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Part One 
 Vocational Survey 
 
 FOR 
 
 The Isaac Delgado Central Trades School 
 
 Facts About the Public Schools of 
 New Orleans in Relation 
 to Vocation 
 
 i • 
 
 BY 
 
 DAVID SPENCE HILL, Ph. D. 
 
 Division of Educational Research, 
 Department of Superintendence, Public Schools, 
 
 New Orleans 
 
 Published by the 
 
 Commission Council, New Orleans 
 June 1914 
 

 
 
 
1 JeCLt 
 
 I 
 
 LETTER OF TRANSMITTAL FROM THE SUPERINTEND¬ 
 ENT. 
 
 Office 
 
 SUPERINTENDENT PUBLIC SCHOOLS 
 Municipal Office Building 
 
 New Orleans, June 27, 1914. 
 
 Sirs: I have the honor to transmit Part One of the report 
 on the Vocational Survey for the Isaac Delgado Central Trades 
 School for Boys. This survey is being made by the Division 
 of Educational Research of the Department of Superintend¬ 
 ence of the Public Schools, as provided by the Commisison 
 Council in Ordinance No. 608, approved July 15, 1913. 
 
 In undertaking a work of such vital significance to this city 
 as the establishment of a trades school of the magnitude made 
 possible by the bequest of Mr. Delgado, it is of the highest im¬ 
 portance that preliminary studies be made in order that the 
 school when established may most effectively meet the needs 
 of the community and best serve the interests of the boys who 
 will attend it. There is great interest in this community and 
 throughout the country in matters pertaining to vocational 
 education. For this reason, I recommend that the accompany¬ 
 ing manuscript, prepared by David S. Hill, Director of Di¬ 
 vision of Educational Research, be published as a bulletin by 
 the Commission Council. 
 
 Respectfully submitted, 
 
 J. M. GWINN, 
 Superintendent. 
 
 To the Commission Council. 
 
 3 
 
LETTER OF TRANSMITTAL FROM THE DIRECTOR. 
 
 Office 
 
 DIVISION OF EDUCATIONAL RESEARCH 
 
 New Orleans, La., June 25, 1914. 
 
 The Commission Council, 
 
 New Orleans, Louisiana. 
 
 Gentlemen: I am transmitting herewith to you through 
 the Superintendent of Schools the first portion (Part One) 
 of the results of the vocational and educational survey pre¬ 
 paratory to the establishment of the Isaac Delgado Central 
 Trades School for Boys. It is entitled 
 
 Part One, 
 
 Vocational Survey, 
 
 For 
 
 The Isaac Delgado Central Trades School. 
 
 Facts About the Public Schools of New Orleans in Relation 
 
 to Vocations. 
 
 The attached manuscript (Part One), the present letter, 
 and the various materials and data referred to below as con¬ 
 cerning the Delgado School, are herewith made a part of 
 the required report to the Commission Council in accordance 
 with Ordinance No. 608, Section 2. The other materials not 
 actually attached herewith are available in the office of tlie 
 Division of Educational Research, as explained herein. 
 
 A portion of my time and that of my assistants has been 
 devoted to the clinical study of children and to other work 
 within the routine of the public schools. 
 
 I desire now to designate the activities to date of the Di¬ 
 vision of Educational Research with reference to the pro¬ 
 posed Delgado School and also to indicate the nature and 
 location of the materials referred to above. 
 
 1. For some 90 factories or industries employing labor the 
 writer by personal visitation of factories and plants, or by 
 conferences, has collected data concerning occupations, pro¬ 
 cesses, number and wages of workers. These data from local 
 industries, when supplemented by more complete information, 
 should be of value in adjusting the curricula and the equip¬ 
 ment of the Delgado School to the needs and opportunities 
 of New Orleans. 
 
 4 
 
Written records of each of the visits of inspection and of 
 the conferences, and replies received by mail, are contained in 
 Files No. 1 and No. 2, in the Division of Educational Re¬ 
 search. 
 
 2. In behalf of the Delgado School a journey of inspec¬ 
 tions at the expense of the writer was completed during Sep¬ 
 tember, 1913, to trades schools in Portland, Oregon; Mil¬ 
 waukee, Wisconsin; Rochester, New York; Albany, New York; 
 New York City; Boston, Massachusetts; Worcester, Massa¬ 
 chusetts. 
 
 A report upon this first journey was transmitted to you on 
 October 23, 1913, entitled: 
 
 “Preliminary Notes on Isaac Delgado Central Trades School, 
 Vocational Education in New Orleans 
 
 and the 
 
 Proposed Work of the Department of Educational Research.’’ 
 
 A copy of these notes of October is included in the present 
 report. (See File IV.) 
 
 3. A collection of reports of commissions on vocational 
 education, monographs on this subject, and of descriptions of 
 trades schools—buildings, equipment and curricula—in Europe 
 and America, has been made. Typical schools are represented 
 in the present collection, which is contained in book shelves 
 1 and 2, of the Division of Educational Research. 
 
 4. At the expense of the City, during May, 1914, a second 
 journey of inspections of trades and other schools was under¬ 
 taken, including: 
 
 David Ranken, Jr., Trades School, St. Louis, Missouri. 
 
 Williamson Free School of Mechanical Trades, Penn¬ 
 sylvania. 
 
 Wentworth Institute, Boston, Massachusetts. 
 
 These three schools, with the Worcester School, are be¬ 
 lieved to represent the best existing type of trades schools in 
 the United States. Data concerning these schools are avail¬ 
 able. 
 
 5. During the journey, the data collected to date in fur¬ 
 therance of the Delgado Study were reviewed in New York City 
 and Washington by a committee of the National Society for 
 
 & 
 
 5 
 
the Promotion of Industrial Education. Commendation and 
 criticism of our work were received from this committee. The 
 following gentlemen spent several hours in going over the 
 material: 
 
 Mr. C. A. Prosser, Secretary the National Society for 
 Promotion of Industrial Education. 
 
 Mr. C. R. Richards, Director the Cooper Institute. 
 
 Dr. Leonard Ayres, The Russell Sage Foundation. 
 
 6. Upon invitation the writer appeared in Washington be¬ 
 fore the Federal Commission on Vocational Education and 
 presented an argument for federal aid of vocational education 
 in cities in general, and of the Delgado School in particular. 
 An abstract of the remarks presented is contained in File IV. 
 
 7. Data have been collected from some 1400 boys and 
 men, wage earners, in the night schools. This information is 
 analyzed in the accompanying report. The original data are 
 contained in Package A. A detailed tabulation of the data 
 comprising statements concerning each pupil is contained in 
 Package B. 
 
 8. Similarly, with the help of teachers, data have been 
 collected and systematized, ready for publication, from prac¬ 
 tically all of the thirteen-year-old boys in New Orleans schools, 
 concerning occupations of fathers, aptitudes of the boys for 
 trade work, etc. 
 
 This information, contained in the accompanying report, is 
 found in detail in the responses. (Package C.) 
 
 9. In order to ascertain for every school and for each 
 grade in the schools the exact status with regard to school 
 progress, a complete analysis for each school in the City has 
 been completed. The results (some 90 pages) have been put 
 in the hands of principals and superintendents and are ready 
 for publication, together with city averages and deviations in 
 each case. The material has also been graphically repre¬ 
 sented. 
 
 10. A study of elimination. Miss Railey has undertaken 
 to study individually the reasons for the withdrawal of chil¬ 
 dren from three schools, the Nicholls, the Paulding, and the 
 St. Philip. She has completed the work in the Paulding and 
 St. Philip, and for the first term in the Nicholls. Written re- 
 
 6 
 
ports in each case are in the hands of the Superintendent. 
 This study of elimination marks the beginning of an investi¬ 
 gation to ascertain the causes of the expensive evil of elimina¬ 
 tion in New Orleans. Copies of her report are contained in 
 File IV. 
 
 11. Some one dozen kinds of blank forms to be used by 
 the Division in the vocational survey and also in other 
 investigations have been devised and put into use. A com¬ 
 plete set of these forms is contained in File V. 
 
 12. Considerable correspondence with educators and ex¬ 
 perts in education has been carried on. This includes sugges¬ 
 tions regarding legislation. The correspondence is in File VI. 
 
 13. A conference with Secretary of the Navy Daniels, 
 and with Admiral Blue, in addition to correspondence, was 
 had with reference to the possible establishment as a depart¬ 
 ment of the Delgado School of a nautical department for the 
 training of petty officers, machinists and seamen for the navy 
 and for the merchant marine. 
 
 This correspondence, and reports and data relating to the 
 best known nautical schools, are contained in File VII. 
 
 14. A study of the nature and care of delinquent boys, 
 a study of some 350 pages, has been prepared and placed in 
 the hands of the Commission Council. 
 
 This work was done with the help of Dr. Edmund Moss, 
 who organized a corps of physicians to complete one aspect 
 of the study, and also by Miss Mary Railey who did all of the 
 work of investigating court records and personal histories. 
 
 15. During March, 1914, an oral report was made to the 
 Commission Council. An abstract of this oral report is con¬ 
 tained in File IV. Various other memoranda have been pre¬ 
 pared, e. g., on February 13, 1914, Principles Suggested Pre¬ 
 liminary to Choosing a Site for the Delgado Trades School. 
 (See File IV.) 
 
 In submitting this report to date I suggest that the manu¬ 
 script (Survey, Part One) be put into printed form at an early 
 date. I am, 
 
 Respectfully yours, 
 
 DAVID SPENCE HILL, Director. 
 
 7 
 
CONTENTS. 
 
 Letters of Transmittal. 
 
 Pages 1-7. 
 
 Tables and Charts. 
 
 Pages 10-11. 
 
 I. 
 
 INTRODUCTORY CONSIDERATIONS. 
 
 The Gift of Isaac Delgado. 
 
 Reasons for This Study Preliminary to Establishment. 
 Action of the Commission Council of New Orleans. 
 
 What Is a Trades School? Terminology. 
 
 Scope of this Study. 
 
 Pages 12-17. 
 
 II. 
 
 GENERAL FACTS ABOUT PUBLIC SCHOOLS IN NEW 
 
 ORLEANS. 
 
 Opportunity Lacking for Education of Youth in Trades. 
 Successes and Failures of Schools and of Homes. 
 
 The Number of Boys Enrolled in the Fifth, Sixth, Seventh 
 and Eighth Grades Is Relatively too Small in New Orleans. 
 
 Analysis of Progress of All of the Children in Each Grade 
 of Every Public Elementary School in New Orleans. 
 
 Pages 18-28. 
 
 III. 
 
 ELIMINATION OF PUPILS FROM THE SCHOOLS. 
 
 Boys Drop Out of School Early. 
 
 Why Boys and Girls Drop Out of School. 
 
 A Study of the Causes of Withdrawals from the Paulding 
 and from the St. Philip Schools. 
 
 Pages 29-35. 
 
 IV. 
 
