?7 STUDY OUTLINE SERIES VOCATIONAL EDUCATION AND GUIDANCE OF YOUTH AN OUTLINE FOR STUDY EMILY ROBISON " THE H. W. WILSON COMPANY WHITE PLAINS. N. Y., and NEW YORK CITY 1917 The Study Outline and Its Use The series includes outlines on art, literature, travel, biography, history and present day ques- tions. The outlines vary in length. If more topics are given than the number of club meetings for the season, those topics that are more difficult to handle or on which there is less available material, may be dropped. If there are fewer topics than the scheduled meetings, certain topics may be divided. Lists of books are appended to most of the outlines. It would be well for the club to own some of the recommended books. Others can be obtained either from the local public library or from the state traveling library. When very full lists are given it is not necessary for any dub to use all the books, but the longer list leaves more room for choice. The best material on some subjects may be found, not in books, but in magazines. These may be looked up under the subject in the Readers' Guide to Periodical Literature. Maga- zine articles and ilfiJ'strated material may be ob- tained from the WUson Package Library. For terms see fourth page of cover. A list of the study outlines now in print will be found on page three of this cover. For later additions to the list write to publisher. VOCATIONAL EDUCATION AND GUIDANCE OF YOUTH AN OUTLINE FOR STUDY EMILY ROBISON THE H. W. WILSON COMPANY WHITE PLAINS. N. Y., AND NEW YORK CITY 1917 ^Z^Jti ^7 INTRODUCTORY NOTE The subject of vocational education and guidance of youth of pubHc school age is so broad that a number of books will need to be used as a basis of study. If the local public or school library does not contain the books of the shorter list, the other material may be found on the subject. Some clubs have found the method practicable of buying those books which they need for study and then presenting them to the public library. State commissions are often glad to furnisli material. The United States Bureau of Education publishes two bulletins — one on Vocational Education (1916 No. 21) and one on Vocational Guidance (1914 No. 14) which will be found of use in most programs. The outline may be used for papers and discussion. The references at the end of each division are arranged so that anyone wanting to look up definite points might readily find them. Dooley's "Education of the Ne'er-do-well," Daven- port's "Education for Social Efficiency" or Snedden's "Problem of Vocational Education" are interesting read- ing on the subject in general. E. R. January 12, 191 7 CONTENTS I. Vocational Education (General) 1. What it is 7 2. Need of vocational education 8 II. Legislation 1 . State legislation 11 2. Federal legislation 12 III. Industrial Education 1. Why industrial education for the boy and girl ? 14 2. Industrial education systems abroad 16 IV. Industrial Training for Girls 1. The training girls need in industries 20 2. Some schools which teach girls trades 22 V. Some American Schools Where Boys Learn Trades 1. Two interesting private schools... 23 2. Some public trade schools 24 vi. co-operation of agencies in furnishing Industrial Education 1. The employer of child labor and the schools 25 2. The labor unions and industrial education 26 VII. Commercial Education 1. Need of special training for business 27 2. Commercial education, past and present 28 VIII. Agricultural Education 1. The value of agricultural education 30 2. History of development of agri- cultural education 30 IX. Household Arts 1. Historical development of aims and training in household arts 32 2. Value of training in household arts 33 6 CONTENTS X. Historical Development of Vocational Guidance 1. Our first vocational guidance bureaus 35 2. Vocational guidance abroad 36 XI. Vocational Guidance in the Public School 1. The child who does not reach high school 37 2. Vocational guidance through the continuation school 39 XII. Vocational Guidance in the Public School (Continued) 1. Vocational information and guidance 40 2. Courses in vocational guidance 41 XIII. Vocational Guidance 1. The vocational counselor 42 2. Value of vocational guidance to the school 43 XIV. Surveys for Vocational Education and Guidance 1. What the survey is 44 2. How surveys are made 44 XV. Introduction of Vocational Education IN the Grades 1. Time to begin vocational education 46 2. How two schools have met the problem 48 XVI. Vocational Education and the High School 1. Vocational education in the high school 50 2. Public vocational schools under separate control 51 XVII. Local Program 1. What our state does for vocational education 53 2. What is being done for vocational education in my locality 54 Bibliography 57 VOCATIONAL EDUCATION AND GUIDANCE OF YOUTH I Vocational Education I. What it is. A. Definition of vocational education. B. Kinds. I. Professional (will not be discussed). 2. 3- 4 Commercial. Agricultural. Industrial. Household. C. Vocational education and liberal education. Vocation shall be the application of culture and culture shall be the halo of vocation. H. H. HORNE. D. Vocational education and manual training. 1. Manual training not vocational. 2. Manual training may be prevocational. E. Part of universal Education. Within the limits of needful activities one occu- pation is as important as another, and a system of universal education must enrich them all, or the end will be disastrous. We need to change our views concerning what has been regarded as me- nial employments. Davenport. 8 VOCATIONAL EDUCATION AND References Davenport. Educative value of labor. In Education for ef- ficiency, p. 78-89. "The daily doing of needful things with regularity and efficiency is half of a liberal education." Davenport. Industrial education a phase of the problem of universal education. In Education for efficiency, p. 60-70. Gillette. Meaning of vocational education. In Vocational education, p. 8-10. Kerschensteiner. Fundamental principles of vocational schools. In Three lectures on vocational education. Lapp and Mote. Passing education around. In Learning to earn. p. 21-38. Leavitt. Manual training and industrial education. In Ex- amples of Industrial education, p. 9-18. National Education Associaton. Proceedings. 1914. p. 582-6. Vocational education — its terminology. C. G. Pearse. Snedden. Types of vocational education. In Problem of vo- cational education, p. 22-26. ^■> Snedden. What is vocational education? In Problem of vocational education, p. 8-13. United States. Bureau of Education 1916 No. 21. Definitions on p. 36(1) ; 43(4) ; 44(6) ; 45(8) ; 47(io). Dial. 59:363-4. Oct. 28, '15. Vocational training and citizen- ship. O. C. Irwin. Independent. 79: 150-1. Aug. 3, '14. Present educational ques- tion. School Review. 19:454-65. Sept. 191 1. Does the present trend toward vocational education threaten liberal cul- ture? E. P. Cubberly. p. 466-76. R. A. Woods. p. 477-88. Discussion. Presented at the meeting of the Harvard Teacher's asso- ciation. March 4, 191 1. 2. Need of vocational education. Education is no longer a luxury. It has be- come a necessity for doing of the world's work. It is no longer for the edification of the few ; it is for the satisfaction of the many. Davenport. A. Need for the boy and girl. I. Purpose in life. (The "life career" ideal.) GUIDANCE OF YOUTH 9 2. Character building. Habits of industry. Right habits of thought. 3. Joy in work. The great mass of human happiness will always arise out of doing well the common things of life, and the happiness of the individual will lie in that creative genius which does to-day the same thing it did yesterday, but does it better. Daven- port. 4. Prevention of wasted years. (In adjustment.) B. Need for the community. So great is the rivalry among nations that it has become a matter of necessity to modify the methods of education in order to have a greater number of productive citizens. M. I. Emerson, 1. Useful citizens. 2. Prevention of waste. References Dewey. The school and social progress. In School and so- ciety, p. 3-28. Emerson. The life career ideal. In Evolution of the edu- cational ideal, p. 154-164. King. Character-forming influences. In Education for so- cial efficiency, p. 211-212. King. The vocational interest and social efficiency. In Edu- cation for social efficency. p. 199-218. Lapp and Mote. The present system, p. 47-59; Training for citizenship, p. 344-65. In Learning to earn. Munroe. The demand for vocational training. In New demands in education, p. 85-108. National Education Association. Proceedings. 1910. p. 133- 41. Value through education of the life career motive. C. W. Eliot. Reprinted in Bloomfield. Readings in vocational guidance. p. 1-12. National Education Association. Proceedings. 191 1 : 260-4. Progress and the true meaning of the practical in educa- tion. Carleton B. Gibson. 10 VOCATIONAL EDUCATION AND National Education Association. Proceedngs. 1914. p. 572-7- Vocational education — its social relationships. H. L. Sumner. Snedden. Modern social need of vocational education under school conditions. In Problem of vocational education. p. 13-18. Consumers' League of Connecticut. A glance at some Euro- pean and American vocational schools, p. 3-7. United States. House of Representatives. 63d Congress. 2d session. (Document 1004.) Committee on National aid to vocational education. Need of vocational education. In Report. V. I. p. 16-29. Educational Review. 45 : 501-6. May, 1913. The character- forming influence of vocational education. Paper read at 2d Internat. Moral ed. Congress at The Hague 1912. Reprinted from the London Journal of Educa- tion. School and Society. 3 : 300-04. Feb. 26, '16. Cultural and vo- cational education. H. H. Home, GUIDANCE OF YOUTH II II Legislation I. State legislation. A. Connecticut. B. Indiana. C. Maine. D. Massachusetts. E. New Jersey. F. New York. G. Pennsylvania. H. Wisconsin. References King. Industrial and vocational education — typical state movements. In Social aspects of education, p. 161-62. Monroe. Legislation on Vocational education. In Cyclopedia of education, v. 3, p. 432-33. Taylor. New York law relative to vocational instruction. Article 22 of the Education Law of 1910 as amended by laws of 1913 chapter 747. In Handbook of vocational edu- cation, p. 183-189. United States. Commissoner of Education. Report 1915, 1 : 242-/^4. Legislation in Maine. United States. Commissoner of Education. Report 191S, 1 : 235-37. Legislation in New Jersey. United States. Commissioner of Education. Report 191S, 1 : 233-35. Legislation in Wisconsin. United States. Commissioner of Education. Report 1913, i : 907-12 Vocational education legislation in 1913. Indiana. State Board of Education. First Annual Report on vocational education, (1904), p. 169-172. The spirit and purpose of the new vocation law and types of vocational schools to be established under the law. United States. Bureau of Education. Bulletin. 1914. No. 37. p. 14-31. The laws of the states on education for the home, by states. B. R. Andrews. 12 VOCATIONAL EDUCATION AND United States Bureau of Education. Bulletin, 1916, No. 21, P- 157-59- Digest of states that provide state aid for a more or less state-wide system of vocational education. 2. Federal legislation. A. History of proposed federal legislation. 1. Page bill. 2. Smith Hughes bill.^ B. Need of federal legislation. At the last session of Congress a bill was passed b}^ the Senate which provides for the promotion of vocational and industrial education which is of vital importance to the whole country because it concerns a matter too long neglected, upon which the thorough industrial preparation of the coun- try for the critical years of economic development immediately ahead of us in a very large measure depends. President's Address to Congress, Dec. 5, 1911. 1. To share the burden of expense of establish- ing schools. 2. To stimulate the development of vocational education. References King. Industrial and vocational education. Significance of national appropriations, p. 162-63. Lapp and Mote. How shall the obligation be met? In Learn- ing to earn. p. 309-326. National Education Associaton. Proceedings. 1915 : 296-308. Evolution of the training of the worker in industry. C. A. Prosser. National Education Association. Proceedings. 