukee, Wis., Bruce Publishing Co., 1914.) 8 p. illus. fo. " The kind of vocational guidance that the youth needs is the kind wbich will keep him in school longer, and the kind of vocational guidance which the school needs is the kind that will help to carry the boys and girls forward through the grades further and faster." Reprint from Industrial-Arts Magazine, 1:121-128, April, 1914. Page 19
Smith, Henry L. The vocational survey as a first step in the organization of a special vocational department or school. Educator-Journal, 14: 193–198. December, 1918. Smith, Kenneth G. Vocational guidance. In Wisconsin Teachers' Assodation. Proceedings, 1912. Madison, Wis., Democrat Printing Co., State Printer, 1913. Pp. 196–199. Smith, wNliam Hawley. Vocational guidance. Industrial Arta Magazine, 2: 234–240, December, 1914. The author gives his experience in vocationally guiding himself, the boys and girls whom he taught, and the boys employed in a furniture factory. Smith, W. R. Vocational guidance. Teaching, 1: 19-30, April, 1915. Discusses occupational maladjustment, the advantages of vocational guidance, and methods. Snedden, David (Samuel). Vocational direction. In American Academy of Political and Social Science. Annals, 35: 73–90, March, 1910, supplement. Vocational direction. In National Child Labor Committee. Proceedings, sixth annual conference, 1910. New York, 1910. p. 86-88. Discussion : p. 88-90. Spaulding, F. E. Problems in vocational guidance. In National Education Association. Department of Superintendence. Proceedings at the annual meeting held at Cincinnati, Ohio, February 23-27, 1915. Published by the association, 1915. p. 83–87. 8°. A constructive statement of the situation. Also in Bloomfield's “ Readings." Stevens, Edward L. How shall local industries be recruited? In (New York) Associated Academic Principals. Porceedings, annual meeting, 1908. p. 1932. (State Education Department. Bulletin No. 458, Nov. 1, 1909.) Teachers' College, Columbia University. Educational surveys and vocational guidance. Teachers' College Record, 14:1-64, January, 1913. Figures, tables. Thompson, Frank V. Relation of vocational guidance to continuation schools School Review, 23:105-112, February, 1915. Thurber, Edward A. Vocational guidance through composition, Oregon Teach ers' Monthly, 17: 496-503, May, 1913. Turner, Kate E. Vocational conference with expert workers. In Second Voca tional Guidance Conference, New York, October 23–26, 1912. Proceedings, p. 147-153. Vocational guidance. Philippine Craftsman, 1912–1913. A series of articles by various authors, beginning October, 1912, and appearing monthly. Vocational guidance. Vocational education (Peoria), 1: 286-297, March, 1912. Vocational guidance to prevent poverty. Survey, 35 : 348, December 25, 1915. Ward, Edward J., ed. The vocation center and employment office. In his The social center. New York (etc.), D Appleton & Co., 1913. p. 271-282. 8° (National Municipal League Series.) Bibliography, p. 344- 351. Warriner, E. C. The all-day trades school. In National Education Association. Department of Superintendence. Proceedings of the annual meeting held at Cincinnati, Ohio, February 23–27, 1915. Published by the association, 1915. p. 65–71. 8. Weaver, Eli W. Choosing a career. A circular of information for boys. Stu dents' Aid Committee of the High School Teachers' Association of New York City. 22 p. Page 20
PUBLIC HIGH SCHOOLS REPORTING VOCATION BUREAUS OR SIMILAR DEPARTMENTS.