 A STUDY OF OUR THIRTEEN-YEAR-OLD BOYS. 
 
 Significance of This Age-Period 
 
 The Eliminated Are Untrained Workers. 
 
 Thirteen-year-old Truants Are Retarded in School Work. 
 The Thirteen-year-old Delinquent Boy. 
 
 Further Evidence of Maladjustment of Thirteen-year-old 
 Boys to School Grades. 
 
 One Significant, Simple Index of Efficiency. 
 
 Comparison with Other Cities. 
 
 Schools in a System Differ. 
 
 Nativity and Industrial Conditions. 
 
 8 
 
Occupational Distribution of Fathers of Thirteen-year-old 
 Boys. 
 
 Teachers' Impressions of Boys’ Aptitude for Trade Work. 
 
 Pages 35-43. 
 
 V. 
 
 ATTITUDE OF EMPLOYERS OF NEW ORLEANS 
 TOWARD EVENING, PART-TIME, PREPARA¬ 
 TORY AND PRACTICAL TRADE 
 SCHOOLS. 
 
 Their Interest Promises Cooperation. 
 
 Pages 44-45. 
 
 VI. 
 
 NIGHT SCHOOL STUDENTS IN RELATION TO TRADE 
 EDUCATION IN NEW ORLEANS. 
 
 The Laborer-Student. 
 
 Facts About 1472 Wage-earners Who Go to Night Schools. 
 Age Distribution. 
 
 Temporary and Blind-Alley Jobs. 
 
 Present, Daily Occupations of Boys and Men in the Night 
 Schools. 
 
 Stated Ambitions or Desired Occupations of Boys and Men 
 in the Night Schools. 
 
 Pages 45-53. 
 
 VII. 
 
 EDUCATION IS FOR THE MASSES. 
 
 Pages 54-57. 
 
 VIII. 
 
 FORTHCOMING DELGADO STUDIES. 
 
 Page 58. 
 
 9 
 
TABLES AND CHART. 
 
 Table I. White Boys Enrolled in Public Schools. 
 
 Page 19. 
 
 Table II. Colored Boys Enrolled in Public Schools. 
 
 Page 20. 
 
 Table III. Group Analysis: Progress, Repeating, Enroll¬ 
 ment, Beginners. City Averages for Boys and Girls (White). 
 
 Page 22. 
 
 Chart I. Graphical Representation of Table III. 
 
 Page 21. 
 
 Table IV. Group Analysis: Crossman School and City. 
 
 Page 24. 
 
 Table V. Group Analysis: Progress, Repeating, Enroll¬ 
 ment, Beginners. City Averages for Boys and Girls (Colored). 
 
 Page 26. 
 
 Table VI. Group Analysis: Lafon School and City. 
 
 Page 28. 
 
 Table VII. Percentages in Each Grade of Annual Number 
 of Beginners. 
 
 Page 29. 
 
 Table VIII. Causes of Elimination in Paulding School. 
 
 Page 31. 
 
 Table IX. Causes of Elimination in St. Philip School. 
 
 Page 32. 
 
 Table X. School Grades of 2,122 Children to Whom Cer¬ 
 tificates Were Issued by Factory Inspector. 
 
 Page 35. 
 
 Table XI. Ages of 63 Delinquent or Neglected Boys. 
 
 Page 36. 
 
 Table XII. Station in Enrollment of Thirteen-Year-Old 
 White Boys in New Orleans. 
 
 Page 37. 
 
 Table XIII. Thirteen-Year-Old Boys: Birthplaces of the 
 Fathers and Birthplaces of the Boys (White). 
 
 Page 39. 
 
 Table XIV. Thirteen-Year-Old Boys: Birthplaces of the 
 Fathers and Birthplaces of the Boys (Colored). 
 
 Page 40. 
 
 10 
 
Table XV. Industrial Distribution of Fathers of Thirteen- 
 Year-Old Boys. 
 
 Page 41. 
 
 Table XVI. Occupational Distributions; Percentages. 
 
 Page 41. 
 
 Table XVII. Teachers’ Impressions of Boys’ Aptitude for 
 Trade Work. 
 
 Page 43. 
 
 Table XVIII. Boys and Men in Night Schools of New Or¬ 
 leans. 
 
 Page 48. 
 
 Table XIX, Former Jobs and Present Ambitions of Twen¬ 
 ty-five Fourteen-Year-Old Boys of the Night Schools. 
 
 Page 47. 
 
 Table XX. Present Occupations of Boys in Night Schools. 
 
 Page 49. 
 
 Table XXI. Occupations Desired or the Stated Ambitions 
 of 1,350 Night School Boys and Men in New Orleans. 
 
 Page 53. 
 
 11 
 
INTRODUCTORY CONSIDERATIONS. 
 
 The Gift of Isaac Delgado. 
 
 It will be forever a living tribute to the life of Isaac Del¬ 
 gado that the people will remember him as the first giver to 
 them, in the largest city of the South, of a considerable sum for 
 the establishment of a trades school for boys. It is evident 
 that he perceived the great needs of thousands of boys who 
 leave the grades of our public schools utterly unprepared for 
 earning a livelihood, immature, destined therefore to failure. 
 The wishes of the benefactor were simple and direct and the 
 terms of the gift, aggregating now some eight hundred thou¬ 
 sands of dollars, are plain: 
 
 Codocil No. 1. 
 
 New Orleans, October 11, 1909. 
 
 “I, Isaac Delgado, declare the following to be a codicil 
 or addition to my foregoing last will and testament of January 
 third, 1909, and to be a part of my last will and testament, 
 to wit: The residue of my estate I give and bequeath unto the 
 City of New Orleans for the establishment of a Central Trades 
 School in which the boys of the grammar grades of the Public 
 Schools can be taught a trade in this school to be called the 
 Isaac Delgado Central Trades School. 
 
 “I desire the fund donated by me to be used entirely in 
 the establishment of the above-mentioned school and its per¬ 
 manent equipment, and I expect the City of New Orleans to 
 provide for the teaching force and the annual maintenance 
 of the said school. Thus have I, in my own handwriting, en¬ 
 tirely written, donated and signed the above as part of my 
 said last will and testament. 
 
 “ISAAC DELGADO.” 
 
 Another codicil, No. 4, provides a donation of $100,000 to 
 establish a fund to aid the administrators of the Charity 
 Hospital of Louisiana in providing general revenue to be ex¬ 
 pended in the maintenance, repair and improvement of the 
 Delgado Memorial Building at the Charity Hospital. It is 
 provided that: 
 
 12 
 
“In the event that the said fnnd or its annual revenues 
 cannot be used for the purpose herein provided because of 
 the failure on the part of the Board of Administrators of the 
 Charity Hospital of New Orleans to comply with the terms 
 and conditions of my letter of November 5th, 1906, or should 
 the Board of Trustees herein constituted be of the opinion 
 that the said ‘Delgado Memorial’ is not being administered in 
 accordance with the conditions of my letter written at the 
 time of the founding of said ‘Delgado Memorial,’ then the said 
 Board of Trustees herein constituted shall be authorized and 
 are directed to use the annual revenues of said fund for the 
 aid and development of the institution to which I have donated 
 the residuum of my estate, so long as said condition shall 
 exist, but said trustees shall again use said fund and its reve¬ 
 nues for the benefit of the Delgado Memorial at the Charity 
 Hospital, as soon as the terms of my letter of Nov. 5, 1906, 
 are again complied with by the Board of Administrators of 
 the Charity Hospital. ISAAC DELGADO.” 
 
 Reasons for This Study Preliminary to Establishment. 
 
 In carrying out the wishes of Mr. Delgado expressed thus 
 simply but in general terms, it would have been an easy matter 
 to buy land, erect imposing buildings, select teachers from 
 scores of applicants, and then call the result a trade school. 
 In a community where no trade school exists and where as 
 concerns trade schools there are practically no men with thor¬ 
 ough training or experience in the organization and erection 
 of trade schools, or teachers with both practical and theoretical 
 preparation in trade school work, such a course inevitably 
 would have entailed the waste of thousands of dollars and, 
 educationally, the plant would have been a sham, however 
 imposing the edifices. Experience in other cities where trades 
 schools are in operation proves that, even with intensive ef¬ 
 forts by specialists to study needs and to plan in advance, 
 it is difficult enough to adjust effectively a proposed trades 
 school to the needs of a community. The location, character 
 and number of buildings should depend upon the character 
 of the curricula and the trades to be taught. The curricula 
 and the trades are to be determined partly by the nature and 
 number of local industries and of existing schools. 
 
 13 
 
It is an accepted view therefore that in establishing trades 
 education it is economical and necessary to conduct adequate 
 preliminary studies regarding such broad questions as the ex¬ 
 isting educational situation, what trades should he taught, 
 the location of site, the character of buildings to he erected 
 and the proper curricula to be adopted and the method of or¬ 
 ganization and control. If we elaborate these and other rea¬ 
 sons for preliminary data-getting and study of same we have 
 the following : 
 
 1. With regard to our own existing schools we desire 
 facts useful in articulating the proposed trade school with ex¬ 
 isting conditions in our public schools. Particularly useful 
 here are analyses of facts regarding enrollment, elimination, 
 progress and repeating of boys in the grades, and regarding 
 night schools. 
 
 2. To profit by the costly experience of some other cities 
 it is necessary at first hand to observe various types of voca¬ 
 tional schools outside of New Orleans. Inspections of plants, 
 buildings, and equipment, collections of drawings, pictures, 
 etc., are valuable in planning a new institution. 
 
 3. With regard to occupations with which we must be 
 concerned in practical vocational training, we need: 
 
 (a) To ascertain what trades mostly need to be taught 
 in New Orleans to promote the welfare of our indus¬ 
 tries and our youth. 
 
 (b) To ascertain something about the “blind-alley” or 
 futureless occupation. 
 
 (c) To ascertain health conditions of different occupa¬ 
 tions, locally and in general. 
 
 (d) To direct the intelligent interest and cooperation of 
 employers and employees with regard to local prob¬ 
 lems of vocational education. 
 
 (e) To find out how to offer new opportunities for the 
 hundreds of unemployed boys now leaving the ele¬ 
 mentary schools. 
 
 (f) To ascertain how the industrial prosperity of our city 
 may be promoted by means of vocational education. 
 
 4. Special problems must be looked into, as: site, finance, 
 control, legislation, the training of delinquent boys, the feeble- 
 
 14 
 
minded boy, proposed special departments, as nautical school, 
 etc. 
 
 Action of the Commission Council of New Orleans. 
 
 The new Commission Council of New Orleans took measures 
 to provide for a preliminary study of the kind described above, 
 before attempting any development of the Delgado School. 
 The formal means providing for this study is of interest to 
 citizens of New Orleans and also to other cities that may be 
 confronted by similar problems. At the time of the organiza¬ 
 tion of the Division of Educational Research within the 
 Public Schools, the Council agreed to turn over to this new 
 department the matter of the vocational survey, as a first step 
 in the establishment of the Delgado School, and an Ordinance 
 was passed to this effect in July, 1913. 
 