1915:322-31. National aid for vocational education. John Lapp. Chamber of Commerce of the United States of America. Referendum No. 14. On the report of the committee on education regarding federal aid for vocational education. April I, '16. Special Bulletin June 2, '16. Gives the majority report of the Referendum committee and summary of arguments against the committee's recom- mendation for federal aid. Special bulletin, June 2, '16, gives detailed statement of vote by the chambers of commerce throughout the United States. * The Smith-Hughes bill finally passed at the last session of the 64th Congress, March, 1917. GUIDANCE OF YOUTH 13 Chamber of Commerce of the United States. Report by committee on education — on vocational education. Fourth annual meeting Washington, Feb. 8-10, '16. Chamber of Commerce of the United States. Vocational edu- cation. Pending bill S. 703. Suggests changes in the pending bill to make it accord with the views expressed by the Chamber's referendum. Commission on National Aid to Vocational Education. Report Vol. I (63d Congress, 2d session, House Document 1004). Kinds of vocational education for which national grants should be given p. 40-54. Extent to which the National gov- ernment should aid vocational education, p. 62-69. Proposed legislation, p. 78-87. Vol. 2 : 267-283. Statements submitted by letter. Independent. Tz '• I4I4-9- Dec. 19, '12. Educational reform. C. S. Page. Manual Training. 17:251-9. Dec. 1915. Manual training and vocational education to fit millions for their work. The Smith-Hughes bill, a National preparedness plan to equip this country for holding industrial and commercial suprem- acy in the future. Alvin E. Dodd. Same article. In Nation's Business. 3 : p. 8-10. Nov. '15, under the title Training for industrial life. Also printed as a "separate" by the National Society for the Promotion of In- dustrial Education. Survey. 32:417-8. July 18, '14. Plan to stimulate vocational education in all the states. W. D. Lane. Survey. 35:692. Mar. 11, '16. Federal plan for vocational training. Same article. In School and Society. 3:428-9. Mar. 18, '16. 14 VOCATIONAL EDUCATION AND III Industrial Education The subject of industrial education is so broad and the interest concerned so vast and so varied that no single writer can hope to bring to its discussion that com- plete knowledge zvhich is necessary to the rational and, final solution of a difficult problem. — Davenport. I. Why industrial education for the boy and girl? Now if every individual is to contribute by means of his work to the general welfare of the community, our first business must be to provide him with the best opportunities of developing his skill and capacity for work. Kerschensteiner. A. Passing of the apprentice system. B. Modern factory conditions. 1. Specialization or minute divisions of labor. 2. "Blind alley" occupations. C. Lack of skilled workers. D. Employers cannot adequately train workers. I. Expense of time and labor. Workers do not stay in same shops and fac- tories. Lack of facilities in shops and factories to teach all subjects needed to comprehend modern industrial methods. E. Child who does not take to book-learning. 1. Motor minded child. 2. Child retarded in grades. a Through illness. b Changing schools. c Lack of interest. Guidance of youth iS References Abbott, Edith. Public opinion and the working women. In Women in industry, p. 'i'^7-22). "The introduction of machinery and the establishment of the factory system have made necessary a readjustment of the work both of men and women, and in the long run it has meant the breaking down of old customary lines of delimita- tion between women's work and men's work." Adams, Thomas Sewall and H. L. Sumner. Industrial edu- cation. In Labor problems, p. 435-449. Decline of apprenticeship system, present status of appren- ticeship, trade schools, general aspects. Addams, Jane. The spirit of youth and industry. In Spirit of youth in city streets, p. 107-35. Ayres. Laggards in our schools. For anyone who wishes to go more fully into the study of elimination and retarding of pupils. Bloomfield. The wasteful start and unefficiency. In Youth, school and vocation, p. 9-26. Dean, A. D. Past, present and future. In Worker and the state, p. 3-25. This chapter is reprinted in King. Social aspects of educa- tion, p. 156-165. Dooley. The neglected ne'er-do-well. In Education of the ne'er-do-well. p. 1-8. Dooley. Qualities of the ne'er-do-well. In Education of the ne'er-do-well. p. 8-13. Dooley. Special needs. In Education of the ne'er-do-well. p. 25-31. "Special attention should be devoted to the aptitudes of the great mass of children who are motor-minded and who must be reached through manual and objective methods of teaching." Hedges. Needs of the factory wage-earner. In Wage worth of school training, p. 16-24. Kelley. Machine tenders. In Modern industry in relation to the family, health, education, morality, p. 100-106. Kerschensteiner. Industrial and vocational education, its social significance, the fundamental principles of continua- tion schools. In King, Social aspects of education, p. 144- 156. Article reprinted from School Review. 19 : 162. Lapp and Mote. Industry and its educational needs. In Learning to earn. p. 60-88. Mangold. The untrained child in industry. In Problems of child welfare, p. 245-246. .l6 VOCATIONAL EDUCATION AND Alonroe. Cyclopedia of Education. V. 3. p. 425-28. National Education Association. Proceedings, 1910, p. 369-73. Need of industrial education in our public schools. Theo- dore W. Robinson. National Education Association. Proceedings. 1910. p. 666-73. Industrial factor in education. E. N. Henderson. Discusses "the psychological and social need for construc- tive hand work and for industries as a 'subject' in school." Reprinted in Bloomfield Readings in vocational guidance, p. 56-68. National Education Association. Proceedings. 1912. p. 899-907. Citizenship in industrial education. C. B. Connelley. National Education Association. Proceedings. 1912. p. 921-26. Sociological phases of the movement for industrial edu- cation. F. M. Leavitt. Same article in American Journal of Sociology. 18 : 352-60. National Education Association. Proceedings. 1915. p. 828-32. Vocational education and the labor problem. Russell. The school and industrial life. In Russell and Bon- ser Industrial education, p. 1-19. "My conclusion is that industrial education is essential to the social and political well being of a democracy." Van Kleeck. Some problems of industrial education. In Working girls in evening schools, p. 168-83. Weeks. The hand of iron. In The people's school, p. 6-23. "A rational system of education will take account of changes in society and keep pace with their evolution." Iron Age. 95:1334-5, June 17, '15. Works apprentice school discontinued. "The per capita cost of the graduate so to speak from the company's apprenticeship school was an important item in the decision to discontinije the school." Popular Science Monthly. 77:180-81. Aug. '10. Danger of unskill. Walter G. Beach, p. 178-185. Scientific American. 112:247. Mr. 15, '15. Educational scrap heap and the blind alley job. L. W. Dooley. Condensed from same article in S. Am. S. Mr. 13, '15. p. 170. 2. Industrial education systems abroad. A. Belgium. I. Aims. 2. System. GUIDANCE OF YOUTH 17 B. England. I. Aims. Britain aims at individual excellence partly by offering many avenues of training and many chances for willing and persevering workers to climb all sections of the industrial ladder. 2. Forms of schools. a London. b Birmingham c Edinburgh. C. France. 1. Aims. France aims at industrial excellence partly by the training of highly skilled experts and partly by the training of those who should become the best foremen. 2. Forms of schools. Paris. D. Germany. 1. Aims. Germany aims at the building up of a great in- dustrial nation partly by the thorough training of the leaders as experts, partly by the training of middle grade workers, such as draftsmen and foremen, as thoroughly accurate and careful man- agers and partly by the training of all grades of workmen and mechanics as skilled craftsmen and good citizens. 2. Day trade schools. 3. Continuation schools. a Bavaria. Munich. b Prussia. Berlin. c Wiirtemberg. ; l8 VOCATIONAL EDUCATION AND E. Switzerland. I. Aims. Here ... we see a harmonious cooperation of labor, capital, legislative bodies, and educational authorities for the upbuilding of efficient citizen- ship and national prosperity. Weeks. References Dooley. Educational adaptations abroad. In Education of the ne'er-do-well. p. 32-61. Kerschensteiner. Technical day schools in Germany. In Three lectures on vocational training. Leake. Dangers arising from the misinterpretation of foreign systems and other causes. In Industrial education, p. 176- 89. National Education Association. Proceedings. 1910. p. 242-$. Effect of industrial environment. C. B. Connelley. National Education Association. Proceedings. 191 1. p. 740-7. New standard of the present day in industrial education in Europe. P. Kreuzpointer. Monroe, Paul. Cyclopedia of education, v. 3, p. 430. Roman. Brief survey of the development of the continua- tion schools in the leading German states. In Industrial and Commercial schools of the United States and Ger- many, p. 37-53. Roman. The present status of industrial training for girls in Wiirtemberg, Bavaria, Prussia and in the whole Empire. In Industrial and Commercial schools of the United States and Germany, p. 95-110. Taylor. Industrial education in Europe. In Handbook of vocational education, p 17-49. England, Scotland, Germany, France. United States. Commissioner of education. Report 1912. vol I. P- 537-38- Public education in Switzerland: Continua- tion schools. United States. Commissioner of Education. Report 1914. vol i> P- 739-42. Continuation schools in Germany. Weeks. Foreign trade schools. In The people's school p. 109-47- Consumer's League of Connecticut. A glance at some Euro- pean vocational schools, p. 7-50. Pleasant accounts of Vocational schools in Germany, some Flemish schools and the English motive. The pamphlet was printed in 191 1. GUIDANCE OF YOUTH 19 United States. Bureau of Education. Bui. 1914. - 23 : 1-76. Trade schools in Europe. F. L. Glynn (il). Craftsman. 19:598-607. Mar. '11. Trade education in Ger- many : its value to the laborer. Eva E. Vonn Baur. Elementary School Teacher. 10:209-19. Jan. '10. Trade school in London. C. W. Kimmins. Harper. 128 : 616-25. Mar. '14. Dynamic education. J. L. Mathews. Industrial education of German boys. Nation. 94 : 208-9. F^b. 29, '12. Bavarian school of house- keeping. M. Parkinson. Outlook. 96:887-8. Dec. 24, '10. Educate the apprentice. News item about Dr. Kerschensteiner's visit to this coun- try and his Munich continuation schools. Scribner's Magazine. 51 : 199-204. Feb. '12. Passing of the unskilled in Germany. Elmer Roberts. 20 VOCATIONAL EDUCATION AND IV Industrial Training for Girls I. The training girls need in industries. If the boy of the working classes is badly off for industrial training, his sister is in a far worse case. Women are in most of the trades followed by men, and the number of this army of working, wage-earning women is legion. They are not trained at all and are so badly paid that as under- bidders they perpetually cut the wages of men. Alice Henry. Trade Union Woman. A. Training for the skilled worker. I. Openings for girls in skilled trades. a Dressmaking. b Millinery. c Printing trades, d Silver and gold work. e Watch making. B. Training for immediate work. What we have to beware of is that this indus- trial work, this "honest toil," does not degenerate into drudgery. Kerschensteiner. I. Chances girls have for advancement in facto- ries and mills through training. a Garment trades. b Shoe factories. c Textile mills 1. Knitting. 2. Cotton. 3. Silk. 4. Woolen. References Davis, Anne. Occupations and industries open to children between fourteen and sixteen years of age. In Blooinfield. Readings in vocational guidance, p. 542-53. Published by the Board of education, Chicago, 1914. GUIDANCE OF YOUTH 21 Dodge, H. H. Survey of occupations open to the girl of 14 to 16 years. In Bloomfield. Readings in vocational guid- ance, p. 571-601. Part I takes up the field of work and its conditions. Part II gives an outhne of the principal occupations including under each, the approximate percentage of the 14-16 year old girl to all employed, the kinds of work, first steps of advancement, qualifications, outlook in respect to the girls, disadvantages or danger and opportunities for training. Dooley. Difference between vocational education for boys and girls. In Education of the ne'er-do-well. p. 77-79- Girls Trade Education League of Boston. Telephone operat- ing. In Bloomfield. Readings in vocational guidance. p. 557-69. Bulletin No. i. Dressmaking, No. 2, Bookbinding. Reprinted in United States Commission of Labor. Report 1910. p. 445-55- Hedges. Needs of the factory wage earner. In Wage worth of school training, p. 16-23. Henry, Ahce. Women and vocational training. In The Trade Union woman, p. 212-13. Richards, C. R. What we need to know about occupations. In Bloomfield. Readings in vocational guidance, p. 504-514. An address delivered at the second National Conference on Vocational Guidance. 