(This list was compiled as the result of a card inquiry mailed in February, March, and April, 1918. The following form was used : The Bureau of Education has been requested to prepare for the use of the Government in the present war emergency a list of schools having DEPARTMENTS OR BUREAUS DESIGNED TO ASSIST YOUNG PERSONS IN SECURING EMPLOYMENT. Will you therefore answer the following questions: Does your school maintain a department or bureau as described above! Does the department serve mainly as an employment agency (Yes or no.) Or does it give general vocational directions -]
Alabama. Citrus Union High School, Azusa. Kern County High School, Bakersfield. Winston County High School, Double High School, Beaumont. Springs. Union High School, Clovis. Graded High School, Marbury. Union High School, Dixon. Blount County High School. High School, Eureka. Armijo Union High School, Fairfield. High School, Fortuna, Graded High School, Cotter, High School, El Paso. High School, Fresno. Eureka High School, Eureka Springs. Fremont High School, Fruitvale Sta tion. High School, Fort Smith. Union High School, Fullerton. Langston High School, Hot Springs. Normal Training High School, Moun- Agricultural High School, Gardena. Union High School, Glendale. tain Home, Union High School, Hanford. Union High School, Hemet. Mohave County High School, King- San Benito County High School, Hol- lister. Union High School, Mesa. Imperial Valley Union High School, High School, Miami. Imperial. Union High School, Safford. Union High School, Inglewood, Union High School, Phoenix Antelope Valley High School, LanHigh School, Tucson. caster. High School, Winslow. High School, Long Beach. High School, Yuma. Evening High School, Los Angeles. Hollywood High School, Los Angeles. California. Lincoln High School, Los Angeles. High School, Alameda. Manual Art High School, Los Angeles. Union High School, Anaheim. Polytechnic High School, Los Angeles. Riverview Union High School, Antioch. High School, Marysville. Page 21
High School, Newberry. High School, Elliott. Olive Township High School, New High School, Estherville. Carlisle High School, Farragut. High School, Noblesville, High School, Forest City. High School, North Vernon. High School, Garden Grove. High School, Oolitic. High School, Gilmore City. Bangs Township High School, Osceola. High School, Grand River. New Pekin High School, Pekin. High School, Greenfield. High School, Plainfield. High School, Hartley. High School, Richmond. High School, Hawarden. High School, Rushville. High School, Holstein. Washington Township High School, High School, Humboldt. Salem. High School, Independence. High School, Shelbyville. High School, Kellogg. Adams Township High School, Sheri- High School, Keystone. dan High School, Lake City. High School, Sheridan. High School, Laurens. High School, Tipton. High School, Lehigh. High School, Tunnelton. High School, Le Mars. High School, Valparaiso. High School, Lisbon. High School, Waveland. High School, Lohrville. High School, Waynetown. Graded High School, Luana Washington Township High School, High School, Manchester. Westfield. High School, Manila. High School, West Terre Haute. High School, Marengo. High School, Williamsburg. High School, Marshalltown. High School, Williamsport. High School, Mediapolis. High School, Winamac. High School, Milford. High School, Montour. High School, New Albin. High School, Adair. High School, New Hampton High School, Adel. High School, New London High School, Albia. High School, Newton. High School, Algona. High School, Northwood. High School, Armstrong. High School, Oakland. High School, Batavia. High School, Ogden. High School, Blairstown. High School, Oskaloosa. High School, Britt. High School, Pella. High School, Buffalo Center. Graded High School, Pisgar, High School, Burlington. High School, Pocahontas. High School, Charles City. High School, Pomeroy. High School, Cherokee. High School, Redfield. High School, Cincinnati, High School, Reinbeck. High School, Clarinda. High School, Remsen. High School, Coggon. High School, Rockwell City. High School, Collins. High School, Rowan, High School, Coon Rapids. High School, Russell. High School, Council Bluffs. High School, St. Ansgar. North Des Moines High School, Des High School, Seymour. Moines. High School, Shannon City. West Des Moines High School, Des High School, Smithland. Moines. High School, Spirit Lake. High School, Diagonal. McKinley High School, Stanwood. High School, Dow City. High School, State Center. Page 22
North Dakota School of Forestry, Bot tineau. Hawthorne High School, Crary. Graded High School, Crosby. High School, Drayton. High School, Fairmount. High School, Forman. High School, Hankinson. High School, Hope. Higlı School, Petersburg. Graded High School, Stanley. High School, Valley City. Graded High School, Belhaven. High School, Bessemer, Startown High School, Newton.
Academic High School, Auburn. Central High School, Binghamton. Bay Ridge High School, Brooklyn Boys' High School, Brooklyn. Bushwick High School, Brooklyn. Commercial High School, Brooklyn. Erasmus High School, Brooklyn. Girls' High School, Brooklyn. Manual Training High School, Brook lyn. New Utrecht High School, Brooklyn. Hutchinson High School, Buffalo. Technical High School, Buffalo, High School, Canastota. High School, Charlotte. High School, Dobbs Ferry. High School, Dunkirk. Newtown High School, Elmhurst. High School, Far Rockaway. High School, Greene. High School, Huntington, High School, Isllp. High School, Jamestown. Union High School, Kendall, Franklin Academy, Malone. Curtis High School, New Brighton. High School, New Rochelle. Evander Childs High School, New York City. High School of Commerce, New York City. Morris High School, New York City. Julia Richman High School, New York City. Stuyvesant High School, New York City. Wadleigh High School, New York City. Washington Irving High School, New York City. High School, Niagara Falls. High School, Perry. High School, Port Chester. High School, Port Jervis. High School, Port Washington, High School, Richmond Hill. West High School, Rochester. High School, Saratoga Springs. High School, Solvay. North High School, Syracuse. Technical High School, Syracuse. High School, Watertown. High School, White Plains. High School, Yonkers.