 What is a Trades School? Terminology. 
 
 The trades school is a vocational school emphasizing prep¬ 
 aration for definite, money-earning vocations in which an im¬ 
 portant factor is manual occupation. A true school of mechan¬ 
 ical trades is not a manual training school, or a reform school, 
 or a commercial college, or a high school dispensing languages, 
 algebra and formal rhetoric, and it is not a preparatory school 
 preparing boys for college or university. While all public 
 education theoretically has been vocational, only recently has 
 the trades school appeared with well-defined functions as a 
 part of the system. It bears resemblance to the ancient guild 
 schools and to forms of apprenticeship. A modern trades 
 school to-day takes account both of changed conceptions re¬ 
 garding formal education and also the altered industrial and 
 economic conditions affecting the mechanical arts and trades. 
 It should give skill but also knowledge; it should develop a 
 deft hand and an active brain; and with these should be com¬ 
 bined feelings of ambition, altruism, civic pride, but the never- 
 to-be-forgotten specific end is success in trade work. To all 
 who would learn eventually a mechanical trade, the school 
 should be attractive, to the sons of the poor and the rich. 
 
 It is necessary, in order to lessen the confusion regarding 
 the nature and specific aims of vocational education, to agree 
 upon the use of a terminology. The following statements ap- 
 
 15 
 
proved by the National Society for the Promotion of Industrial 
 Education, February, 1913, indicate various aspects of voca¬ 
 tional education as we may refer to some of them in these pages. 
 
 “Vocational education includes all forms of specialized 
 education, the controlling purposes of which are to fit for use¬ 
 ful occupations. 
 
 “The fields of vocational education considered here are in¬ 
 dustrial education, agricultural education, commercial educa¬ 
 tion, and household arts education. 
 
 “Industrial education denotes the field of vocational educa¬ 
 tion designed to meet the needs of the manual wage-worker in 
 the trades and industries and the household. 
 
 “Agricultural education is that form of vocational educa¬ 
 tion which fits for the occupations connected with the tillage 
 of the soil, the care of domestic animals, forestry, and other 
 useful work on the farm. 
 
 “Commercial education denotes the field of vocational edu¬ 
 cation designed to meet the needs of the wage-earner em¬ 
 ployed in such business and commercial pursuits as bookkeep¬ 
 ing, stenography, typewriting, clerical work, salesmanship. 
 
 “Household arts education is that form of vocational edu¬ 
 cation which fits for non-wage-earning occupations connected 
 with the household. 
 
 “Vocational schools include all agricultural, industrial, 
 commercial and household arts schools, the controlling purpose 
 of which is to fit for useful occupations, and which deal with 
 pupils above fourteen years of age and below college grade. 
 
 “An all-day vocational school is a school giving training 
 to young persons over fourteen years of age who can give one 
 or more years to such preparation before entering employ¬ 
 ment. 
 
 “A part-time vocational school is a school for persons en¬ 
 gaged in useful employment which affords instruction during a 
 portion of the working time of the pupils that is supplementary 
 to such employment. 
 
 “Evening schools or classes in industry or agriculture are 
 schools or classes attended by persons over sixteen years of 
 age, already engaged in useful employment, which provide 
 instruction directly related to such employment. 
 
 16 
 
“Evening schools or classes in household arts are schools 
 or classes giving instruction in home-making to pupils over 
 sixteen years of age, however employed during the day.” 
 
 Scope of This Study. 
 
 The difficulty everywhere met is to weld the activities of 
 the school to the life of the child and of the citizen. In that 
 phase of education known as trade-education we need to learn 
 at the outset some cardinal facts about our existing schools, 
 and about our locally dominant and prospective occupations 
 and industries. It must be considered also that a boy devel¬ 
 oped locally may eventually live elsewhere, so that in its bene¬ 
 fits and application trade-training is fluid and must not be 
 confined in scope by mere geographical limits. 
 
 The present introductory study, Part One, is concerned 
 chiefly with facts about boys in our schools. It is intended 
 in succeeding numbers of the Delgado Studies to present other 
 classes of facts, in addition to discussions of important special 
 problems, as: 
 
 1. Facts about industries in New Orleans which we have 
 studied by personal visitation to typical factories and plants 
 and by correspondence. 
 
 2. Facts obtained by visits to trades schools in other cities 
 during the past year. Two journeys were made covering some 
 seven weeks; one journey in September, 1913, and the other 
 in May, 1914. Trades schools were studied especially in: 
 
 Portland, Oregon 
 Milwaukee, Wisconsin 
 St. Louis, Missouri 
 Rochester, New York 
 Albany, New York 
 New York City 
 Williamson, Pennsylvania 
 Worcester, Massachusetts 
 Boston, Massachusetts 
 
 17 
 
II. 
 
 GENERAL FACTS ABOUT PUBLIC SCHOOLS IN NEW 
 
 ORLEANS. 
 
 Opportunity Lacking for Education of Youth in Trades. 
 
 It is not necessary for us to produce proof that provision 
 for training boys in mechanical trades is lacking in New Or¬ 
 leans. For boys there is no organized public trade school. 
 Formal apprenticeship in most trades is dead or ineffective. 
 Our industries languish partly on account of the lack of skill 
 and knowledge able to transform raw material into products 
 rich in quality and quantity. Skillful workers often compete 
 on unfair terms with bunglers and the untrained. There are 
 certain relevant facts about our schools that will be helpful 
 in clear-thinking and in determining in advance the ideals, 
 scope, organization and buildings of the Isaac Delgado Central 
 Trades School for Boys, and which also emphasize the urgent 
 need of vocational training of a definite character. A brief 
 review of these facts concerning schools will now precede our 
 consideration of the industries and occupations open to youth, 
 particularly in New Orleans, and the later review of trades 
 schools now existing in other cities and the presentation of 
 special problems. These classes of facts all together should 
 be helpful finally in adjusting the local trades school to the 
 needs of youth and of industry. 
 
 Successes and Failures of Schools and of Homes. 
 
 Hundreds of boys and girls successfully do the work of the 
 schools, and become efficient men and women. Deplorable con¬ 
 ditions in our schools should be attacked in a constructive 
 spirit. Sometimes it is better to compare the records of a year 
 with those of preceding years than merely with the records 
 of other cities. At best the education of children and youth— 
 the formal attempt to change human beings in accordance 
 with some ideal—is enormously difficult both for the home and 
 the school. Now that masses of children, scores of thousands 
 in number, must be educated, it is becoming a recognized task 
 for trained experts—not merely for men and women with popu¬ 
 larity or poverty as a professional asset. In estimating the 
 absolute failure of our homes and our schools in New Or¬ 
 leans to give the majority of boys a full common school (eighth 
 grade) education, it does harm to overlook undeniable im¬ 
 provements in our school system or to ignore common difficul¬ 
 ties met by the educator, but not entirely within his power 
 
 18 
 
to remove. Some oi‘ the difficulties, general or special, con¬ 
 fronted during the past ten years of development, are these: 
 climatic conditions of humidity, heterogeneous population, in¬ 
 cluding racial and religious differences, irregularities in at¬ 
 tendance of pupils, tenure of incompetent teachers or officials, 
 unsanitary schoolhouses now being remedied by the erection 
 of good buildings, dependence upon opinion rather than upon 
 investigation, meaningless statistics, unsuitable curricula and 
 text-books, changes in laws and rules, inadequate money, the 
 far-reaching effects of the Civil War felt even to-day. In 
 enumerating some of the failures of the schools the citizen 
 should consider the advances made in spite of such obstacles 
 in the past. We believe it is right to call attention to this 
 point before calling attention to any remediable failures in 
 the cooperative effort between school and home, defects which 
 cannot be ignored safely. 
 
 The Number of Boys Enrolled in the Fifth, Sixth, Seventh 
 and Eighth Grades Is Relatively too Small in 
 
 New Orleans. 
 
 A consideration of the distribution of enrollment for boys 
 in the different grades during the two years makes plain this 
 fact. Among the white boys the falling off is very marked 
 after Grades IV, V and VI; among the colored boys the dispar¬ 
 ity is great after Grade I and again after Grade III. 
 
 Table I. 
 
 White Boys Enrolled in Public Schools (September). 
 
 - Numbers 
 
 Grades— 
 
 1911-12. 
 
 1912-13. 
 
 I . 
 
 
 . 3,010 
 
 2,825 
 
 II . 
 
 
 . 2,453 
 
 2,383 
 
 Ill. 
 
 
 . 2,442 
 
 2,412 
 
 IV . 
 
 
 . 2,197 
 
 2,197 
 
 V . 
 
 
 . 1,590 
 
 1,608 
 
 VI . 
 
 
 . 1,005 
 
 1,146 
 
 VII . 
 
 
 . 650 
 
 680 
 
 VIII ... 
 
 
 . 421 
 
 458 
 
 
 Total. 
 
 . 13,768 
 
 13,709 
 
 19 
 
Table II. 
 
 Colored Boys Enrolled in Public Schools (September). 
 
 - Numbers - 
 
 Grades— 
 
 1911-12. 
 
 1912-13. 
 
 I . 
 
 . 1,315 
 
 1,365 
 
 II. 
 
 . 901 
 
 839 
 
 Ill. 
 
 . 722 
 
 697 
 
 IV .. 
 
 . 402 
 
 441 
 
 V. 
 
 . 186 
 
 235 
 
 VI . 
 
 . 95 
 
 83 
 
 VII . 
 
 
 
 VIII ... 
 
 
 
 Total. 3,621 3,660 
 
 Tables I and II do not indicate merely the elimination or 
 dropping out of boys in the upper grades. The figures also 
 show the presence of the repeater in the classes. He is not pro¬ 
 moted, remains in a lower class, contributing to the overcrowd¬ 
 ing there, until finally he is eliminated from school. 
 
 Progress of All of the Children in Our Elementary Public 
 
 Schools. 
 
 The slow progress and maladjustment of boys to age and 
 grade may be due to three kinds of factors, acting together or 
 singly to retard the child: 
 
 1. Failures on the part of the home, including failure to 
 
 secure attendance. 
 
 2. Failures on the part of the school, whether as concerns 
 teachers, courses of study, methods or equipment. 
 
 3. Defects, physical, mental, or moral, in the child. 
 
 Our first duty is to ascertain the facts regarding progress 
 of children in our schools. We have ascertained singly for 
 each school in the city, and for each grade of each school, the 
 facts about progress, repeating, etc. A statement for each 
 school has been prepared. We present here the facts for the 
 city as a whole. It is the first time, we believe, that such a 
 complete analysis of this group of facts has been printed for 
 a large city school system. 
 
 20 
 
In Table III the averages for the city are found by dividing 
 the number of children of each required group by the total 
 number enrolled in the grade. Chart I graphically represents 
 this analysis for all of our elementary (white) schools. 
 