1913. Van Kleeck. Occupations: facts significant for the schools. In Working girls in evening schools, p. 57-6o. Weaver. Profitable occupations for girls, p. 79-83- Dress making and millinery. p. 96-105. Craftsmanship and the practical arts. p. 57-71. Factory work. p. 115-18. Telephone and telegraph work. National Society for the Promotion of Industrial Education. Bulletin 20. p. 193-195. Similarity and the points of differ- ence in the training of boys and girls for specific trades. F. E. Leadbetter. National Society for the Promotion of Industrial Education. The Minneapolis Survey. Bulletin 21. Dressmaking and Millinery, p. 407-34 ; Art education needed _ in industry, (Jewelrj^ manufacturing, photography, printing.) p. 526- 555. Summary 550-555- National Society for the Promotion of Industrial Education. The Minneapolis Survey. Bulletin 21. The knitting 'mill. P- 435-63. (Summary 461-63) ; the garment trades, p. 376- 406 (Summary 407-34). United States. Bureau of Education. Bulletin, 1913 _No._ 17. A trade school for girls : a preliminary investigation in a typical manufacturing city. 22 VOCATIONAL EDUCATION AND 2. Some schools which teach girls trades. Life without industry is guilt, and industry without art is brutality. Ruskin. A. Boston School of practical arts. B. Manhattan Trades school for girls. A real trade school intensively teaching the practical knowledge of trades and efficiently training its pupils in manipulative skill will put on the road to economic independence and civic use- fulness boys and girls whom the regular schools can never reach. W. Stanwood Field, School AND Society, June 17, 1916. C. Washington Irving high school. References Schneider. Manhattan trade school for girls. Iti Education for industrial workers, p. 30-33. Van Kleeck. Evening schools and vocational training. In Working girls in Evening schools, p. 118-33. Manhattan trade school for girls. National Society for the Promotion of Industrial Education. Bulletin No. 22, p. 220-24. Trade extension and part- time courses for girls in New York City. National Society for the Promotion of Industrial Education. Bulletin No. 22, p. 215-19. Shop methods and utilization of product (in the Manhattan Trades School for Girls.) United States. Commissioner of Labor. Report. 1910. Girls trade school, Boston, Mass. p. 278-81. Educational Review. 30: 178-88. Sept. '05. Manhattan trade school for girls. M. S. Woolman. McClure's. 41 : 46-57. May '13. Six thousand girls at school. A training for womanhood. Burton J. Hendrick. Washington Irving High School. Review of Reviews. 50: 195-200. Aug. '14. Public school that makes for industrial efficiency. Boston girls' high school of practical arts. B. O. Flower. Review of Reviews. 50:200-5. Aug. '14. Training city-bred girls to be useful women: Washington Irving High School. GUIDANCE OF YOUTH 23 V Some American Schools Where Boys Learn Trades The epic is verily not "Arms and the Man, but Tools and the Man" — an infinitely wider kind of epic. — Car- LYLE. Past and Present. I. Two interesting private schools. A. Thompson Island Farm and Trades School. "A private school for boys of limited means supported by endowments, tuition fees and sub- scriptions." B. David Ranken, Jr., school of mechanical trades. In these days of automatic machinery and high specialization a broad, sound training in the fun- damentals of a trade is something the boy does not easily find, but it is something the boys of America must have if this country is to maintain its old standing as a country in which ingenuity and inventiveness abound. Editor, St. Louis Republic, June, 1916. References Leavitt. The David Ranken Jr. School of Mechanical Trades, St. Louis, Missouri. In Examples of industrial education, p. 182-190. United States. Commissioner of Labor. Report 1910. p. 61- 64. David Ranken Jr. School of mechanical trades. The David Ranken Ji*. School of Mechanical Trades. (St. Louis) Annual Catalog. 1916-17. The Farm and Trades School. Report of the board of mana- gers of the farm and trades school, Thompson's Island. 1916. Gives an historical summary and description of its work. National Society for the Promotion of Industrial Education. Bulletin 20. p. 134-143. The recognition of industrial edu- cation for apprentices by organized labor. Lewis Gustaf- son. I shall confine myself to this topic only so far as it relates to the Ranken School. — Gustafson. Boston Evening Transcript, Saturday, Mar. 14, '14. Farm and Trades School's 100 years. Reprint secured from the Thompson Island Farm and Trades School. 24 VOCATIONAL EDUCATION AND Boston Sunday Globe. Mar. 22, '14. Centennial of farm and trades school. Reprint. Thompson Island Farm and Trades school. Outlook. 100: 734-40. July 28, '15. A vocational school a hun- dred years old. H. Addington Bruce. Survey. 25:674-6. Jan. 21, '11. Ranken trades school at St. Louis. 2. Some public trade schools. A. Cincinnati (O.). B. Fitchburg (Mass.). C. Milwaukee School of trades for boys. D. Albert G. Lane Technical High School (Chi- cago). References Carlton. Milwaukee School of trades. In History and prob- lems of organized labor, p. 456-57. Dewey. Education through industry. (Cincinnati). In Schools of To-morrow, p. 278-86. Hunter. W. B. The Fitchburg plan. In Leavitt. Examples of industrial education, p. 202-208. Leavitt. Lane Technical high school, Chicago. In Examples of industrial education, p. 155-174. Leavitt. Milwaukee public school of trades. In Examples of industrial education, p. 176-181. National Education Association. Proceedings. 1913. p. 190-97. Cincinnati continuation schools. E. R. Roberts. National Education Association. Proceedings. 1914. p. i7i-5- School and Shop — work and study. Randall J. Condon. Cincinnati continuation and part time schools. Taylor. The Fitchburg school. In Handbook of vocational education, p. 68-71. United States. Commissioner of Education. Report 1915- Vol. L p. 36-39. Cincinnati. United States. Commissioner of Labor. Report 1910. Fitch- burg high school, p. 187-90. United States. Commissioner of Labor. Report 1910. p. 134- 37. Milwaukee school of trades. School Review. 19:289-94. May '11. Industrial education in Cincinnati. World's Work. 21:14265-75. April 'ii. Half time at school and half time at work. F. P. Stockbridge. At Cincinnati. World's Work. 25 : 695-8. April '13. Teaching real life in school. W. B. Anthony. Fitchburg public schools. GUIDANCE OF YOUTH 25 VI Co-operation of Agencies in Furnishing Industrial Education. I. The employer of child labor and the schools. A. The school in the factory. Apprenticeship schools. 1. When employer furnishes material, time and teachers. Advantages. Disadvantages. 2. When teaching force is supplied by other agency. B. Part time continuation schools. 1. How the time is divided. 2. Advantages to employer. References Dean. Co-operative system of industrial training. In Worker and the state, p. 211-42. National Education Association. Proceedings. 1914 : 602-7. Use of the factory and office buildings in New York City for vocational education. J. H. Haaren. National Education Association. Proceedings. 1914. p. 614-18. Apprenticeship and continuation schools of Milwaukee, Wisconsin. R. L. Cooley. Smith. Selecting the course. In Establishing trade schools. p. 79-90. Shows cooperation of both employer and employee. The subjects treated are advisory boards, trade agreements, ex- amples of trade agreements of employers and trade unions with the school. Snedden. Cooperation of agencies in vocational education. In Problem of vocational education, p. 38-41. Taylor. The shop vs. the trade school. In Handbook of vocational education, p. 83-85. Annals of the American Academy. 57. p. 178-181. Sept. '16. Continuation schools. A. J. Jones. Manual Training. 17:305-7. Dec. '15. Where should coop- eration end? editorial comment. National Society for the Promotion of Industrial Education. 21. p. 633-36. "Any comprehensive scheme of industrial education like Minneapolis to be efficient and enduring must command the respect and support not only of employers and employees in- dividually, but of organization of employers and employees." a6 VOCATIONAL EDUCATION AND 2. The labor unions and industrial education. The organizations constituting the American Federation of labor have been for years engaged in the work of systematically providing industrial education to their members. ... It is eager to cooperate actively in instituting industrial educa- tion in our public schools. Samuel Gompers. A. Trade agreements for the promotion of industrial education. 1. Some examples. Unskilled trades. Skilled trades. 2. Value. B. Cooperation in outlining trade studies. References Carlton, Frank Tracy. Government and policies of Labor organizations. In History and problems of organized labor, p. 95-154- For those who wish to study further possibilities of co- operations with labor unions. Henry, Alice. The trade union and industrial education. In The Trade union woman, p. 209-11. National Education Association. Proceedings. 1914 : 607-14. Trade agreements. In Industrial education of apprentices in Chicago. W. M. Roberts. National Education Association. Proceedings. 1910 : 265-73. Trade unions and industrial education. W. B. Prescott. National Society for the Promotion of Industrial Education. Trade understandings. In Report of the Minneapolis sur- vey Bulletin 21, p. 672-77. National Society for the Promotion of Industrial Education. Bulletin 22. p. 325-34. Relation of the pre-vocational school to the rest of the school system. R. C. Kelso. Tells of the different trade agreements in force in Roch- ester, N. Y. National Society for the Promotion of Industrial Education. Bulletin 22. p. 347-61. Trade agreements and industrial education. Manual Training. 16:329-39. Feb. '15. Industrial education and the American federation of labor. Samuel Gompers. GUIDANCE OF YOUTH 27 VII Commercial Education Business has to do with four important processes — the production, preparation, distribution and consump- tion of commodities. — Lapp and Mote. Learning to Earn. I. Need of special training for business. Education for business . . . addresses itself to the everyday needs of the manufacturer, merchant, transporter and banker in quite the same way as the good physician goes about to diagnose our ills. Its mission is to facilitate the four great commercial processes. Lapp and Mote. A. Clerical work, 1. Bookkeeping. 2. Stenography. 3. Typewriting. 4. Filing and records. B. Salesmanship. 1. Department stores. 2. Other forms. C. Advertising work. References Eaton and Stevens. Commercial training for girls, p. 169-180. Lapp and Mote. Business and its educational needs. Fn Learning to earn. p. 116-42. O'Leary. Vocational training for department store workers. In Department store occupations, p. 82-88; 97-100. Stevens. General view of Commercial work. In Boys and girls in commercial work. p. 33-43. Weaver. Salesmanship. In Profitable occupations for girls. p. 107-113. United States Bureau of Education. Bulletin, 1916, No. 25, p. 39-41. Modern Business and commercial education. Isaac Grinfield. United States. Bureau of Labor Statistics. Bulletin. 162 : Analysis of occupations in department stores of Rich- mond. In Vocational survey of Richmond, p. 227-238. 28 VOCATIONAL EDUCATION AND 2. Commercial education, past and present. A. Abroad. 1. Germany. a Lower commercial schools. b Secondary commercial education. 2. England. 3. France. B. Our early commercial schools. 1. Adventures in business. 2. Lack of test of training. C. New ideals in commercial education. The chief aim of commercial education should be to produce the highest possible degree of effi- ciency to increase production, to make a just dis- tribution in commercial labor, to make self-re- specting, self-supporting, and contributing mem- bers of society, and thereby to help in promoting social justice to all mankind. E. Newton Smith. 