West High School, Akron. High School, Alliance. Brown High School, Cambridge. High School, Canton. Hughes High School, Oincinnati. Pleasant Ridge High School, Cincin- High School, Van Wert. High School, Warren. High School, Wauseon. High School, Youngstown. High School, Zanesville. Page 23
Junior high school, differentiation of school courses, 20. Juvenile entrants into industry, 26. Kansas, vocation bureaus, 141. Kentucky. vocation bureaus, 141, Kitson, H. D., on vocational psychology, 13-14. League of Nursing Education, and vocational guidance, 36. Leavitt, F. M., on rocational guidance, 10–11. Maine, vocation bureaus, 141. Maryland, vocation bureaus, 141. Massachusetts, vocation bureaus, 141-142. Massachusetts Commission on Industrial and Technical Education, studies in school leaving and employment, 38, 40–41. Michigan, vocation bureaus, 142-143. Minneapolis, Minn, survey of occupations, 70–71 ; vocational education survey, 134-136. Minnesota, vocation bureaus, 142-143. Missouri, vocation bureaus. 143. Minnesota, vocation bureaus, 142-143. National Association of Corporation Schools, report on vocational guidance, 14, 33–34. National Conference of Employment Managers, 34-35. National conference on vocational guidance, meetings, 24. National education association and vocational guidance movement, 31-33; Commission on the Reorganization of Secondary Education, report on vocational guidance, 12; report on vocational psychology, 13. National Society for the Promotion of Industrial Education, conferences, 31. National Vocational Guidance Association, conferences, 25, 27-31. Nebraska, vocation bureaus, 143. New Hampshire, vocation bureaus. 143. New Jersey, vocation bureaus, 143. New Mexico, vocation bureaus, 143 New York, factory investigation commission, occupations, 69; vocation bureaus, 143-144. New York City, cooperative courses in high schools, 18 : placement work, 21 : school leave ing and employment, 39, 49; spread of movement, 25; vocational counselors, 37 ; vocational guidance, 87-88, North Dakota, vocation bureaus, 144. Occupations, 59, 82. Office work, 17-18. Ohio, vocation bureaus, 144-145. Oklahoma, vocation bureaus, 145. Oregon, vocation bureaus. 145. Out-of-school hours, and employment, 18-20. Parsons, Frank, on Boston bureaus, 23-24 : on Arst vocation bureau, 9; on occupations, 59-60. Pennsylvania. vocation bureaus, 145-146. Philadelphia, school leaving and employment, 39, 47-49. Pittsburgh, director of vocational guidance, 37. Placement, 21-22. Pomona, Cal., vocational guidance, 91. Prevocational training, 16-17. Printing, 17. Psychology, vocational, 12–15. Rhode Island, vocational bureaus, 146. Richmond, Va., cooperative plan, 18 ; vocational education survey, 70, 132-133. Rural schools, 15–16. Russell Sage Foundation, study of occupations. 69. Sage foundation. See Russell Sage Foundation, St. Louis, leaving and employment, 39, 52-53. San Francisco, director of vocational guidance, 37. Schneider, Herman, on vocational psychology, 14. School credit, outside work, 20. School-leaving and employment, studies, 38-58. Seattle, Wash., leaving and employment, 39, 55 56. Selective service regulations, authorization, 7. Sioux City, Iowa, leaving and employment, 39, 33 54. Small, R. O., on continuation schools, 17-18. Snedden, D. S., on vocational guidance and the secondary school, 10. Somerville, Mass., and vocational s'ridance, 10; school leaving and employment, 39, 44-46. South Dakota, vocation bureaus, 146. Page 24
Letter of transmittal.-- Preface -- Chapter 1.-Introduction.. Delaware---- Wilmington. Compulsory attendance legislation.--- Legislation concerning employment of minors. Enforcement of the child-labor laws.-- Some facts concerning pupils 13 and 14 years of age. Occupations chosen by high-school pupils.. Importance and scope----- Summary of findings.---- Chapter IV.-Young people in the industries... Boys holding street-trades permits ---- Summary of findings.--- portunities.------ Needs expressed by the workers.-- Educational needs as expressed by employers-- Present provisions for industrial education. High schools.---- Private schools. Provisions for industrial education in the industries--- Essential elements to be provided.--- Suggestions for industrial education in the schools. - The primary grades----- The grammar grades --- Suggested outlines of courses-- Time allowance-- The high school.. Special courses. Evening classes.. Suggestions for industrial education in the industries.. Apprenticeship agreements.---Summary of suggestions.--- Appendixes--Forms used in making this survey --
63 63 65 66 74 79 SO 81 81 82 82 84 87 90 Page 25