 21 
 
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 Number in each group 
 
 - - ] 
 
 Grade enrollment 
 
 
 AT AGE B 
 
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 late entrance G 
 
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 ENROLLMENT B 
 
 G 
 
 BEGINNERS B 
 
 G 
 
 NOTE Slow progress may be due to: (1) factors in the home and other environment; (2) factors in the school, as course of study, teachers, buildings, playmates, 
 etc.; (3) physical or mental factors in the child. 
 
The method of computation of city averages in Table III 
 differs from the method used for Table IV. Table IV con¬ 
 tains also the record of one school, the Crossman. It shows 
 in percentages the analysis for all the white schools 
 of the City of New Orleans, but the city averages are 
 computed from the status of each grade, considered as a unit. 
 The average deviation has been found in each case, 
 it being the average of the variations in the different schools 
 from the central tendency (average) of the city. This sys¬ 
 tem of exhibiting together (1) local (school or grade) per¬ 
 centage, (2) city average, and (3) average deviation, affords 
 a standardization based not upon opinion but upon objective 
 conditions. 
 
 23 
 
Department of Educational Research, Public Schools, New Orleans. FORM K. 
 
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Tables V and VI show similar facts for the colored 
 schools. Table VI includes the record of the large Thorny 
 Lafon School. 
 
 25 
 
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 NOTE Slow progress may be due to: (1) factors in the home and other environment; (2) factors in the school, as course of study, teachers, buildings, playmates, 
 eto.; (3) physical or mental factors in the child. 
 
It is proposed to present in the Superintendent’s Annual 
 Report a more detailed consideration of the important data 
 contained in Tables III, IV, V and VI. The conditions here 
 revealed are the product of many factors, as suggested at the 
 bottom of the tables. As herein reproduced, although re¬ 
 duced in size, the tables are duplicates of the kind transmitted 
 to the various principals. 
 
 A comparison of the city averages in the two tables (III 
 and IV) shows generally small differences resulting from the 
 two methods of computation. 
 
 With regard to the percentages for the grades in the dif¬ 
 ferent schools it should be understood that space here per¬ 
 mits only the reproduction of the results for two schools, the 
 Crossman, Table IV, and the Lafon (colored) Table VI. 
 Similar tables in duplicate form have been prepared for every 
 one of the public, elementary schools. These tables already 
 have been made the basis of personal conferences between the 
 principals and the superintendents. It is a very practical ef¬ 
 fort toward understanding the actual conditions in each school, 
 and both commendation and constructive criticisms have char¬ 
 acterized the conferences. 
 
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 25 
 
 etc.; (3) physical or mental factors in the child. 
 
III. 
 
 THE ELIMINATION OF PUPILS FROM THE SCHOOLS. 
 
 Boys Drop Out of School Early. 
 
 The reliable way to ascertain the grades from which boys 
 drop out most commonly is to check up individual records 
 made by a large group of boys. Such an individual record 
 system is lacking in New Orleans, but will soon be installed. 
 Estimates can be made by calculating the percentage of be¬ 
 ginners for a given year remaining in the respective grades. 
 The method used is that of Ayres. Table III shows by this 
 method the percentages of beginners remaining in respective 
 grades during the past two years, 1911-1913. This method 
 of estimating the base, the annual number of beginners has 
 been found by trial to be approximately correct. Its value 
 depends upon the question as to whether the annual number 
 of beginners is “approximately equal to the average of the 
 generations of the ages seven to twelve in the school member¬ 
 ship of the system.” Since our present eighth grade is large¬ 
 ly made up of children who entered school some eight years 
 ago, the number we require is somewhat smaller than the 
 present number of beginners. 
 
 Table VII. 
 
 Percentages in Each Grade of Annual Number of Beginners. 
 
 Grades 
 
 White Boys— 
 
 I 
 
 II 
 
 III 
 
 IV 
 
 V 
 
 VI 
 
 VII 
 
 VIII 
 
 1911-12.... 
 
 . 185 
 
 156 
 
 156 
 
 140 
 
 101 
 
 64 
 
 41 
 
 27 
 
 1912-13. 
 
 . 178 
 
 149 
 
 152 
 
 138 
 
 101 
 
 72 
 
 43 
 
 29 
 
 Colored Boys— 
 
 
 
 
 
 
 
 
 
 1911-12. 
 
 . 315 
 
 216 
 
 173 
 
 96 
 
 45 
 
 23 
 
 
 
 1912-13. 
 
 . 320 
 
 197 
 
 164 
 
 104 
 
 55 
 
 20 
 
 
 
 These estimates indicate that some 70 per cent, of the white 
 boys drop out of the schools of New Orleans before complet¬ 
 ing the eighth grade; that over 70 per cent, of the colored 
 boys leave before completing the sixth grade. 
 
 29 
 
Why Boys and Girls Drop Out of School. 
 
 A school system or a school, however perfect in equipment, 
 can not fulfill its function without pupils. Elimination defeats 
 the aim of the school and entails waste of money and effort. 
 It is one thing to know the grades from which children are 
 eliminated; it is another thing to ascertain definitely the cause 
 of elimination. 
 
 For one thing, we have found that for various reasons it 
 takes the average child, most children, in New Orleans, more 
 than four years to complete four grades. Instead of remain¬ 
 ing to make up handicaps of slow progress—whether due to 
 factors in self, home or school—the retarded majority drop 
 out of school. 
 
 It would be a laborious but a practicable and fruitful task 
 to have a trained investigator go to the home of each elimi¬ 
 nated pupil and ascertain the economic and personal factors 
 active in the withdrawal. In certain schools these factors are 
 difficult for the school to overcome. Miss Mary Eailey has 
 been able to begin such an intensive study in three schools 
 during the past three months, namely: the Nicholls Trade 
 School for Girls, the Paulding School, the St. Philip School. 
 We append here some of her notes as containing examples 
 of peculiarly difficult problems confronting the public school 
 in its aim to give the average boy a common school (eight 
 grades) education. The schools are typical of the more dif¬ 
 ficult situations in the city, not of the average. The Paulding 
 School and the St. Philip School are in neighborhoods where 
 poverty is common. 
 
 The individual records, not here presented, in some cases 
 portray the typical association of lack of occupation or voca¬ 
 tion with poverty, disease or crime. 
 
 A Study of the Causes of Withdrawals from the Paulding 
 
 School and the St. Philip School. 
 
 “The Paulding School: This study represents an effort to 
 ascertain, for the 95 pupils who were enrolled for the term 
 1912-1913 and who did not return for 1913-1914, the cause 
 of the withdrawal and the present occupation. This informa¬ 
 tion was obtained, where possible, by visits to the homes, and 
 
 30 
 
the facts for each case are on record, although not included 
 in this paper. The following table shows, by number, the 
 causes of withdrawal. 
 
 Table VIII. 
 
 Causes of Elimination in Paulding School. 
 
 Number. 
 
 Moved out of neighborhood. 51 
 
 Attending Catholic School. 21 
 
 Removed from City. 9 
 
 Lack of interest. 6 
 
 To go to work. 3 
 
 To assist at home. 2 
 
 Committed to Waif’s Home. 1 
 
 Over age for grade. 1 
 
 Death ... 1 
 
 Total. 95 
 
 “In explanation of this table is should be stated that (1) 
 the attendance at the Catholic schools is due to Catholic popu¬ 
 lation. Children are expected to attend Parish schools dur¬ 
 ing the year in which they are preparing to make their first 
 communion. (2) Removals from neighborhood may be 
 ascribed to (a) extreme poverty, which makes it impossible 
 to pay the rent. In such case, the family moves, leaving no ad¬ 
 dress; (b) seasonal occupation. When a factory decreases 
 its working force, many families move to other neighborhoods 
 where employment can be obtained. (3) Lack of interest 
 seems due to commercial attitude of neighborhood, which 
 values education only as a means of increasing earning ca¬ 
 pacity. 
 
 “It is worthy of note that while children are permitted 
 by their parents to stop school, in only three cases were they 
 required to do so because of stated economic distress at home. 
 
 “Of the 95 withdrawals, the 60 due to removal from the 
 neighborhood were not susceptible of investigation. Of the 
 remaining 35, 21 were found to be attending Catholic schools 
 and in the case of these 21 it has been sufficient to verify the 
 parent’s statement from the enrollment of the Parish School 
 
 31 
 
“Incident to the investigation are the following facts which 
 seem worthy of note: 
 
 “1. That in every case studied, the pupil was over age 
 for his grade. 
 
 “2. That there is throughout the neighborhood, on the 
 part of both parents and children, a noticeable lack of interest 
 in the school and its work. 
 
 “3. That it is the consensus of neighborhood opinion that 
 schooling prolonged beyond the age of fourteen in no way in¬ 
 creases earning capacity. 
 
 ‘ ‘ The following suggestions are therefore submitted: 
 
 “1. That the withdrawal of a pupil from this school be 
 immediately reported to the Division of Educational Re¬ 
 search for prompt investigation. 
 
 “2. That emphasis be laid upon manual work in this 
 school. 
 
 “3. That the pupils of grades 3, 4 and 5 be kept informed 
 of the entrance requirements of the courses offered by the 
 Nicolls Girls Trade School.” 
 
 On file are sketches concerning the economic and home 
 conditions revealed in every case of elimination studied by the 
 social investigator. These records are of value in disclosing 
 factors adverse to the school and also the individual and com¬ 
 munity needs to be met by the school. 
 
 St. Philip School: “As in the case of the study of the 
 Paulding School, this paper represents an effort to ascertain, 
 for the 126 children who were enrolled for the term 1912-13 
 and who did not return for the term 1913-14, the cause of the 
 withdrawal and the present occupation. This information was 
 obtained, where possible, by visits to the homes, and the facts 
 for each case have been studied and reported. 
 
 Table IX. 
 
 Causes of Elimination in St. Philip School. 
 
 Number. 
 
 Moved out of neighborhood. 52 
 
 Attending Catholic school. 37 
 
 Not known at address given. 18 
 
 Committed to Waifs’ Home. 1 
 
 32 
 
To go to work. 11 
 
 To take business course..... 2 
 
 Illness . 3 
 
 Mentally defective .. 1 
 
 Lack of interest... 1 
 
 Total. 126 
 
 “In explanation of this table, it may be stated that (1) 
 transfers to Catholic school are largely due to Catholic popula¬ 
 tion. Church desires children to attend parochial school dur¬ 
 ing the period in which they are preparing to make their first 
 communion. 
 
 “(2) Frequent change of residence may be ascribed to 
 poverty which makes it cheaper to move than to pay rent; 
 seasonal occupations —change in location of work demands 
 change of residence. 
 
 “ (3) Withdrawals to go to work are occasioned by poverty 
 which necessitates all possible augmentation of family income; 
 lack of interest in school course which does not give definite 
 training for future work. 
 
 “The following facts seem worthy of note: 
 
 “1. That in every case studied, the pupil was over age for 
 his grade. 
 