1. Importance of moral training in commercial education. 2. Need of "all around'' intelligence. 3. Specialization. References Herrick, Cheesman. The curriculum of the secondary school of commerce, hi Meaning and practice of commercial education, p. 228-53. Herrick, Cheesman. History of commercial instruction in secondary schools, fn Meaning and practice of commercial education, p. 213-18. Monroe. Cyclopedia of education. V. 2, p. 143-54. History in the U. S. 143-45 ; private commercial school 145-46; public high school 146-48; history in Germany 151-53; other countries 153-54. National Education Association. Proceedings. 1915. p. 893- 897. Factors of efficiency in secondary commercial teach- ing. John E. Treleven, GUIDANCE OF YOUTH 29 Roman. Early history and methods of getting pupils; the present status of business colleges, commercial high schools and commercial departments of high schools. In Indus- trial and Commercial schools of the United States and Germany, p. 244-56. Roman. Morals and habits. In Industrial and vocational education in the United States and Germany, p. 380-82. Roman. Some comparisons with Germany. In Industrial and commercial education, p. 256-263. Stevens. General recommendations for training. How _ to train the girl, How to train the boy. In Boys and girls in commercial work. p. I43-I77- Summary of training observations, p. 178-81. Thompson, F. V. Present conditions in education ; construc- tive proposals. In Commercial education in Public sec- ondary education, p. 122. 75-94- United States. Commissioner of Education. Report. 1915, i : 283-87. Essentials of commercial education. F. V. Thomp- son. National Society for the Promotion of Industrial Education. Bulletin 22, p. loo-ii. Minneapolis survey and commer- cial education. John G. Gray. United States. Bureau of Education. Bulletin 1916 No. 21. p. 152. Problems of commercial education. United States. Bureau of Education. Bulletin 1916 No. 25 p. 67-68. Commercial high school. William Fairley. Journal of Political economy. 21:221-42. Mar. '13. Educa- tion for business. Boston high school of commerce. 30 VOCATIONAL EDUCATION AND VIII Agricultural Education 1. The value of agricultural education. There is virtue yet in the hoe and the spade, for learned as well as for unlearned hands. Emerson. The American Scholar. A. To the boy and girl on the farm. 1. Monetary gain in training. 2. Seeing opportunity in the land. 3. Broadening the horizon. 4. Prevention of drifting city-ward. "As the twig is bent, the tree is inclined." B. To "outdoor-loving" children not on farms. I. A chance at success. References Davenport. Agriculture in the high school. In Education for efficiency, p. 124-135. National Education Association. Proceedings, igio. p. 1094- 98. The place of agriculture in the public schools. G. F. Warren. Reprinted. In Leak. Means and Methods of agricultural education, p. 1 19-21. "In our farm-management investigations, we have inci- dentally secured some very emphatic figures on the value of high school education of farmers." National Education Association. Proceedings. 1915. p. 193-99- Agricultural education. J : H. Waters. 2. History of development of agricultural education. A. Agricultural education of youth abroad. 1. England. 2. Germany. 3. Norway. 4. Sweden. 5. Switzerland. GUIDANCE OF YOUTH 31 B. Agricultural training in the United States. 1. Introduction of vocational agricultural studies in the schools. 2. Consolidated agricultural schools. C. Agricultural extension work in rural schools. 1. Corn and potato clubs. 2. Poultry clubs. 3. Institutes. 4. Exhibits or school fairs. References Eggleston. Demonstration work through the rural school. In Work of the Rural School, p. 104-23. Leake. Rural school extension. In Means and methods of agricultural education, p. 99-111. Leake. The consohdation of schools. In Means and meth- ods of agricultural education, p. 84-98. Monroe. Cyclopedia of education. V. I, p. 64-68. Agricul- tural education in the lower schools; agricultural high schools, p. 64-66. National Education Association. Proceedings. 1910. p. 1098-99. In what schools shall secondary agriculture be taught? G. F. Warren. National Education Association. Proceedings. 1914. p. 898-905. The Federated boys' and girls' club work. O. H. Benson. National Education Association. Proceedings. 1915. p. 1144-53. School credit for boys' and girls' club work and extension activities in agriculture and home economics. O. H. Ben- son. United States. Commissioner of Education. 1912. v. i, p. 197-206. Boys' and girls' agricultural clubs. A. C. Monohan. United States. Commissioner of Education. 1912. v. i, p. 267-69. Review of agricultural education in high schools. 1911-12. United States. Commissioner of Education. 1914. v. i, p. 123- 25. Agricultural high schools. J. L. McBrien. United States. Commissioner of Education. 1914. v, i, p. 704-06. Norway system of agricultural education. United States. Commissioner of education. 1915. v. i, p. 295- 302. Agriculture in elementary schools, agriculture in secondary schools. A. C. Monohan. United States. Bureau of Education. 1914 No. 8, p. 11-17. Massachusetts home project plan of vocational agricul- tural education. 3^ VOCATIONAL EDUCATION AND IX Household Arts Many people think of ivork as a necessary something, disagreeable rather than agreeable, but on the contrary it is certainly one of life's most permanent and substan- tial satisfactions and delights. I. Historical development of aims and training in House- hold arts. A. America. 1. Three American leaders in domestic economy. a Mrs. Emma Hart Willard. b Miss Catherine Beecher. c Mrs. Harriet Beecher Stowe. 2. Ellen H. Richards. 3. Household arts in the public schools. a As "manual training" in liberal education. b As vocational subjects. B. Abroad. I. Comparison of aims of the various countries in teaching household arts. References Hunt. Lake Placid Conference. Home economics movement. In Life of Ellen H. Richards, p. 259-99. The entire volume is interesting reading. Monroe. Cyclopedia of Education, v. 3, p. 318-331. House- hold arts in education. National Education Association. Proceedings. 1913. p. 184-9. Home-school — an experiment in household education. R. J. Condon. United States. Commissioner of Education. 1914. v. I, p. 321- 25. Education for the home. Fundamental principles ; the elementary school ; the high school ; rural schools. GUIDANCE OF YOUTH 33 United States. Bureau of Education. Bulletin, 1914. No. 36. p. 10-12. Early domestic economy movement. In Edu- cation for the home. B. R. Andrews. Short acount of the work of Mrs. Willard, Miss Beecher, and Harriet Beecher Stowe. Good Housekeeping. 50:9-10. Jan. '10. Home science in New York. M. R. Ormsbee. Good Housekeeping. 50:225-31. Feb. '10. Home science in California. Margaret Marshall Doyle. Good Housekeeping. 50:732-38. X)me '10. Home economics in Massachusetts. F. Stern. 2. Value of training in household arts. A. For improvement of home life. Domestic economy as a wage-earning vocation cannot be taught too thoroughly, but what every girl is entitled to have from the public school dur- ing her school years is a "short course" in the simple elements of domestic economy, with oppor- tunity for practice. It is nothing so very elaborate that girls need, but that little they need so badly. Such a course has in view the girl as a home maker, and is quite apart from her training as a wage-earner. Henry. Trade Union Woman. B. The girl in industry. 1. Garment trades. 2. Millinery. 3. Textile mills. 4. Art industries. C. Length of service of girls in industry. D. Proportion of women who marry. E. Training the consumer. She looketh well into the ways of her house- hold. Proverbs 3 i : 27. I. Women buy most of life's necessities. 34 VOCATIONAL EDUCATION AND 2. Training in standards of beauty, honesty, fairness in price, production of article with- out injury to health and morals of the pro- ducer. References Lapp and Mote. Training for the home. In Learning to earn. p. 143-63. National Education Association. Proceedings. 1910 : 642-45. Vocational value of the household arts. Helen Kinne. National Education Association. Proceedings. 1914-. P- 618-24. The renovation of the home thru home economics. A. P. Norton. United States. Bureau of Education. Bulletin. 1915. No. I. p. 7-10. Home making a universal trade. The standard of comfort in the home; why the vocational school must teach cooking. L P. O'Leary. Outlook. loi : 536-40. Jl. 6, '12. How shall we learn to keep house? M. B. Bruere. Survey. 30: 188-92, May 3, '13. Housekeeping centers in set- tlements and public schools. M. H. Kitteredge. GUIDANCE OF YOUTH 35 X Historical Development of Vocational Guidance. The overcrowding of the traditional occupations such as law, medicine, and clerical pursuits, shows what little effort society makes to direct talent into its possibly most appropriate opportunities. Communities obviously should organise such incentives and guidance as will awaken interest in other occupations just as commendable and perhaps more promising than those into which the ma- jority of our young people drift. — Committee on Voca- tional Education of the N. E. A. I. Our first vocational guidance bureaus. A. New York. 1. The "father" of vocational guidance. 2. Establishment of aid committees. 3. Purpose. 4. Growth. B. Boston — Vocation Bureau. 1. Frank Parsons. 2. Purpose of the Bureau. Six general aims. 3. What it does now. References King. Boston vocation bureau. In Education for social ef- ficiency, p. 222-31. King. Vocational direction in New York. In Education for social efficiency, p. 220-22. Mangold, George B. Vocational guidance. In Problems of child welfare, p. 246-47. Boston Vocation Bureau. Monroe. Cyclopedia of Education. 3. p. 741. Boston Voca- tional Bureau. Parsons. The Vocation Bureau (of Boston). In Choosing a vocation, p. 91-92. Taylor. Vocational guidance in New York City. Vocational guidance in Boston. In Handbook of vocational educa- tion, p. 121-27; p. 127-31. 36 VOCATIONAL EDUCATION AND United States. Bureau of Education. 1915. No. 21. p. 70-71. Definition of vocational guidance. Vocation Bureau of Boston. Vocational guidance and the work of the Vocational Bureau of Boston. Outlook. 98:989-97. Aug. 26, '11. Business men in the mak- ing. F. M. White. Tells of Eli \'V. Weaver and his work of vocational guid- ance in Boston. Frank V. Thompson. School Review. 23:105-12. Feb. '15. Vocational guidance in Boston. Frank V. Thompson. 2. Vocational guidance abroad. A. British Isles. 1. Birmingham (Juvenile Labor Exchange). Nowhere in England will be found a more in- telligently executed plan of helping children start in life than in the city of Birmingham. Bloom- field. 2. London (Advisory Boards). 3. Edinburgh. B. Germany. (Placement and follow-up work.) References Bloomfield. Vocational guidance and employment in Bir- mingham. In Readings in vocational guidance, p. 679-703. U. S. Bureau of education bulletin. 1914. No. 4. The school and the start in life. Meyer Bloomfield. Bloomfield. Vocational guidance in Germany. In Youth, schools and vocation, p. 95-108. Bloomfield. Vocational guidance in England and Scotland. In Youth, schools and vocation, p. 109-146. United States. Bureau of Education. Bulletin. 1913. No. 57. Juvenile employment, I. L. Kandel. In Elementary educa- tion in England, p. 151-156. United States. Bureau of Education. Bulletin. 1914. No. 14. P- 3i"33- Lessons Europe has for us. Meyer Bloomfield. Journal of Political Economy. 21 : 243-54. Mar. '13. Indus- trial training and placing of juveniles in England. H. Winefrid Jevons. GUIDANCE OF YOUTH 3? XI Vocational Guidance in the Public School The most fruitful field of vocational guidance like that of vocational education is the public school. — Commit- tee ON Vocational Education of the N. E. A. I. The child who does not reach high school. A. Necessity of assistance. 1. Not enough good jobs. 2. Work of 14-16-year-old child not valuable. 3. Child not old enough to choose wisely. 4. Parents not able to help and watch over con- ditions. B. Placement work and employment supervision. The unjustifiable lack of educational supervi- sion during the first years of factory work makes it quite impossible for the modern educators to offer any real assistance to young people during that trying transitional period between school and industry. The young people themselves who fail to conform can do little but rebel against the en- tire situation. Jane Addams. Spirit of youth IN THE CITY STREETS. 