This report represents one section of the comprehensive survey of the State of Delaware which is being made by the United States Bureau of Education of the Department of the Interior in cooperation with the Delaware Educational Cooperation Association. The field work of this section of the survey was done during November and December, 1915, and January, 1916. A conference of representatives of the various interests especially concerned with the survey was called at Wilmington. The following persons were present: Dr. William T. Bawden, specialist in industrial education, representing the Bureau of Education. Hon. C. A. Wagner, State commissioner of education, Dover. Mr. J. F. Robinson, instructor in charge of metalworking, public high school, Wilmington. Mr. S. A. Davis, educational secretary, Young Men's Christian Association, Wilmington. Miss Jennette Eckman, secretary, General Service Board of Delaware, Wilmington. Mr. Fred C. Whitcomb, professor of industrial education, Miami University, Oxford, Ohio. At this conference an outline of the proposed plan of this section of the survey (see Appendix A) was submitted and discussed. The plan met with general approval and promises of hearty cooperation. This general conference was followed by others with the executive board of the Central Labor Union and groups of men representing the different locals of the Central Labor Union. In addition con ferences were held with individuals representing the various interests in the city, such as the chamber of commerce, manufacturers, and employers of labor, the schools (public and private), business, Young Men's Christian Association, business colleges, etc. During the progress of the survey each labor union local was visited and the work of the survey explained. Cooperation of all interests was freely given. Especial thanks are due Mr. C. J. Scott, superintendent of the public schools of Wilmington, for his untiring efforts to make the work of the survey a success. The records in his office and the help of his corps of teachers were at all times available. Thanks are due also to Mr. John H. Hickey, organizer, American Federation of Labor, for his assistance in arranging for meetings with the different locals and groups of men representing the different trades. Page 26
juvenile court of the city of Wilmington and also to the agent of the Society for the Prevention of Cruelty to Children, and if said judge and said agent shall sign a permit for said purpose, the said child shall be allowed to work for not exceeding one year from the date of said permit, and said permit may be renewed by said judge and said agent from year to year. Few such permits have been issued. 6. Certain special restrictions are prescribed as to ages of children who are employed : (a) No child under 12 years of age may work in a canning or packing establishment except those handling perishable fruits or vegetables. (6) No child under 14 may work in a mill, factory, workshop, mercantile or mechanical establishment, office, restaurant, or hotel, barber shop, stable, or garage, or as messenger, etc. (c) No child under 15 may be employed about moving machinery, where dangerous materials are used, or in any other occupation dangerous to life or limb, or injurious to the health or morals of such child. (d) In general no child under 16 may be employed with any theatrical performance or show. (e) No person under 21 may be employed in connection with any saloon or barroom where intoxicating liquors are sold. (f) The hours of employment are restricted. 7. No employment certificate may be issued unless the following papers are presented: (a) A school record showing that the child has attended school regularly for not less than 130 days either during the 12 months previous to arriving at the age of 12 years or during the 12 months previous to applying for such school record, and is able to read intelligently and to write legibly simple sentences in the English language. (6) A certificate from the school physician stating that the child has reached the normal development of a child of its age and is physically able to perform the work for which a child between 12 and 16 may be legally employed. (c) Evidences of age, etc. 8. In the establishments for the canning and packing of fruits and vegetables there are no restrictions either as to age or as to the number of hours of employment. Also in the street trades there is no minimum age for the issuing of permits outside of school hours. These weaknesses in the law furnish opportunity for the employment of very young children and for long hours of employment in certain trades. 9. City and county superintendents of schools are designated as the officials to issue employment certificates and permits. |
14. one third of two fifth of three sixth of a number is what percentage of that number?
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