 “2. That there is throughout the neighborhood, an earnest 
 desire on the part of the parents to have their children acquire 
 a practical education which shall enable them to provide for 
 themselves and for possible families. This desire is particular¬ 
 ly noticeable among parents who are themselves illiterate or 
 foreign, or both. 
 
 “3. That parents are engaged largely in levee and market 
 trades which necessitate their leaving home before five in the 
 morning and prevent the preparation of the children’s break¬ 
 fast. 
 
 “4. That the poverty of this neighborhood seems due to 
 the problem of unemployment or of temporary employment 
 rather than to shiftlessness or lack of personal responsibility. 
 Men are unskilled or semi-skilled laborers and often unable 
 to sign their names. 
 
 33 
 
“The following suggestions are therefore submitted: 
 
 “1. That an ungraded class be established in this school 
 
 as soon as possible. 
 
 “2. That emphasis be laid upon manual work and indus¬ 
 trial courses. 
 
 “3. That to the Division of Research be reported im¬ 
 mediately all withdrawals and all absences protracted beyond 
 one month, so long as these studies are continued. 
 
 A series of further investigations, like the above two 
 studies of Miss Railey, to ascertain the economic and social 
 factors outside of the school affecting elimination, would be 
 helpful in disclosing the conditions under which each school 
 operates. This knowledge would be of value in modifying each 
 school in order best to improve the community. 
 
 The Eliminated Are Untrained Workers. 
 
 The boys and girls who thus leave school may go to work 
 and some of them can be traced through the Factory Inspec¬ 
 tor’s office. The Factory Inspector of Orleans Parish, Mrs. 
 Martha D. Gould, has furnished the writer with the following 
 summary of the stated school records for whom work-certifi¬ 
 cates were issued. The inspector states that the records of 
 her office show a majority of the children fourteen years of 
 age who apply for work-certificates to be “undeveloped in 
 size and vastly deficient in education. The extra two years 
 in school, especially if spent in an industrial school, would 
 better equip them for coming duties and responsibilities than 
 would the entire time previously spent in school.” 
 
 The majority of the white boys and girls who go to work 
 have completed the fifth grade. Of the blacks, the majority 
 have finished only the fourth grade. 
 
 All of these facts, concerning elimination and concerning 
 work-certificates, show that yearly some two thousand chil¬ 
 dren drop out of school to go to work, without even a com¬ 
 mon school education and without proper direction toward 
 a suitable occupation. 
 
 34 
 
Table X. 
 
 School Grades of 2,122 Children to Whom Certificates Were 
 Issued by Factory Inspector from Sept. 1, 1912, 
 to Aug. 31, 1913, Inclusive. 
 
 —Boys—• —Girls—• 
 
 Grades— White. Colored. White. Colored. 
 
 First and Second 
 
 Year High School 16 
 
 0 
 
 12 
 
 0 
 
 Eighth . 
 
 . 75 
 
 1 
 
 96 
 
 0 
 
 Seventh . 
 
 .104 
 
 5 
 
 113 
 
 2 
 
 Sixth. 
 
 .186 
 
 9 
 
 186 
 
 o 
 
 o 
 
 Fifth . 
 
 .276 
 
 24 
 
 283 
 
 15 
 
 Fourth . 
 
 .263 
 
 34 
 
 149 
 
 18 
 
 Third . 
 
 . 91 
 
 24 
 
 55 
 
 10 
 
 Second . 
 
 . 20 
 
 13 
 
 7 
 
 2 
 
 First . 
 
 . 9 
 
 5 
 
 2 
 
 1 
 
 No Schooling . 
 
 . 5 
 
 1 
 
 7 
 
 0 
 
 Totals . 
 
 .1,045 
 
 116 
 
 910 
 
 51 
 
 Grand Totals 
 
 .1,161 
 
 961 
 
 
 IV. 
 
 A STUDY OF OUR THIRTESN-YEAR-OLD BOYS. 
 
 Significance of This Age-Period. 
 
 The boy whose last birthday was thirteen years is of spe¬ 
 cial interest to those interested in vocational education. He 
 is the boy about to complete the compulsory attendance period. 
 Experience shows that he is the boy prone to drop out of 
 school for one cause or another. He is the prepubescent boy 
 in whom soon will come marked physiological and mental 
 changes. He will soon experience accelerated growth in 
 weight and height, his voice will change, his attitude toward 
 his fellows and the opposite sex will probably disclose a new 
 social consciousness. The formation of mental habits, ideals, 
 emotions and crises may characterize his years of life as he 
 passes into young manhood. For his own sake and for the 
 
 35 
 
conservation of society he deserves special consideration in 
 the schools and in industry. 
 
 Thirteen-Year-Old Truants Are Retarded in School Work. 
 
 Examination of the records of some 1,229 children re¬ 
 ported to the truant officers as habitually absent during 1911- 
 1912 indicates a correlation between retardation and truancy 
 or habitual absence. These records show that by far the 
 largest percentages of thirteen-year-old absentees are those 
 from and below the fifth grade. 
 
 The Thirteen-Year-Old Delinquent Boy. 
 
 Our recent study of delinquent and neglected boys confined 
 in the Home and Training School (Waifs’ Home) shows that 
 the average age of the group was 13.7 years. Practically all 
 of the boys are over age for the grades, i. e., “retarded.” 
 
 Table XI. 
 
 Ages of 63 Delinquent or Neglected Boys. 
 
 Years. 8 9 10 11 12 13 14 15 16 17 
 
 Boys... 115189 15 10 94 
 
 Further Evidence of Maladjustment of Thirteen-Year-Old Boys 
 
 to the School Grades. 
 
 Courses of study and grading the country over are based 
 on the following age-grade assumptions: 
 
 A child 6 or 7 years should be in grade I. 
 
 A child 7 or 8 years should be in grade II. 
 
 A child 8 or 9 years should be in grade III. 
 
 A child 9 or 10 years should be in grade IV. 
 
 A child 10 or 11 years should be in grade V. 
 
 A child 11 or 12 years should be in grade VI. 
 
 A child 12 or 13 years should be in grade VII. 
 
 A child 13 or 14 years should be in grade VIII. 
 
 The actual location in the grades of thirteen-year-old boys 
 during the past three years is seen in the following figures and 
 percentages: 
 
 36 
 
Table XII. 
 
 Station in Enrollment of Thirteen-Year-Old White Boys in 
 
 New Orleans. 
 
 Grade. 
 
 1911-12 1912-13 
 
 Numbers. Percentage. Numbers. Percentage. 
 
 I . 
 
 . 14 
 
 1.1 
 
 9 
 
 .6 
 
 II. 
 
 . 32 
 
 2.4 
 
 41 
 
 2.9 
 
 Ill. 
 
 . 127 
 
 9.5 
 
 124 
 
 8.9 , 
 
 IV . 
 
 . 239 
 
 17.9 
 
 276 
 
 19.8 • 
 
 V. 
 
 . 355 
 
 26.6 
 
 317 
 
 22.9 ’• 
 
 VI . 
 
 . 264 
 
 19.8 
 
 304 
 
 21.9 7 
 
 VII . 
 
 . 226 
 
 16.9 
 
 217 
 
 15.7 
 
 VIII . 
 
 . 75 
 
 5.6 
 
 99 
 
 7. 
 
 Total.1,332 1,387 
 
 fhese facts show that less than one-fourth of the thirteen- 
 
 year-old white boys in the public schools are in or above the 
 seventh grade. 
 
 One Significant, Simple Index of Efficiency. 
 
 Whatever may be the complication of causes in the retarda¬ 
 tion of thirteen-year-old boys, the figures showing the grade 
 standing of children who reach the limit of compulsory attend¬ 
 ance, constitute one valuable measure of the working efficiency 
 of a city school system in cooperation with the home. Our 
 minimum ideal is to assure the completion of a common school 
 education by the majority of children. The fact that three- 
 fourths of our thirteen-year-old boys are below the seventh 
 grade, more than half being in or below the fifth, is gravely 
 significant. The distribution in enrollment, the statistics of 
 truancy, of delinquency, and data from the Factory Inspector 
 —all these prove that our school system in cooperation with 
 homes is not successful in this one phase of efficiency. That 
 some changes and additions are surely needed in our prevail¬ 
 ing system of cooperation is certain. 
 
 Comparison with Other Cities. 
 
 Statistics for other large cities are not available for com¬ 
 parison with New Orleans. However, the recent study of the 
 
 37 
 
Sage Foundation contains the indices concerning thirteen-year- 
 old hoys for 78 cities, between 25,000 and 200,000 population. 
 New Orleans would rank low in the comparative table (in the 
 seventies). 
 
 Schools in a System Differ. 
 
 The average per cent or index is for white boys in the New 
 Orleans school system as a whole. Gross averages without 
 knowledge of variability are usually misleading. It is possible 
 to compute the percentages of thirteen-year-old boys in or 
 above the seventh grade in each of our schools. The average 
 deviation (A. D.) indicating the average of the differences 
 between the central tendency and the different indices, 
 i. e., the average variability in this respect among the schools, 
 can also be found. 
 
 Nativity and Industrial Conditions. 
 
 With the aid of teachers in New Orleans we have gathered 
 data concerning the fathers of the thirteen-year-old boys. These 
 data indicate the birthplace of boys and birthplace of fathers, 
 per cent of fathers in each occupational group, occupational dis¬ 
 tribution of American and foreign-born fathers. While our in¬ 
 vestigation in New Orleans was done independently of the Ayres 
 study, nevertheless the suggestion of procedure was received from 
 Dr. Leonard Ayres, and our results are tabulated after the 
 manner of his study of 78 other cities. It was intended to 
 secure “a more definite fact-basis for thought and action in the 
 field of industrial education. Some of the facts acertained are 
 of value in our attempt to foresee what sorts of lifework the 
 young people now in city schools may be expected to go into.” 
 
 Our New Orleans study of thirteen-year-old boys included 
 records from teachers concerning 1,361 boys, 194 of whom were 
 colored. These numbers represent practically all of the boys 
 of that age present in the public schools during the week when 
 the data were collected. In the Ayres study the aggregate num¬ 
 ber of cases studied for 78 school systems was 22,027. Our study 
 does not include analysis of conditions directly affecting girls 
 in the schools. In fact it is not necessary at this point to 
 include data about girls, since the occupations of their fathers 
 are about the same as those of the fathers of the boys. In the 
 
 38 
 
New Orleans study the analysis of the teachers’ returns and the 
 tabulation was done by Mrs. Margaret Bigger, assistant in the 
 Division of Educational Research. 
 
 Table XIII shows that more than one-half (59%) of the 
 fathers of these white boys were born in New Orleans. Only 
 one father in six was born in the city where he lives, according 
 to the average obtained by Ayres in his study of 78 other cities. 
 Not excepting Charleston, S. C., the New Orleans percentage, 
 59 per cent, is higher than any of the other cities. 
 