1. The child's characteristics and aptitudes. 2. Help during early years of school. 3. Showing children opportunities for continu- ing education after leaving. 4. Giving children knowledge of principal occu- pations of the community. 5. Establishment of juvenile employment bureau under direct control of school and working in cooperation with industries. 38 VOCATIONAL EDUCATION AND References Bloomfield. The school and the start in hfe. In Youth, school and vocation, p. 158-170. Eaton, Jeannette and B. M. Stevens. Vocational guidance. In Commercial work and training for girls, p. 138-156. Greany, Ellen M. Study of the vocational guidance of gram- mar school pupils. In Bloomfield. Readings in vocational guidance, p. 267-287. From Educational Administration and Supervision. Mar. '15- Miller, W. T. From the viewpoint of its application to boys in elementary schools. In Bloomfield. Readings in voca- tional guidance, p. 121-24. National Education Association. Proceedings. 1912. p. 645-61. Practical arts and vocational guidance. C. A. Prosser. Same article in Manual Training. 14:209-22. Feb. '13. National Education Association. Proceedings, 1912. p. 431-36. Vocational guidance. Meyer Bloomfield. National Education Association. Proceedings, 1914. p. 704-07- Physical condition of the child as a leading factor in de- termining his vocational guidance. M. E. Schallenberger. United States. Bureau of Education. Bulletin, 1914. No. 14. p. 59-64. Guidance by the development of placement and follow up work. S. P. Breckenridge. United States. Bureau of Education. Bulletin. 1914, No. 14. p. 64-66. Development of placement and follow up work. Charles Martin. American Journal of Sociology. 19:358-69. Nov. '13. Social waste and unguided personal ability. E. B. Woods. Reprinted. In Bloomfield. Readings in vocational guid- ance, p. 19-31. Annals American Academy. 35 : sup. 76-83. Mar. '10. Voca- tional direction; child workers, industrial unrest, choosing a vocation. E. W. Lord. Annals American Academy. 35 :sup.86-88. Mar. '10. Voca- tional direction. David Snedden. School Review. 23:687-96. Dec. '15. School phases of voca- tional guidance. F. M. Leavitt. Scientific American. 110:312+ April 11, '14. Vocational guidance and efficiency. How boys and girls are started aright in life. B. C. Gruenberg. Scientific American Supplement. 79: 170-1. Mar. 13, '15. Edu- cational scrap heap and the blind alley job, L. W. Wooley. Same article condensed in Scientific American 102 : p. 247. Mar, 13, '16, GUIDANCE OF YOUTH 39 Scientific American Supplement. 79:275. May I, '15. Why vocational guidance? B. C. Gruenberg. 2. Vocational guidance through the continuation school at Cincinnati. True vocational guidance does not commit a person inalienably to a single vocational possi- bility. H. D. KiTSON. A. Compulsory school attendance. B. Selection by child of the studies. C. Studies. References United States. Bureau of Education. Bulletin, 1914. No. 14. p. 67-72. Continuation schools of Cincinnati as a means of vocational guidance. E. D. Roberts. Guidance through prevocational work as illustrated by the Gary system might be used instead of this paper and omitted from program XV. 40 VOCATIONAL EDUCATION AND XII Vocational Guidance in the Public School — (Continued) The world's zvork may he done far more efficiently, in much less time than is nozv consumed, and with much greater personal satisfaction, by the distribution of hu- man capacity which will citable each to contribute his reasonable maximum of vocational service. The school is our deliberately organized means to bring about this efficiency in human endeavor. — F. G. Bonser. I. Vocational information and guidance. A. For children with 2-4 years of high school educa- tion. B. Interest of child not a reliable guide. C. Need of •information. D. Purpose of guidance. E. The child on the way to higher education. References Bloomfield. Education and vocational guidance. In Youth, school and vocation, p. 27-49. Davis. B. W. An inquiry into vocational aims of high school pupils. In Bloomfield. Readings in vocational guidance. p. 190-97- From a tentative report to the superintendent of schools, Somerville, Mass. and to the vocation bureau of Boston. Goodwin, Frank P. Vocational guidance in Cincinnati. In Bloomfield. Readings in vocational guidance, p. 129-140. Address before the Ohio State Teachers' Association at Columbus, Ohio. Dec. 29, '13. King. Vocational guidance an aid to social efficiency. In Education for social efficiency, p. 219-232. National Education Association. Proceedings. 1912:417-25. School system and choice of vocation. G. P. Knox. National Education Association. Proceedings. 1915:910-13. Placement bureau. L. G. Dake. United States. Bureau of Education. Bulletin, 1914. No. 4. School and employment, p. 127-133. United States. Bureau of Education. Bulletin, 1914. No. 14. p. 48-52. Guidance by means of a system of differentiated courses. A. P. Fletcher. Need of a guidance; kind of guidance given and methods followed. GUIDANCE OF YOUTH 4I Manual Training. 16:265-70. Jan. '15. Suggestions toward a tenable theory of vocational guidance. H. D. Kitson. Reprinted in Bloomfield. Readings in vocational guidance. p. 103-108. Excerpts in U. S. Commissioner of Education. Report 1915, V. i, p. 264-65. School Review. 23:687-96. Dec. '15. School phases of voca- tional guidance. F. M. Leavitt. 2. Courses in vocational guidance. A. Grand Rapids (Michigan). The school and public library afford the labora- tory for work done in vocational and moral guid- ance, whatever plan may be followed. Davis. B. DeKalb (Illinois). C. Middleton (Connecticut). References Davis. Vocational and moral guidance. "This manual of vocational and moral guidance is prepared in response to a demand for more detailed information re- garding the work that was originated by the writer in the Central High School of Grand Rapids, Michigan." National Education Association. Proceedings. 1912, p. 713-8. Vocational and moral guidance thru English composition in the high school. J. B. Davis. Outline of course at Grand Rapids, and testimony of stu- dents and teachers concerning it. National Education Association. Proceedings. 1912. p. 1267-73. Use of the library in vocational guidance. J. B. Davis. "In the new era of public education just beginning, we shall expect the library to take its proper place, and to assume full responsibility in helping the American youth to find a life of true happiness and real success." School Review. 23:175-80. Mar. '15. Vocational information for pupils in a small city high school. W. A. Wheatley. Describe the course given at Middleton, Connecticut. United States. Bureau of Education. Bulletin. 1914, No. 14. p. 52-59. Guidance by systematic courses of instruction in vocational opportunities and personal characteristics. F. M. Giles. Description of vocational guidance in the De Kalb town- ship high school. 42 VOCATIONAL EDUCATION AND XIII Vocational Guidance I. The vocational counselor. Where no counsel is, the people fall ; but in the multitude of counsellors there is safety. Prov- erbs II :i4. A. What he does. B. Qualifications. For this significant work let us have men and women of the best possible professional training, that their efficiency may be in proportion to their responsibilities. F. G. Bonser. 1. Information. 2. Personal qualifications. C. His advisors. References Bonser, F. G. Necessity for professional training for voca- tional counseling. In Bloomfield. Readings in vocational guidance, p. 109-16. Address delivered before the Third national conference on vocational guidance. Also reprinted in U. S. Bureau of Edu- cation. Bulletin. 1914. p. 37-42. Davis. Vocational counseling. In Vocational and moral guidance, p. 137-49. Parsons, Frank. Counselors and applicants. In Choosing a vocation, p. 14-25. Parsons, Frank. Principles and methods involved. In Choosing a vocation, p. 5-13. Puffer. Equipment of a counselor. In Vocational guidance. P- 57-65. Annals American Academy. 35 : sup.83-85. Mar. '10. Voca- tional direction, or the boy and his job; vocational coun- selor. School and Society. 4:433-9. Sept. 16, '16. Training for vo- cation. E. A. Bess. "The beautiful conclusion of the whole matter as based on the conception of the science of training men, rather than on isolated interviews, is that the counselor could remain on the job, and keep up a program of vocational training after the individual has selected his vocation." GUIDANCE OF YOUTH 43 Survey. 30:183-88. May, '13. Vocational counselor in action. M. Bloomfield and L. F. Wenthworth. 2, Value of vocational guidance to the school. A. Basis for practical test of teaching. B. Basis for criticism by community. References United States. Bureau of Education. Bulletin. 1914, No. 14. Guidance by the development of placement and follow up work : from the point of view of learning, p. 63-64. United States. Bureau of Education. Bulletin. 1914, No. 14. p. 16-26. The larger educational bearings of vocational guidance. G. H. Mead. Address delivered at the Third National Conference on Vocational Guidance. Reprinted in Bloomfield. Readings in vocational guidance, p. 43-55. 44 VOCATIONAL EDUCATION AND XIV Surveys for Vocational Education and Guidance. 1. What the survey is. A. Kinds of survey. 1. School surveys. 2. Surveys of groups of young workers. 3. Surveys of particular industries. 4. Vocational education surveys of cities. B. The facts wanted in surveys. Material on this subject may be found in the references at the end of this program. References Shaw. Industrial information. In Tlie building trades, p. 79. Smith. Two aspects of the survey. In Establishing indus- trial schools, p. 43. Manual Training and Vocational Education. 17:372-76. Jan. '16. Bibliography of surveys bearing on vocational edu- cation. The four types of surveys are briefly described on p. 372- 74. The bibliography which includes articles printed up to Oct. 1915 is excellent. 2. How surveys are made. A. Cooperation of many agencies with the expert. I. Part various agencies can take. B. Value of publicity. C. Use of information already gathered. References Cincinnati. Chamber of Commerce. The vocational survey ; scope and method. In Industrial survey, vocational sec- tion of the printing trade, p. 13-14. Hedges. Method of the inquiry; statistical procedure; need of data. In Wage worth of school training, p. 25-41. Smith. Making the survey. The educational survey. In Es- tablishing industrial schools, p. 65-78. GUIDANCE OF YOUTH 45 Smith. The survey material. Various agencies co-operating to make the survey a success and the part of each. In EstabHshing industrial schools, p. 46-48. (Survey of city). Brief outline of the industrial survey conducted by Mr. Prosser and his assistants in Minneapolis. United States. Commission of Education. Report 1915. i : 433-92. School surveys. E. F. Bucher. Brief accounts of survej'^s and a summary giving the cost of surveys, by whom carried on and size of published reports. National Society for the Promotion of Industrial Education. Bulletin. 22, p. 85-95. Organization and methods of the survey. C. A. Prosser. In Proceedings. 1916. University of Iowa. Extension bulletin No. 9. Scope of the investigation. In Work, wages and schooling of 800 Iowa boys. United States. Bureau of Education. Bulletin. 1914. No. 14. p. 44-45. The present trend of vocational guidance in the United States ; the industrial survey. H. T. Wooley. United States. Bureau of Education. Bulletin. 1914. No. 14. P- 73-79- How shall we study the industries for purposes of vocational education? C. R. Richards. From National society for promotion of industrial educa- tion. Bulletin 17. Proceedings 1913. United States. Bureau of Education. Bulletin. 1914. No. 14. p. 79-81. How shall we study the industries for the pur- pose of vocational guidance. F. M. Leavitt. Reprinted from National society for the promotion of in- dustrial education. Bulletin No. 17. Proceedings 1913. 46 VOCATIONAL EDUCATION AND XV Introduction of Vocational Education in the Grades. I. The time to begin vocational education. A. Possibility of vocational education in the elemen- tary grades. 1. Age distribution of children in the elementary grades. 