 Nine per cent of the fathers were born in Louisiana outside 
 of the city. Nineteen per cent were born in foreign countries. 
 Forty per cent of the fathers was the average of foreign-born 
 in 78 other cities. 
 
 This group of fathers represents men of sufficient maturity 
 to be fathers of thirteen-year-old boys. They have remained to 
 work in the community in which they were born, a fact that 
 bears upon the question how far shall we endeavor to equip 
 children to enter strictly local industries in obedience to the 
 custom of the people. 
 
 The table also show^s that 86 per cent of these boys were 
 born in New Orleans. The average for 78 cities, derived from 
 Ayres study, shows that some 58 per cent of the boys were 
 living in the cities of their birth. 
 
 Table XIII. 
 
 Thirteen-Year-Old Boys: Birthplaces of the Fathers and 
 
 Birthplaces of the Boys (White). 
 
 —P ercent ages— 
 
 —Fathers— —Boys— 
 
 78 Cities. N. 0. 78 Cities. N. 0. 
 
 Same state but not 
 
 same city . 
 
 .24 
 
 9 
 
 19 
 
 6 
 
 Same city. 
 
 .16 
 
 59 
 
 58 
 
 86 
 
 Another state 
 
 .20 
 
 12 
 
 14 
 
 5 
 
 Foreign country . 
 
 .40 
 
 19 
 
 9 
 
 2 
 
 The group of colored boys comprises only 194 individuals. 
 Table XIV is interesting by comparison with Table XIII. It 
 is seen that a large percentage of the negro fathers have come 
 from the country to the city; compare 28 per cent and 9 per 
 cent; an inconsiderable number of these negroes are foreign 
 born, some one-half of 1 per cent. 
 
 39 
 
Table XIV. 
 
 Thirteen-Year-Old Boys: Birthplaces of the Fathers and 
 Birthplaces of the Boys (Colored). 
 
 —Percentages— 
 Fathers. Boys. 
 
 Same city. 55. 79. 
 
 Same state, but not same city. 28. 13. 
 
 Other state in the United States. 17. 8. 
 
 Foreign .6 
 
 This group of fathers of our thirteen-year-old boys is a select 
 group in the sense that it probably contains few very young or 
 very old men, few immigrants recently arrived, “floaters and 
 ne’er do wells.” It has been pointed out that because of these 
 characteristics the facts about this group are of unusual sig¬ 
 nificance in our attempt to foresee the kind of general indus¬ 
 tries the boys now in city schools may enter eventually. It is 
 of course by no means the rule that sons enter the specific occu¬ 
 pations of their fathers. 
 
 The general character of the industries in which are found 
 the fathers of our thirteen-year-olds in New Orleans has been 
 derived from our data. Below is Table XY, which brings local 
 conditions into contrast with the average of the 78 cities. The 
 industrial classification is the one modified by Ayres after the 
 one in use by the United State Census Bureau, and includes 
 five main divisions: 
 
 1. Industries of Extraction —Agriculture, Forestry, Min¬ 
 
 ing, etc. 
 
 2. Industries of Transformation —Building Trades, Manu¬ 
 
 facturing, etc. 
 
 3. Industries of Transportation and Communication— 
 
 Railroads, Telegraphs, etc. 
 
 4. Industries of Trade —Wholesale and Retail Trade, Real 
 
 Estate, etc. 
 
 5. Service —Government, Professional, Domestic, Personal, 
 
 etc. 
 
 Table XV exhibits the industrial distribution for both white 
 and colored fathers. 
 
 40 
 
Comparisons show that about one-half as many of the fathers 
 in New Orleans are engaged in transformation (manufacturing) 
 as is the average for 78 cities. A small proportion, 4 per cent, 
 of the negro fathers are in trade. A large per cent, of white and 
 black are in service—governmental, professional, domestic and 
 personal. The significant point for industrial education is the 
 small per cent found in transformation, evincing both a local 
 condition and a need. 
 
 Table XV. 
 
 Industrial Distribution of Fathers of Thirteen-Year-Old Boys. 
 
 Industrial Group. 
 
 -Percentages- 
 
 
 —New Orleans— 
 
 The 78 
 
 
 White. 
 
 Colored. 
 
 Cities. 
 
 Extraction . 
 
 . 3 
 
 4 
 
 4 
 
 Transformation . 
 
 . 25 
 
 27 
 
 52 
 
 Transportation and Communication. 13 
 
 22 
 
 13 
 
 Trade . 
 
 . 27 
 
 4 
 
 20 
 
 Service . 
 
 . 32 
 
 43 
 
 12 
 
 Total. 
 
 .100 
 
 100 
 
 100 
 
 Number of fathers. 
 
 .999 
 
 165 
 
 21,188 
 
 Retired, not stated or none 
 
 (num- 
 
 
 
 bers). 
 
 .168 
 
 26 
 
 839 
 
 Grand Total. 
 
 .1,167 
 
 191 
 
 22,027 
 
 Occupational Distribution of 
 
 Fathers of 
 
 Thirteen-Year-Old 
 
 Boys. 
 
 If we classify the occupations named in our data into 
 manual and mental we derive Table XVI. 
 
 Table XVI. 
 
 Occupational Distributions; Percentages. 
 Occupations—Manual. 
 
 N. 0. White. N. 0. Colored. 78 Cities. 
 Amer. For. Amer. For. Amer. For. 
 Unskilled . 22 24 52 . 4 9 
 
 41 
 
Semi-skilled and machine 
 
 operatives. 13 
 
 5 
 
 12 
 
 
 17 
 
 28 
 
 Artisans and Foremen. 21 
 
 20 
 
 29 
 
 
 40 
 
 37 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 Total Manual. 56 
 
 49 
 
 93 
 
 
 61 
 
 74 
 
 Occupations- 
 
 Clerks and Salesmen. 24 
 
 -Mental. 
 
 15 
 
 
 11 
 
 6 
 
 Managers, Superintend¬ 
 
 ents and Proprietors... 17 
 
 34 
 
 2 
 
 
 23 
 
 18 
 
 Professional and Finan¬ 
 cial. 3 
 
 2 
 
 5 
 
 
 5 
 
 2 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 — 
 
 Total Mental. 44 
 
 51 
 
 7 
 
 
 39 
 
 26 
 
 Total Manual and Mental— 
 
 Percents .100 
 
 Numbers .809 
 
 Retired, not stated, or 
 none.138 
 
 100 
 
 190 
 
 100 
 
 165 
 
 30 26 
 
 100 100 
 
 Grand Total.947 220 191 
 
 22,027 8,713 
 
 The results show that for this group in New Orleans manual 
 labor is not as general among the whites as among the blacks. 
 Among the mental workers of our group there is an unusually 
 large percentage among the foreign-born of “ managers, super¬ 
 intendents and proprietors, ’ ’ and an unusually large proportion 
 of clerks and salesmen among this group of white people of 
 New Orleans. 
 
 The difficulty of occupational classification may be appre¬ 
 ciated by consideration of a partial list of specific occupations 
 copied at random from these New Orleans returns. Such a list 
 is as follows: Auditor, laborer, pitman, grocer, foreman, paper 
 carrier, manager, policeman, fireman, carpenter, street sweeper, 
 saloon keeper, mechanic, loom fixer, watchman, insurance agent, 
 blacksmith, engineer, longshoreman, merchant, clerk, telegraph 
 operator, silversmith, postmaster, steamship captain, motorman, 
 conductor, solicitor, engraver, manufacturer’s agent, builder, 
 packer of candies, contractor, baker, miller, stone mason, painter, 
 cooper, teacher, freight handler, gardener, cook, bricklayer, 
 
 42 
 
Pullman porter, chaffeur, barkeeper, tinsmith, electrician, photo¬ 
 engraver, farmer, waiter, bookbinder, baggagemaster, druggist, 
 switchman, corporal, printer, driver, flagman, gauger, river 
 pilot, custom inspector, wheelwright, peddler, haberdasher, real 
 estate agent, oyster opener, levee builder, barber, drayman, cot¬ 
 ton weigher. 
 
 Teachers’ Impressions of Boys’ Aptitude for Trade Work. 
 
 When the Delgado School has been established unquestion¬ 
 ably it must interest the boy at thirteen years, many of whom 
 thereafter will go to the trades school. Teachers’ impressions 
 given in answer to the question: “Do you think he will be 
 more successful in trade work or in other kinds of work?” were 
 expressed individually in the cases of over twelve hundred-odd 
 thirteen-year-old boys. Since so many of these boys must enter 
 the trades eventually and no adequate provision now exists lo¬ 
 cally for their training in this direction, the convictions of their 
 teachers are of some value in indicating further the need of 
 prevocational and vocational education. We have tabulated the 
 returns for both white and black thirteen-year-old boys of the 
 same groups in Table XVII. 
 
 Table XVII. 
 
 Teachers’ Impressions of Boys’ Aptitude for Trade Work. 
 
 Would be Successful. Would Not. No. Ans. or Doubt. 
 White. Colored. White. Colored. White. Colored. 
 
 Percent. Percent. Percent. 
 
 49 74 41 19 10 7 
 
 Since only about one-fourth of the white boys of this age, 
 at the end of the compulsory attendance period, are enrolled 
 in the seventh grade or above, and about one-fourth of the 
 colored thirteen-year-olds in the sixth grade or above, the in¬ 
 ference from the above table is that large numbers of these 
 boys, in the judgment of their teachers, able to succeed in 
 trade work, leave school both without common school education 
 and prospect or opportunity for training later in a preparatory 
 or other trade school. 
 
 43 
 
V. 
 
 ATTITUDE OF EMPLOYERS OF NEW ORLEANS 
 TOWARD EVENING, PART-TIME, PREPARA¬ 
 TORY, AND PRACTICAL DAY-TRADE 
 
 SCHOOLS. 
 
 Their Interest Promises Cooperation. 
 
 No trade school should exist solely for serving the interests 
 of employers. The employer should desire more skill and knowl¬ 
 edge in his workers, and should assist to this end. Continuation 
 schools in Europe have been useful in securing results for em¬ 
 ployers and in enabling boys and men employed in the industries 
 to perfect themselves in their chosen work. The school or course 
 intended for the youth already employed in earning a livelihood 
 is of interest both to employee and employer and is a problem 
 of grave concern to the educator. This problem in New Orleans 
 is focused at present on our evening schools, for the vast ma¬ 
 jority of boys and men therein are employed during the day. 
 When the Delgado School has been established it is likely that 
 arrangements can be made with employers for part-time courses. 
 By such arrangements work at the factory and work in school 
 are adjusted to the hours and strength of the worker in one of 
 two ways: (1) Part-time classes may consist of alternating 
 teams of workers, a team of boys remaining in the trades school 
 one week while the other is at work in the industry, the next 
 week the teams alternating. (2) The other plan is for the 
 employer to allow to the individual a number of hours per 
 week, with wages, in which to attend certain courses. The 
 evening and part-time courses should be in close relation to the 
 regular day work of the trades school. 
 
 During the fall of 1913 the writer wrote to and visited some 
 ninety employers in as many establishments in New Orleans, 
 chiefly manufacturers. In addition to this group visited, re¬ 
 sponses by mail were received from some sixty-four additional 
 employers. Along with certain other desired information, re¬ 
 sponses were obtained to the following questions: 
 
 44 
 
Would a practical evening trade school be of value in help¬ 
 ing unskilled workers or those of low-grade skill, over sixteen 
 years of age, to advance to positions requiring high-grade 
 skill? In favor of such a school, 51 per cent; no, 4 per cent; 
 silent or doubtful, 45 per cent. 
 
 Would part-time classes in a trade school be practicable 
 and of value in New Orleans for persons using a part of their 
 working time (a part each day, or week) for instruction re¬ 
 lated to their employment ? In favor, 43 per cent; no, 11 per 
 cent; silent or doubtful, 46 per cent. 
 
 Would the efficiency and future opportunity of your em¬ 
 ployees be increased if they received a training between the 
 ages of fourteen and sixteen in a general public industrial or 
 preparatory trade school which aims to give a knowledge of 
 materials, shop mathematics and fundamental methods and 
 some ideas of industrial organization, but does not teach a 
 special trade ? In favor, 48 per cent; no, 6 per cent; silent or 
 doubtful, 46 per cent. 
 
 Would a practical day trade school giving a specialized and 
 intensive training of one year or more after the age of sixteen 
 help to meet the problem of skilled employees in your busi¬ 
 ness ? In favor, 50 per cent; no, 4 per cent; silent or doubt¬ 
 ful, 46 per cent. 
 
 VI. 
 
 NIGHT SCHOOL STUDENTS IN RELATION TO TRADE 
 EDUCATION IN NEW ORLEANS. 
 
 The Laborer-Student. 
 
 That large group of boys, girls, men and women, who at¬ 
 tend night schools is worthy of patient consideration. Some 
 have been forced to leave day school while young because of 
 economic pressure, some are ambitious youths making earnest 
 efforts to overcome recognized deficiencies. The fact that a 
 boy or girl employed at making a livelihood during the day 
 will go to school at night three times a week is a symptom of 
 commendable effort. The best of equipment, hygienic condi- 
 
 45 
 
tions of air and illumination, able teachers and appropriate 
 courses of study should be provided. 
 
 That their efforts should both be facilitated and safe¬ 
 guarded is emphasized by the questionable efficacy and health¬ 
 fulness of night school work as often practiced by tired night 
 school pupils and teachers. Winch, the English investigator, 
 after practical investigations has even declared that “ evening 
 work is comparatively unprofitable and that a short time in 
 class in the evening is sufficient plus the labors of the day, 
 to induce a low condition of mental energy.” 
 
 It will suffice at present to answer two questions about 
 our night schools: 
 
 1. What kind of employments do the workers follow who 
 attend night schools? 
 
 2. What are their ambitions? 
 
 Facts About 1472 Wage Earners Who Go to Night School 
 
 During November, 1913, a meeting of the principals of the 
 evening schools was called and the following blanks were dis¬ 
 tributed with the request that answers carefully prepared 
 as possible be secured from boys and men attending the even¬ 
 ing schools during the next week. It is believed that with the 
 exception of a small number the papers were written seriously 
 by the pupils. 
 
 Form Y. 
 
 Vocational and Educational Survey for Isaac Delgado Central 
 
 Trades School. 
 
 INDIVIDUAL STUDY: WAGE EARNERS IN INDUSTRIES 
 
 1. Name? . 
 
 2. Firm ? .... 
 
 3. Present age? . Health?. Married?. 
 
 4. Age when you left school?. Grade finished in school? 
 
 . School?. 
 
 5. Were you compelled to leave school to go to work?. 
 
 6. If the school had taught trades would you have stayed a 
 
 year longer to learn trade work?. 
 
 7. What are the different kinds of work you have done? 
 
 46 
 
TABLE XIX 
 
 FORMER JOBS AND PRESENT AMBITIONS OF TWENTY-FIVE FOURTEEN 
 YEAR OLD BOYS OF THE NIGHT SCHOOLS 
 
 Boys 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 9 
 
 10 
 
 11 
 
 12 
 
 13 
 
 14 
 
 15 
 
 16 
 
 17 
 
 18 
 
 19 
 
 20 
 21 
 22 
 
 23 
 
 24 
 
 25 
 
 Job 1 
 
 Job 2 
 
 Job 3 
 
 Job 4 
 
 Farm _ _ _ 
 
 Waiter __ 
 
 Delivery boy _ 
 
 
 Shoes (tack pull¬ 
 ing:) _ _ _ 
 
 Shoes (cement¬ 
 ing: tips). 
 
 
 
 Butcher Shop.. 
 Sign painting __ 
 Printing office _ 
 Check boy 
 
 Drug store. _ _ 
 
 
 
 Shoe clerk 
 
 
 
 Carrier _ _ _ 
 
 Restaurant. 
 
 
 Errand boy_ 
 
 On wagon 
 Printer _ 
 
 Wine tester_ 
 
 Box boy _ 
 Plumber’s help¬ 
 er _ 
 
 Tel. messenger 
 
 Helper _ 
 
 
 Folding bags_ 
 
 Plumbing shop. 
 
 Wine cellar_ 
 
 Window boy_ 
 
 Errand boy_ 
 
 Errand boy_ 
 
 Errand boy_ 
 
 Wagon boy, 
 
 Soap Co._ 
 
 Bootblack _ 
 
 Wrappingbutter 
 Newsboy _ 
 
 Druggist_ _ 
 
 Cash boy. _ _ 
 
 Office boy_ 
 
 Wagon boy.. . 
 
 Ice wagon 
 
 Broker _ 
 
 Horse tending__ 
 Errand boy_ 
 
 Grocery. _ 
 
 Water boy 
 
 Errand boy.. _ 
 
 
 Office boy (law¬ 
 yer)— 
 Furniture Fac¬ 
 tory _ 
 
 Clerk, Soap Co. 
 
 Errand boy __ _ 
 
 Office boy _ _ 
 
 Ice wagon _ _ 
 
 Plumbing 
 
 Cotton mills 
 
 
 Office boy__ 
 
 Wagon __ 
 
 Grocery 
 
 Brooms 
 
 Bell boy _ 
 
 Office boy. 
 
 
 
 Water boy. 
 
 Soda dispenser. 
 Office boy 
 
 Messenger_ 
 
 Cash boy _ _ 
 
 Office boy _ __ 
 
 Music store 
 
 
 
 Bundle boy_ 
 
 Moss-picker_ 
 
 Plumbing. _ 
 Machine Supply 
 Co 
 
 Office boy.. 
 
 Messenger _ _ 
 
 Wine cellar_ 
 
 Jeweler _ 
 
 Grocery _ 
 
 Paper carrier_ 
 
 Box factory_ 
 
 Cigar store 
 
 Ice wagon 
 
 Office. 
 
 Blacksmith_ 
 
 Desired 
 
 Occupation 
 
 Engineer. 
 
 Shoe maker. 
 
 Druggist. 
 
 Lawyer. 
 
 Prize fighter. 
 Carpenter. 
 Stenographer. 
 Plumber. 
 Horse doctor. 
 Sign painter. 
 
 Bookkeeper. 
 
 Drummer. 
 
 Engineer. 
 
 Civil engineer. 
 
 Ry. mail clerk. 
 
 Plumbing. 
 
 Electrician. 
 
 Electrician. 
 
 Lawyer. 
 
 Baker. 
 
 Watchmaker. 
 
 Chauffuer. 
 
 Machinist. 
 
 Stenographer 
 
 Blacksmith. 
 
 47 
 
1.-.-. 
 
 2 .:... 
 
 3 . 
 
 4 . 
 
 Present position? . Wage?. 
 
 8. What would you like most to do or be, and why ?. 
 
 9. In what do you need training most urgently ?. 
 
 Kindly fill out carefully and return to David Spence Hill, 
 Director Department of Educational Research, Public Schools, 
 Municipal Building, New Orleans. 
 
 Age Distribution. 
 
 An analysis of the ages of these boys and men of the night 
 schools of New Orleans shows the distribution. The majority 
 of them are from 14 to 16 years of age. 
 
 Table XVIII. 
 
 Boys and Men in Night Schools of New Orleans. 
 
 Age. 14 15 16 17 18-20 20-25 25 or over 
 
 Number. 277 363 258 187 197 126 64 
 
 Total.1,472 
 
 Temporary and Blind-Alley Jobs. 
 
 It is noteworthy that a fourth of the fourteen-year-old boys 
 have had three or more jobs. A third of the fifteen and sixteen- 
 year olds have had three or more jobs. 
 
 Table XIX contains illustrative examples of how even young 
 boys, fourteen-year-old boys, just past the compulsory age limit, 
 drift from job to job. These positions as a rule are not accepted 
 as apprenticeship to some vocations, but merely as a means of 
 earning a small wage. The jobs often will be items of hard 
 experience in the lives of boys, in some cases leading them by 
 trial and error into more suitable occupations, but this school 
 of experience is a costly school. With many boys who have an 
 ambition well in hand it is a waste of life to spend years in 
 occupation with no educational value or bearing no relation 
 to an ultimate aim or vocation. 
 
 Temporary and Blind-Alley Jobs (Continued). 
 
 A blind-alley job is a futureless job in the sense that it does 
 not improve the boy for future vocation and offers little incen- 
 
 48 
 
TABLE XX 
 
 PRESENT OCCUPATIONS OF BOYS IN NIGHT SCHOOLS 
 
 ( 1913 - 1914 ) 
 
 
 AGE 
 
 OCCUPATIONS 
 
 25 + 
 
 20-25 
 
 18-20 
 
 17 
 
 16 
 
 15 
 
 14 
 
 Total 
 
 No. 
 
 Aenmint,ant, or bookkeeper 
 
 
 3 
 
 
 3 
 
 1 
 
 1 
 
 1 
 
 9 
 
 Agent _ - - - 
 
 
 
 
 
 
 
 1 
 
 1 
 
 Bag classer_ _ - 
 
 
 1 
 
 
 
 
 1 
 
 
 2 
 
 Baker or assistant __ _ ___ _ 
 
 
 
 
 1 
 
 1 
 
 2 
 
 1 
 
 5 
 
 Barber or assistant_ _ _ _ 
 
 
 
 
 1 
 
 1 
 
 2 
 
 3 
 
 7 
 
 Barrel paperers and branders_ _ _ 
 
 
 1 
 
 
 
 
 
 2 
 
 3 
 
 Bed maker_ . _ 
 
 
 
 
 
 
 2 
 
 
 2 
 
 Bell boy__- 
 
 
 
 
 
 
 1 
 
 
 1 
 
 Blacksmith, helpers and apprentices_ 
 
 Boiler makers__ 
 
 
 1 
 
 1 
 
 2 
 
 
 1 
 
 1 
 
 6 
 
 2 
 
 2 
 
 4 
 
 3 
 
 
 
 
 11 
 
 Boilermakers’ apprentices. _ __ _ 
 
 1 
 
 
 
 
 3 
 
 2 
 
 1 
 
 7 
 
 Bootblack_ __ 
 
 
 
 
 
 
 
 1 
 
 1 
 
 Bottle washers, catchers, passers 
 
 
 
 1 
 
 
 3 
 
 9. 
 