2. Holding the child's interest. Whatever we have an interest in, we enjoy do- ing, and that is the reason why well-adapted work, in the long run, is the most certain, if not the greatest of human delights. George Van Ness Dearborn. B. The question of vocational education in the gram- mar school. I. Purpose of beginning in the 6th-8th grade. Education must be planned so seriously and definitely for those two years between fourteen and sixteen that it will be actual trade training so far as it goes, with attention given to the condi- tion under which money will be actually paid for industrial skill ; but at the same time, that the im- plications, the connections, the relations to the in- dustrial world will be made clear. Jane Addams. a Arousing interest in school work. b Helping the child who may have to work early. C. Prevocational education. Most of that which has been written about "joy in work" has referred to some kind of laborious manual work. It should be remembered that, for many individuals, intellectual work is laborious and that it is quite necessary to find some way of making it joyous. The new educational program provides for the bringing together in actual real- ization the necessity for hard work and the joy in its accomplishment. Leavitt and Brown. GUIDANCE OF YOUTH 47 References Ayres. Some conditions affecting problems of industrial edu- cation in seventy-eight American school systems ; thirteen- year old boys in every grade from kindergarten through high school. In Bloomfield. Readings in vocational guid- ance, p. 151-53- Davenport. Agriculture in the elementary school. In Edu- cation for efBciency. p. 136-43. King. Beginnings in the elementary grades. In Education for social efficiency, p. 205-209. Lapp and Mote. Prevocational training. In Learning to earn. p. 182-96. Leavitt and Brown. Personal characteristics of prevocational boys. In Prevocational education in the public school, p. 58-69. Leavitt and Brown. Nature and purpose of prevocational education. In Prevocational education in the public schools, p. 1-12. National Education Association. Proceedings. 1910. p. 782-3. Intermediate industrial schools. David Snedden. National Education Association. Proceedings. 1912. p. 907-12. Relation of the elementary school to subsequent education. W. T. Bowden. National Education Association. Proceedings. 1912. p. 942-51. Is the introduction of technical subjects advisable? W. H. Henderson. Shaw. Training before the boy leaves school, p. 67-69. Junior high school, p. 70-71. In The building trades. "Few of the boys who will engage in the building trades go beyond the eighth grade and less than 60 per cent complete the elementary course. . . . Putting the best possible light on the situation, it seems to be clear that whatever is done in the way of training boys for the building trades must be started in the seventh grade." Smith. The prevocational school. In Establishing industrial schools, p. 97-98. Snedden. Problems of intermediate or introductory voca- tional education. In Problems of vocational education. p. 47-50. Consumers' League of Connecticut. Vocational training for boys in the upper grammar grades. F. M. Leavitt. (pam. No. 2.) National Society for the Promotion of Vocational Education. Bulletin No. 20. p. 87-89. As to prevocational training (in Richmond, Va.). R. W. Selvidge. 48 VOCATIONAL EDUCATION AND United States. Bureau of Education. Bulletin. 1913. No. 41. p. 76. Should commercial work be given in the seventh and eighth grades of the grammar school? United States. Bureau of Education. Bulletin. 1916. No. 21. p. 69-70. Prevocational education. United States. Bureau of Education. Bulletin. 1916. No. 25. p. 46-47. Elementary school commercial education. F. G. Nichols. United States. Bureau of Labor. (Miscellaneous series No. 7.) Plan for prevocational industrial school; object and purposes ; entrance requirements ; relation to high school. In Richmond survey, p. 284-85. Annals of the American Academy. 57:64-76. Sept. '16. Edu- cation for life work in non-professional occupations. F. G. Bonser. Some controlling factors. 65-67. Implications for voca- tional education. 67-68. Junior high school and vocational education, p. 71-72. 2. How two schools have met the problem. A. Ettinger plan. B. The Gary plan. References Dewey, John and Evelyn. Education through industry (at Gary) In School of tomorrow, p. 252-68. Leavitt. Gary, Indiana. In Examples of industrial educa- tion, p. 91-94. National Society for the promotion of industrial education. News letter No. 9. The Ettinger plan. p. 24-25. The Gary plan. p. 23-24. New York City. Department of Education. Report on the organization and extension of prevocational training in elementary schools. W. L. Ettinger. This report is printed by the boys of one vocational school. Hampton's Magazine. 27:55-66. July '11. Keeping the chil- dren in school : the successful Gary, Indiana, experiment of giving school children the kind of training they want. R. C. Dorr. Independent. 84. p. 452. Dec. '15. The Gary school plan, both sides, a debate. E. M. Phelps. At the end of the outlines is a list of the best references on the Gary system up to December 1915. Journal of Education. 82 : 123. Aug. 19, '16. The Ettinger plan. W. E. Grady. GUIDANCE OF YOUTH 49 Literary Digest. 48 : 613. Mar. 21, '14. Efficient industrial edu- cation (at Gary, Ind.) Condensed from article reprinted in American Industries. 14:27-29. Feb. '14, from the Hardware Age. McClure. 41 : 61-9. Sept. '13. Children of the steel kings at Gary. B. J. Hendrick. Nation. 102:698-99. June 29, '16. Gary system: a summary and a criticism. H. W. Fuller. New Republic. 3: 191-2. June 26, '15. Issue in vocational edu- cation. so VOCATIONAL EDUCATION AND XVI Vocational Educational and the High-School. I. Vocational education in the high school. A. Separate courses in the same building. I would have it so that in a company of Amer- ican citizens one cannot tell by the dress, the man- ners, or the speech what is the occupation of the individual. To this end let there be few schools with many courses, not many schools with few courses. Davenport. Education for Effi- ciency. B. Special high schools of trades and vocations. The vocational school has not fulfilled its com- plete function until it helps the boys and girls as completely as may be to adjust their lives to their environment. F. W. Roman. References Davenport. Industrial education with special reference to the high school. In Education for efficiency, p. 45-59- Dean Davenport's arguments for separate courses in the existing high schools and against special agricultural schools is given also in Leake. Means and methods of Agricultural education, p. 122-23. Leake. Secondary education in agriculture. In Means and methods of agricultural education, p. 121-27. National Education Association. Proceedings. 1910. p. 1103-07. Place of the Agricultural high school in the system of public education. National Education Association. Proceedings. 1913. p. 707-10. What the schools can do to meet the demand of both indus- try and general science. E. O. Holland. National Education Association. Proceedings. 1913. p. 721-5- Trade schools in the public school system. F. L. Glynn. National Education Association. Proceedings. 1914. p. 577-82. Should manual training and technical high schools abandon their general and college preparatory aims and become sec- ondary schools of applied science? A. L. Williston. GUIDANCE OF YOUTH 51 National Education Association. Proceedings. 1914. p. 764-71- Applied science — its relationship to shop work and the rest of the curriculum in an up-to-date technical high school. A. H. Morrison. To give some idea of how subjects may be taught for vo- cational purposes. Snedden. Problems of agricultural education. In Problem of Vocational education, p. 54-56. National Society for the promotion of vocational education. Bulletin 22. p. 366-373. How the high school can best serve industrial education. A. S. Hurrell. Manual Training. 16:595-8. June, '15. Necessity for high school commercial courses. J. W. Curtis. Manual Training Magazine. 14:105-14. Dec. '12. The future of manual training high schools in vocational education. C. B. Howe. School Review. 19 : 85-95. Relation of the movement for vo- cational and industrial training to the secondary school. 2. Public vocational schools under separate control. A. Reasons for desiring separate control. B. Reasons for having single control. To segregate any class of people from the com- mon mass, and to educate it by itself and solely with reference to its own affairs is to make it nar- rower and more bigoted, generation by generation. Davenport. 1. Dependence upon cultural work of lower grades. 2. Dependence upon the mechanical training of the lower grades. C. When separate control has been found desirable. References Davenport. Unity in education. In Education for efficiency. p. 100-20. National Education Association. Proceedings. 1915. p. 1173- 77. Vocational education — its dependence upon elementary cultural training. F. W. Roman. Snedden. Problems of administration. In Problem of voca- tional education, p. 57-59- S^ VOCATIONAL EDUCATION AND New Republic. 2:283-4. Ap. 17, '15. Splitting up the school system. John Dewey. New RepubUc. 3:40-2. My. 15, '15. Vocational education. David Snedden. Survey. 29:870-71. Mar. 22, '13. Industrial education and democracy. Survey. 30:405-7. Je. 21, '13. How industrial education is controlled in Germany. E. G. Payne. Survey. 30:407. June 21, '13. Revolution in school control. E. H. Fish. Survey. 30:722-3. Sept. 13, '13. Vocational schools. Paul Kreuzpointner. GUIDANCE OF YOUTH S2 XVII Local Program. What our state does for vocational education. A. Brief review of legislation. B. Forms of helps obtained through state officers. C. Comparison with neighboring states. D. Comparison with states of same wealth. E. Comparison with state with same general interest. References Dean. New York State plan. In The worker and the state. P- 325-6. Reprinted in King, Education for social efficiency, p. 210. National Education Association. Proceedings. 1915. p. 292-6. State program for industrial and social efficiency. A. D. Dean. United States. Commissioner of Education. Report. 1914. V. I, p. 255-57. Massachusetts. United States. Commissioner of Education. Report 1914. V. I, p. 265-66. Indiana. United States. Commissioner of Education. Report 1914. V. I, p. 267. California. United States. Commissioner of Education. Regort. 1915. V. I, p. 227-29. Massachusetts. " United States. Commissioner of Education. Report. 1915- V. I, p. 231-33. Pennsylvania. United States. Commissioner of Education. Report. 1915- V. I, p. 233-35. Wisconsin. United States. Commissioner of Education. Report. 191 5. V. I, p. 235-37. New Jersey. United States. Commissioner of Education. Report. 1915. V. I, p. 237-38. Indiana. United States. Commissioner of Education. Report. 1915. V. I, p. 238-39. California. United States. Commissioner of Education. Report. 1915. V. I, p. 242-44. Maine. United States. Commissioner of Education. Re£ort. 191 5. V. I, p. 240-41. Connecticut. 54 VOCAtlONAL EDUCATIOIsr AND United States. Commissioner of Education. Report. IQIS- V. I, p. 244-45. Washington. United States. Commissioner of Education. Report 1914. V. I, p. 260-64. Pennsylvania. New Mexico. Director of industrial education. Annual re- port to the superintendent of public instruction. 1915. Elementary School Journal. 15:476-90. May, '15. Wisconsin continuation schools. H. E. Miles. Manual Training and Vocational Education. 17:37-78. Penn- sylvania continuation schools. W. E. Hackett. 2. What is being done for vocational edtication in hiy locality. A. The peculiar conditions of the community/ 1. Southern states with problems of the negro but not of the immigrant. 2. Communities with large unassimilated foreign population. 3. Manufacturing centers. 4. Rural communities. B. Facts from the assessor's book or school records. 1. Number of children under sixteen in school. 2. Number of days a year that the children under sixteen who are "in school" average in school. 3. Number of children under sixteen and of school age who are not in school. 4. Are the children from six to the minimum re- quired school age in school, or being taught at home? (Sometimes the late entrance of untaught children at school is the cause of grade retardation and resulting "elimina- tion.") 5. What the children who are not in school do. a The "future" in their employments. b Do they work in clean places ? c Is the work such that shortens the lives of the employees? The heads under which the locality comes will determine section C of the local program. All communities have need for some household arts. GUIDANCE OF YOUTH 55 C. As intelligent and enlightened members of the community, what practical things can we do to further vocational education and guidance? What, then, are we going to do about it ? How deeply are we concerned that this labor shall not result to the detriment of the child, and what ex- cuse are we making to ourselves for thus prema- turely using up the strength which really belongs to the next generation? Of course, it is always difficult to see the wrong in a familiar thing ; it is almost a test of moral insight to be able to see that an affair of familiar intercourse and daily living may also be wrong. Jane Addams. Newer Ideals of Peace. References Addams. Protection of children for industrial efficienc3^ In Newer ideals of peace, p. 151-79. Ayres, L. P. Some conditions affecting problems of indus- trial education in seventy-eight American school systems. In Bloomfield. Readings in vocational guidance, p. 150-171. From Russell Sage Foundation publications. "The study included all of the cities between 25,000 and 200,000 population which were not so suburban in character as to be in reality subsidiaries of larger cities and in which the larger cities were able to cooperate." National Education Association. Proceedings. 1910. p. 277-80. Industrial work in the one room school ; its kind and scope. C. E. Byrd. National Education Association. Proceedings. 1915. p. 742-47- High school efficiency and what it means to the commun- ity. William H. Snyder. United States. Commissioner of Education. 191 1. v. i, p. 286- 291. Education of the colored race. In telhng of various activities many points for local con- sideration are given and sources for further information. United States. Commissioner of Education. 1912. v. i, p. 243- 256. Recent movements in negro education. T. J. Jones. Indiana. Department of Pubhc Instruction. Education Pub- lications. Bulletin No. 20. (Vocational series No. 13.) Domestic science: State course of study for the public schools of Indiana. Introduction, p. 7-16. Indiana. Department of Public Instruction. Educational publications. Bulletin No. 19. (Vocational series No. 12) Industrial arts : State course of study for the public schools of Indiana. 1915. p. 5-18. S6 VOCATIONAL EDUCATION Indiana. First annual report on vocational education in Indi- ana, p. 77-230. Shows what has been accomplished in one year. Lincoln. (Nebr.) Department of Public Instruction. Do- mestic science: the Crete plan. igii. Method of teaching cooking which has been found prac- tical in towns and villages up to 3,000 population. National Society for the Promotion of Vocational Education. Bulletin No. 20. p. 153-59. How shall industrial education be organized to meet varying community needs? A. L. Williston. Also reprinted as a "separate." United States. Bureau of Education. Bulletin. 1913. No. 25. Industrial education of Columbus, Georgia. Suggestive for Southern cities with like problems. United States. Bureau of Education. Bulletin. 1916. No. 21. P- 73-76. Some ways in which vocational education may be introduced. Independent. 74:1229. June 5, '13. Henrico plan: industrial education in the colored schools. Survey. 28:787-8. Sept. 28, '12. Results of industrial train- ing of the negro. Excerpts from a report of F. P. Chisholm. World's Work. 28:452-60. Aug. '14. Wholehearted half time school and the Rev. J. A. Baldwin of Charlotte, N. C, who directs it. W. A. Dyer. A private school whose work might be emulated by the public school. World's Work. 28:285-92. July, '14. Training new leaders for the industrial South. W. A. Dyer. Shows the way to work that the public schools might do. BIBLIOGRAPHY Short List for Purchase. Bloom FIELD, Meyer, ed. Readings in vocational guid- ance. Ginn & Co., Boston, 1915. $2.25. "A practical encyclopedia of the subject." — A. L. A. Book- list. Some of this material is used for references in vocational education, as well as being a source for vocational guidance. Bloomfield, Meyer. Youth, school and vocation. Houghton, Mifflin Co., Boston. 191 5. *$i.25. Mr. Bloomfield is director of the Vocation Bureau of Bos- ton. Davenport, Eugene. Education for efficiency. Heath, Boston, 1909. *$i. Davis, Jesse Butterick. Vocational and moral guid- ance. Ginn & Co., Boston, 1915. $1.25. "His suggestions are as practical as they are friendly, and should be read by every parent as well as teacher of boys and girls." — Boston Transcript. Dean, Arthur Davis. Worker and the state : a study of education for industrial workers ; with an introd. by Andrew S. Draper. Century, N. Y., 1910. *$i.20. DooLEY, William H. Education of the ne'er-do-well. (Riverside Educational monographs.) Houghton, Mifflin Co., Boston, 1916. 60c. Eaton, Jeannette, and Stevens, Bertha M. Commer- cial work and training for girls. Macmillan, 191 5. *$i.5o. "This book has been compiled from carefully collected facts. Business-like as it is, it is full of pure human nature, and must go far to accomplish its aim." — Outlook. Lapp, John A., and Carl H. Mote. Learning to earn; a plea and a plan for vocational education ; with an in- troduction by W. C. Redfield. Bobbs-Merrill, In- dianapoHs, 191 5. *$i.5o. O'Leary, Iris Prouty. Department store occupations. (Cleveland education survey.) Survey Committee of the Cleveland Foundation. 1916. 25c. 58 VOCATIONAL EDUCATION AND Parsons, Frank. Choosing a vocation. Houghton, Mif- flin Co., Boston, 1909. $1. Mr. Parsons was the first director of the Vocation Bureau of Boston at the time of his death in 1909. RoBisoN, Emily, comp. Handbook on Vocational edu- cation. H. W. Wilson Co. In preparation. This is a collection of about 50 articles representing vari- ous phases of the subject. Some of them are reprints of ar- ticles used as references for the study outline. Roman, Frederick William. Industrial and commer- cial schools of the United States and Germany ; a com- parative study. Putnam, N. Y., 1915. *$i.50. Shaw, Frank L. The building trades. (Cleveland edu- cation survey.) Survey committee of the Cleveland Foundation. 1916. 25c. Smith, Henry Bradley. Establishing industrial schools. (Riverside educational monographs.) Houghton Mif- flin Co., Boston, 1916. *6oc. Mr. Smith is director of Industrial Education in the New York State College for teachers, Albany, N. Y. Snedden, David Samuel. Problem of vocational educa- tion. (Riverside educational monographs.) Hough- ton Mifflin Co.. Boston, 1910. 35c. This is reprinted with Weeks. People's School and Cub- berly's Country school with the title Vocational education : its theory, administration and practice. Stevens, Bertha M. Boys and girls in commercial work. (Cleveland educational survey.) Survey committee of the Cleveland Foundation. Cleveland, 1916. 25c. Taylor, Joseph Schimmel. Handbook of vocational education. Macmillan, 1914. $1. United States. Commissioner of Labor. Report 1910. Industrial education. Gratis from the Bureau of La- bor or through the Superintendent of Documents. Pamphlets. Brooklyn, N. Y., Public Library. Choosing a voca- tion ; a list of books and references on vocational choice, guidance and training, in the Brooklyn public library. 1913. Contains descriptive notes about many of the books. GUIDANCE OF YOUTH 59 Chamber of Commerce of the United States. Report by Committee on Education on vocational education. Riggs Building, Washington, D. C. Columbus, Ohio. Public School Library. Choosing a vocation : some books and references in the Colum- bus Public School Library that will help boys and girls in the choice of a vocation and books for the teacher, paper. Public school library. 19 15. Commission on National Aid to Vocational Educa- tion, V. L Report of the Commission. 1914, 63d Con- gress, 2d session, House Document. No. 1004. Secured free through local Congressmen or purchased from U. S. Supt. of Documents, Washington. Consumers' League of Connecticut. A glance at some European and American (vocational) schools. Con- sumers' League, 36 Pearl St., Boston. 1911. 50c. Consumers' League of Connecticut. Vocational train- ing for boys in the upper grammar grades. F. M. Leavitt. (Pamphlet No. 2.) Consumers' League of Connecticut, 36 Pearl Street, Hartford, Connecticut. 1910. Gratis. HiATT, James Smith. Introduction to vocational guid- ance. (Study No. 38.) Public , Education Associa- tion, 1015 Witherspoon Building, Philadelphia, 191 5. Free. Indiana, Department of Public Instruction. Edu- cational publications. Bulletin No. 19. (Vocational Series No. 12.) Industrial arts: State course of study for the public schools of Indiana. Bulletin No. 20. (Vocational series No. 13.) Domestic science. State course of study for the public schools of Indiana. First annual report on vocational education. 1914. lowA. State University. University extension Bulle- tin No. 9. Work wages and schooling of eight hun- dred Iowa boys. Ervin E. Lewis. Kansas City, Mo., Public Library. Reading list on vo- cational education. (Special Library Hst No. 10.) An excellent bibliography which will be sent to those who apply for it. 60 VOCATIONAL EDUCATION AND Kerschensteiner, Georg Michael Anton. Three lec- tures on vocational training. Commercial Club, Chi- cago. 191 1. Lane Technical Evening School Year Book. Lane Technical High School, Chicago, 19 17. Lincoln (Nebr.) Department of Public Instruction. Domestic Science: its Crete plan. 191 1. Milwaukee Public Schools. School of trades for boys. Catalogue 1917. Mr. James L. Cox, Principal, 331-49 Virginia St., Milwaukee, Wis. Montgomery, Louise. American girl in the stock yard district. University of Chicago Press, 1913. 25c. Extracts of this are reprinted in Bloomfield. Readings in vocational guidance, p. 454-484. National Society for the Promotion of Vocational Education. Bulletin No. 20, annual meeting 1914. Bulletin No. 21. Minneapolis Survey. Bulletin No. 22. Annual Meeting, 1916. These bulletins may be secured from the headquarters in New York at 75c or at the rate of 50c for five or more. Many articles are reprinted by the society and charges from 5c to 15c are made for these. Rochester. Chamber of Commerce. Survey of needs in commercial education. (1915.) Single copies free. Additional copies loc. Talbert, Ernest L. Opportunities in school and indus- try for children of the stock yards district. Chicago University Press. 25c. Reprinted in Bloomfield. Readings in vocational guidance. p. 39-453- United States. Bureau of Education. Bulletin 1913. No. 22. Bibliography of industrial, vocational and trade education. United States. Bureau of Education. Bulletin 1913. No. 25. Industrial education of Columbus, Georgia. Free from the Bureau or Supt. of Public Documents. United States. Bureau of Education. Bulletin 1914. No. 4. School and the start in life; a study of the rela- tions between school and employment in England, Scotland and Germany. U. S. Bureau of Education or Supt. of Documents. 15c. The first part of this bulletin in quite technical. Chapter XI is on School and employment. GUIDANCE OF YOUTH 6l United States. Bureau of Education. Bulletin 19 14. No. 14. Vocational guidance. United States. Bureau of Education. Bulletin 19 14. No. 36, 37. Education for the home. B. R. Andrews. Pts. I and 2. U. S. Bureau of Education, free, or Supt. of Documents, loc. each. United States. Bureau of Education. Bulletin 191 5. No. I. Cooking in the vocational school. I. P. O'Leary. U. S. Bureau of Education, free, Supt. of Documents, 5c. United States. Bureau of Education. Bulletin 191 5. No. 37. Some foreign educational surveys. James Mahoney. United States. Bureau of Education. Bulletin 1916. No. 21. Distributed free from the Bureau of educa- tion or from the Supt. of Public Documents. 15c. United States. Bureau of Education. Bulletin 1916. No. 25. Commercial education. Report on the Com- mercial education subsection of Pan American scien- tific congress. December, 1915; January, 1916. G. L. Swiggett. United States. Bureau of Labor. Bulletin whole No. 162. (Miscellaneous series No. 7.) Vocational edu- cation survey of Richmond, Va. 1916. Vocation Bureau, Boston. Vocational guidance and the work of the vocation bureau of Boston. Vocation Bureau, 6 Beacon St., Boston. 1915. loc. Welles, Mary Crowell. Glance at some European and American vocational schools. Consumers' League of Connecticut, Hartford, 1913. 50c. Women's Educational and Industrial Union, Bos- ton. Millinery as a trade for women. Lorinda Perry Longmans. 1916. *$i.5o. WooLMAN, Mary (Schenck). The making of a trade school. Whitcomb and Barrows, Boston, 1910. pa 50c. Manhattan Trade school for girls. 62 vocational education and Magazines American Journal of Sociology. Vol. 19. Nov. '13. Annals American Academy, Vol. 35. Supplement. Mar. '10; vol. 67. Supplement. Sept. '16. Craftsman. Vol. 19. Mar. '11. Dial. Vol. 59. Oct. 28, '15. Educational Review. Vol. 30. Sept. '05 ; vol. 45. May '16. Elementary School Journal. Vol. 15. May '15. Elementary School Teacher. Vol. 10. Jan. '10. Hampton's Magazine. Vol. 27. July 'ii. Harper. Vol. 128. Mar. '14. Independent. Vol. 73. Dec. 19, '12; vol. 79. Aug. 3, '14; vol. 84. Dec. '15. Iron Age. Vol. 95. June 17, 191 5. Journal of Education. Vol. 82. Aug. 19, '16. Journal of Political Economy. Vol. 21. Mar. '13. Literary Digest. Vol. 48. Mar. 21, '14. McClure's. Vol. 41. May, 1913; Sept. '13. Manual Training and Vocational Education Magazine. Vol. 16. Feb. '15 ; vol. 17. Dec. '15. Nation. Vol. 94. Feb. 29, '12; vol. 102. June, '16. Nation's Business. Vol. 3. Nov. '15. New Republic. Vol. 2. Ap. 17, '15; Vol. 3. May 15, '15; June 26, '15. Outlook. Vol. 96. Dec. 24, '10; vol. 98. Aug. 26, '11 ; vol. loi. July 6, '12. Popular Science Monthly. Vol. jy. Aug. '10. Review of Reviews. Vol. 50. Aug. '14. School and Society. Vol. 3. Feb. 26, '16. School Review. Vol. 19. Feb. '11 ; Sept. 'it ; vol. 23. Feb., Mar., Dec. '15. Scientific American. Vol. 112. Mar. 15, '15; vol. no. April II, '14. Scientific American Supplement. Vol. 79. Mar. 13, '15; May I, '15. Scribner's Magazine. Vol. 51. Feb. '12. GUIDANCE OF YOUTH 63 Survey. Vol. 29. Mar. 22, '13; vol. 30. May 3, June 21, Sept. 13, '13; vol. 32. July 18, '14; vol. 35. Mar. 11, '16. World's Work. Vol. 21. April '11 ; vol. 25. April '13. Additional Books.^ Abbott, Edith. Women in Industry. Appleton. 1910. $2. Adams, Thomas Sewall, and H. L. Sumner. Labor problems. Macmillan. 1905. $1.60. Addams, Jane. Newer ideals of peace. Macmillan. 1907. $1.25. Addams, Jane. Spirit of youth in city streets. Macmillan. 1909. $1.25. Ayres, Leonard Porter. Laggards in our schools. Charities Publication Committee, New York. 1909. Largely reprinted in Bloomfield. Readings in vocational guidance. Bloomfield, Meyer. Vocational guidance of youth ; with an introd. by Paul H. Hanns. (Riverside educational monographs.) Houghton Mifflin Co. Boston. 1911. 60c. Carlton, Frank Tracy. History and problems of or- ganized labor. Heath, 1911. $2. Dewey, John. The school and society: being three lec- tures supplemented by a statement of the LTniversity Elementary School. University of Chicago Press. Chicago. 1907. $1. Dewey, John and Evelyn. Schools of tomorrow. E. P. Dutton & Co., N. Y. 1915. $1.50. Eggleston, J. D., and Bruere, R. W. The work of the rural school. Harper & Co., N. Y. 1913. $1. Emerson, Maf.el L Evolution of the educational ideal. (Riverside text books in Education.) Houghton. $1. Farrington, Frederic Ernest. Macmillan Co., N. Y. 1914. $1.10. General Education Board. Account of its activities. 1902-1914. General Education Board, N. Y. 1915- 1 Some of these books do not bear entirely upon vocational education. They are such books as find a place in good libraries. The books on vocational education in this list have not been used extensively in the outline. If the library owns them, they will be found useful. 64 VOCATIONAL EDUCATION AND Gillette, John Morris. Vocational education. Ameri- can Book Co., N. Y., 1910. $1. Hedges, Anna Charlotte. Wage worth of school training ; analytical study of six hundred women workers in textile factories. (Columbia University Teachers College. Contributions to education.) Teachers College, Columbia University, N. Y. 191 5. $2. Henry, Alice. The trade union woman. Appleton. 1915. *$i.5o. Herrick, Cheesman a. Meaning and practice of com- mercial education. Macmillan, N. Y. 1904. $1.25. "Largely a plea for the establishment in this country of special secondary schools of commercial education." Hunt, Caroline L. The life of Ellen H. Richards. Whitcomb and Barrows. Boston. 1912. $1.50. Kelley, Florence. Modern industry related to the fam- ily, health, education, morality. Longmans, N. Y. 1914. *$i. Kerschensteiner, Georg Michael Anton. The idea of the industrial school. Translated from the German by Rudolf Purtner. Macmillan, 1913. 50c. King, Irving. Education for social efficiency, a study in the social relations of education. Enlarged ed. Apple- ton & Co., N. Y. 1915. *$i.50. Professor King is at the University of Iowa. King, Irving. Social aspects of education ; a book of sources and original discussions, with annotated bib- liographies. Macmillan Co.. N. Y. 1912. $1.60. Leake, x\lbert H. Industrial education ; its problems, methods and dangers. (Hart, Schafifner & Marx prize essays. '15.) Houghton Mifflin Co., Boston. 1913. *$1.25. Leavitt, Frank Mitchell. Examples of industrial edu- cation. Ginn & Co., Boston. 1912. *$i.25. Leavitt, F. M., and Brown, Edith. Prevocational edu- cation in the public schools. Houghton Mifflin Co., Boston, 1915. *$i.io. "A book based largely on the results obtained in an ex- perimental industrial class conducted by the University of Chicago and in prevocational classes of the Albert G. Lane technical high school of Chicago." — Bk. Review Digest. "Here is much of significance to parents as well as to teachers" — Elementary School Journal. GUIDANCE OF YOUTH 65 Mangold, G. B. Problems of child welfare. (Social sci- ence text book series.) Macmillan, 1914. $2. Monroe, Paul. Cyclopedia of education. 5 vols. Mac- millan. 1911-1914. $25. MuNROE, James Phinney. New demands .in education. Doubleday, Page & Co., Garden City, N. Y. 19 12. $1.50. National Education Association. Journal of Pro- ceedings and Addresses. Secretary of the National Education Association, Ann Arbor, Mich. The volumes 1910-1916 were used for reference material in this outline. Prosser, Charles Allen. Study of the Boston Me- chanic Arts High School ; being a report to the Boston school committee. (Contributors to education, No. 74.) Teachers College, Columbia University, 525 W. 120th St., N. Y. 1915. $1.25. Puffer, J. A. Vocational guidance. Rand. 1913. $1.25. Russell, J. E., and Bonser, F. G. Industrial education. Teachers College, Columbia University, N. Y. 1914. School and Industrial life, J. E. Russell reprint from edu- cational review, N. Y. Dec. '09. Fundamental values of ed. F. E. Bonser reprint from Technical education Bulletin No. 10. Teachers College, Columbia University. Schneider, Herman. Education for industrial workers. (School efficiency series.) World Book Co., I9I5- 90c. Snedden, David Samuel, and others. Vocational educa- tion ; its theory, administration and practice. Houghton Mifflin & Co., Boston. 1915. (Copyright 'io-'i2.) *$1.20. Problem of vocational education Snedden ; The people's school Weeks. Improvement of rural schools Cubberly. Thompson, F. V. Commercial education in public secon- dary schools. World Book Co., Yonkers, N. Y. 1915. *$i.5o. United States. Commissioner of Education. First vol- ume of Annual Reports. United States Bureau of Education. The reports from 1910-1915 were used in this outline. Weaver, Eli Witmer, ed. Profitable vocations for girls. A. S. Barnes Co., New York, 191 5. *8oc. 66 VOCATIONAL EDUCATION Van Kleeck, jMary. Working girls in evening schools. Russell Sage Foundation. 1914. $1.50. Weeks, Ruth Mary. The people's school. (Riverside Educational monographs.) Houghton Mifflin Co., Bos- ton. 19 1 2. 60c. Also bound with Snedden. Problem of vocational educa- tion and Cubberly Improvement of Rural schools with the title Vocational education, its theory, administration and prac- tice. List of Study Outlines Active Citizenship. By Charles Davidson, Ph.D. A study of citizenship in general and of the intelligent management of local problems. Programs arranged according to the ques- tion method, with topics for discussion in meetings and short lists of books and documents which may be consulted. 4op. 25c. City Beautiful; A Study of Town Planning and Municipal Art. Prepared by Kate Louise Roberts. Twelve programs with references for each; also a bibliography. i6p. 25c. Contemporary Drama. Prepared by Prof. Arthur Bcatty for the Wisconsin Library Commission. List of plays, most important ones starred. Interpretative notes and suggestive ideas for discussion and study. I2p 25c. Contemporary American Literature. Prepared by Anna Lorraine Guthrie. Sixteen programs, with references for each. Bibliography, ygp. 35c. Contemporary English Literature. Prepared by Prof. Arthur Beatty for the Wisconsin Library Commission List of most important works. Critical references. Certain books studied with interpretative notes. 2ip 2Sc. Dietetics. Programs for 10 club meetings. The study is based on four selected books and the Farmers' Bulletins. lop. Under one cover with "Home Economics." Early American Literature. By Anna L. Guthrie. Seven- teen programs with references for each. Bibliography. 59p. 35c. England and Scotland: History and Tr.avel, Prepared by C. E. Fanning. Intended for travel study club which has a historical foundation for its work. Bibliography. List of additional topics. lop 25c. Home Economics. Prepared by the Home Economics Di- vision, Agricultural Extension Department, Purdue Univer- sity. Programs for 10 club meetings, up. Under one cover with "Dietetics." 25c. Italian Art: A General Survey. Prepared for the Minne- sota Library Commission. Chronological order of subjects 6p ISC ^ Mexico. Prepared by Study Club Department, Wisconsin Library Commission. 2p. To be used in the same year v^ith South America Past and Present or Panama. Under one cover with Panama. iSc Municipal Civics. Prepared by Anna L. Guthrie. A topical outline with references by page to books and periodicals. Bibliography. 32p 250. Panemia. Prepared by L. E. Stearns for the Wisconsin Library Commission. 4p. Under cover with Mexico. LIBRARY OF CONGRESS Present Day Industries in the United Sti m || || | „ „ , , , , , the Study Club Department, Wisconsin Lit ^^ «^/> 774 "955 2" • Topical outline without references. 6p 15c. "" '"^^ "^ .7*^ Questions of the Hour: Social, Economic, Industrial. By*! Justina Leavitt Wilson. Nineteen programs are given, each based upon a volume in the Debaters' Handbook Series or the Handbook Series. Programs are arranged topically and page references are given for each. 32p. 25c. Slav Peoples. Prepared by Gregory Yarros. The history, present distribution and culture of the Slavs. A topical out- line v/ith references under each topic. Bibliography. 24p. 25c. South America. Prepared by Corinne Bacon. Topical outline with chapter and page references as a help in the preparation of papers. Full bibliography. 32p 25c. South America Past and Present. Based on the study of Bryce. South America. One subject for each meeting with questions for discussion. Short list of required references. iSp. 25c. Studies in Modern Plays. By H. A. Davidson, M.A. Contents: Justice, Milestones, Chitra, The GreatDivide, The Faith HeaUr, Marlowe, The Piper, The Bhie Bird, Herod, The Fire Bringer, Analytical study of each play, presented by question. Full directions for study and leference list. 44p. 35c. Travel in the United States. Prepared by C.*E. Fanning. Twenty-one programs. A topical outline with chapter and page references under each topic. Bibliography. 3ip. 25c. United States since the Civil War. Prepared by C. E. Fanning. Intended for clubs studying advanced American his- tory and mt dern problems. Bibliography. lOp 25c. Vocational Education and Guidance of Youth. By Emily Robison. Seventeen programs and bibliography. 66p. 35c. Woman Suffrage. By Justina Leavitt Wilson. Covers the history and status of the movement, arguments in its favor, methods of preparing for and conducting campaigns, etc. Full references and a bibliography are given. 47p. 25c. QUANTITY PRICE 10 copies (duplicate titles) listed @ 3Sc $2.50 10 copies (duplicate titles) listed @ 25c 1.50 10 copies (duplicate titles) listed @ 15c l.oo Wilson Package Library The Wilson Package Library is prepared to furnish collections of magazine articles at a minimum rental charge of 50 cents for the first one to seven articles on each topic; additional articles 5 cents each. Offices at 39 Mamaroneck Ave., White Plains, N Y., and 208 University Bank Build- ing, Minneapolis, Minn. Address nearest office. The H. W. Wilson Company White Plains, N. Y.