 1 
 
 7 
 
 Bread wrapper_ _ _ _ _ 
 
 
 
 
 
 1 
 
 i 
 
 
 O 
 
 Broker____ _ - _ 
 
 
 
 __ - -1 
 
 
 
 
 
 
 Broom labeler 
 
TABLE XX 
 
 PRESENT OCCUPATIONS OF BOYS IN NIGHT SCHOOLS 
 
 ( 1913 - 1914 ) 
 
 OCCUPATIONS 
 
 Accountant or bookkeeper. 
 Agent_ 
 
 Bag classer. 
 
 Baker or assistant_ 
 
 Barber or assistant_ 
 
 Barrel paperers and branders_ 
 
 Bed maker___ 
 
 Bell boy_~ 
 
 Blacksmith, helpers and apprentices_ 
 
 Boiler makers_ 
 
 Boiler makers’ apprentices_ 
 
 Bootblack. 
 
 Bottle washers, catchers, passers. 
 
 Bread wrapper_ 
 
 Broker_ 
 
 Broom labeler_ 
 
 Bundle, delivery or wagon boy-_. 
 
 Butcher or assistant_ 
 
 Buyer. 
 
 AGE 
 
 25 + 
 
 2 
 
 1 
 
 Blue printer_ 
 
 Cabinet workers, helpers and apprentices 
 
 Candy makers_ 
 
 Can factory operatives_ 
 
 Carpenters, helpers or apprentices_ 
 
 Carriage trimmer_ 
 
 Carrier_ 
 
 Cashier_ 
 
 Cash boy_ 
 
 Cement work_ 
 
 Chair tying_ 
 
 Check boy_ 
 
 Cigar classer or maker_ 
 
 Cistern worker and helper_ 
 
 Clerks_ 
 
 Coffee roaster_ 
 
 Coffin factory operative_ 
 
 Collector_ 
 
 Conductor_ 
 
 Cooper_ 
 
 Draftsman or apprentice_ 
 
 Driver_ 
 
 10 
 
 20-25 
 
 1 
 
 2 
 
 28 
 
 Dairyman or assistant_ 
 
 Drummer_ 
 
 Elevator or messenger boy_ 
 
 Engineer_ 
 
 Embosser_ 
 
 Entomological assistant_ 
 
 Electrician, helpers or apprentices. 
 
 Errand boy_ 
 
 Farmer or gardener_ 
 
 Fisherman_ 
 
 Fireman_ 
 
 Fruit or vegetable dealer_ 
 
 Garment cleaner_ 
 
 Glazier or helper___ 
 
 Grinder_ 
 
 Guide_ 
 
 Gum seller_ 
 
 Ice boy_ 
 
 Illustrator_ 
 
 Interne_ 
 
 Jewelry helper_ 
 
 Laboratory helper_ 
 
 Laborer_ 
 
 Lamp trimmer_ 
 
 Lawyer_ 
 
 Lithographer_ 
 
 Live stock inspector_ 
 
 Loom oiler_ 
 
 Longshoreman_ 
 
 Lunchstand_ 
 
 Lumber, handler or inspector_ 
 
 Machinist, helper or apprentice_ 
 
 Machine operative_ 
 
 Market boy_ 
 
 Marble cutter, helper or apprentice_ 
 
 Mattress maker_ 
 
 Mill hand_ 
 
 Molasses sampler- 
 
 Motorman_ 
 
 Macaroni maker- 
 
 Operator_ 
 
 Order boy_ 
 
 Office boy- 
 
 Optical work- 
 
 Packer- 
 
 Painter or helper- 
 
 Paper boy- 
 
 Paper hanger--- 
 
 Pharmacist or assistant- 
 
 Photographer or assistant- 
 
 Photo engraver or assistant- 
 
 Piano repairer- 
 
 Pipe fitter, helper or assistant- 
 
 Poultry dealer--- 
 
 Printers, press boys, assistants- 
 
 Promoter_ ; - 
 
 Plumbers, helpers or apprentices- 
 
 Rectifier’s assistant- 
 
 Reporter- 
 
 Rice grader- 
 
 Salesman- 
 
 Saloon man- 
 
 Sack folder- 
 
 Saddle maker- 
 
 Sausage maker- 
 
 Sign painter or helper- 
 
 Sexton- 
 
 Sheet iron worker- 
 
 Shoemaker- 
 
 Soda dispenser- 
 
 Slater or helper- 
 
 Soldier- 
 
 Stenographer-- 
 
 Stock boy- 
 
 Suit case maker- 
 
 Sugar sampler- 
 
 Tag stamper- 
 
 Tailor. 
 
 1 
 
 1 
 
 2 
 
 2 
 
 T 
 
 2 
 
 2 
 
 1 
 
 2 
 
 1 
 
 1 
 
 4 
 
 1 
 
 1 
 
 2 
 
 18-20 
 
 1 
 
 4 
 
 2 
 
 1 
 
 70 
 
 1 
 
 1 
 
 5 
 
 11 
 
 Tank washer- 
 
 Time keeper- 
 
 Tinsmith- 
 
 Umbrella steamer- 
 
 Vulcanizer- 
 
 Utility man- 
 
 Waiter- 
 
 Watchmaker or assistant- 
 
 Warehouseman- 
 
 Weigher- 
 
 Welder- 
 
 Wheelwright or assistant- 
 
 Window dresser or assistant. 
 Woodworker- 
 
 6 
 
 1 
 
 1 
 
 2 
 
 2 
 
 1 
 
 4 
 
 2 
 
 4 
 
 3 
 
 1 
 
 17 
 
 2 
 
 3 
 
 1 
 
 2 
 
 1 
 
 T 
 
 48 
 
 ~2 
 
 2 
 
 1 
 
 o 
 
 6 
 
 3 
 
 1 
 
 24 
 
 7 
 
 2 
 
 2 
 
 1 
 
 10 
 
 8 
 
 1 
 
 1 
 
 1 
 
 1 
 
 3 
 
 1 
 
 1 
 
 3 
 
 3 
 
 1 
 
 5 
 
 2 
 
 2 
 
 2 
 
 1 
 
 15 
 
 2 
 
 16 
 
 3 
 
 1 
 
 5 
 
 4 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 1 
 
 56 
 
 1 
 
 3 
 
 4 
 
 20 
 
 2 
 
 1 
 
 1 
 
 7 
 
 11 
 
 1 
 
 2 
 
 2 
 
 3 
 
 1 
 
 2 
 
 1 
 
 ’6' 
 
 4 
 
 6 
 
 1 
 
 29 
 
 5 
 
 3 
 
 1 
 
 1 
 
 6 
 
 7 
 
 2 
 
 15 
 
 1 
 
 2 
 
 2 
 
 2 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 12 
 
 3 
 
 1 
 
 1 
 
 9 
 
 56 
 
 1 
 
 3 
 
 1 
 
 4 
 
 22 
 
 2 
 
 1 
 
 2 
 
 2 
 
 3 
 
 4 
 
 9 
 
 67 
 
 2 
 
 5 
 
 6 
 
 16 
 
 1 
 
 3 
 
 2 
 
 6 
 
 2 
 
 "l" 
 
 1 
 
 2 
 
 2 
 
 10 
 
 2 
 
 1 
 
 2 
 
 T 
 
 Total. 
 
 14 
 
 1 
 
 3 
 
 2 
 
 1 
 
 18 
 
 1 
 
 1 
 
 3 
 
 2 
 
 1 
 
 1 
 
 1 
 
 1 
 
 9 
 
 21 
 
 16 
 
 4 
 
 1 
 
 1 
 
 5 
 
 2 
 
 1 
 
 1 
 
 2 
 
 62 
 
 1 
 
 4 
 
 1 
 
 3 
 
 3 
 
 1 
 
 1 
 
 1 
 
 2 
 
 Total 
 
 No. 
 
 9 
 
 1 
 
 2 
 
 5 
 7 
 3 
 2 
 1 
 
 6 
 11 
 
 7 
 
 1 
 
 7 
 
 2 
 
 1 
 
 1 
 
 38 
 
 11 
 
 2 
 
 1 
 
 6 
 
 3 
 
 4 
 16 
 
 2 
 
 4 
 
 1 
 
 4 
 
 1 
 
 2 
 
 24 
 
 2 
 
 1 
 
 289 
 
 1 
 
 1 
 
 18 
 
 1 
 
 2 
 
 7 
 
 16 
 
 3 
 
 1 
 
 2 
 
 3 
 1 
 1 
 
 24 
 
 67 
 
 17 
 
 1 
 
 2 
 
 2 
 
 2 
 
 1 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 4 
 3 
 3 
 
 14 
 
 1 
 
 1 
 
 2 
 
 1 
 
 1 
 
 2 
 
 3 
 
 66 
 
 35 
 2 
 2 
 1 
 2 
 1 
 1 
 2 
 2 
 
 4 
 165 
 
 1 
 
 8 
 
 11 
 
 12 
 
 3 
 1 
 2 
 
 4 
 2 
 
 5 
 1 
 
 15 
 
 1 
 
 36 
 2 
 1 
 3 
 
 29 
 
 1 
 
 1 
 
 1 
 
 1 
 
 5 
 
 1 
 
 8 
 
 5 
 
 1 
 
 1 
 
 1 
 
 22 
 
 34 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 2 
 
 9 
 
 1 
 
 1 
 
 5 
 
 3 
 
 1 
 
 1 
 
 3 
 1 
 1 
 2 
 
 4 
 
 1232 
 
 NOTE—No or undefined occupations not included above: Sor ^„ 2 ^^ 
 
 factory, saw mill, roofing company, sugar refinery, syrupimnanv insurance company, art glass company, 
 art store, brewery, baking powder company, mfil supply comps • ’ ffee ^ ompan y ( flour company, 
 
 distilling company, cotton press, credit association, furniture company, 
 tobacco company, etc. 
 
tive for self-development. In the absence of effective appren¬ 
 ticeship hundreds of boys in New Orleans are buffeted from job 
 to job, with waste of time and strength. It is doubtful if there 
 are many commercial occupations in New Orleans open to boys 
 from 14 to 16 years of age, that afford very desirable training. 
 It would be better if childhood and youth could be prolonged 
 in school rather than in business. To learn, to be trained into 
 habits of success, to grow, to play is the natural business of 
 boys—not to be sacrificed to the demand for “cheaper and bet¬ 
 ter industrial products.” 
 
 Present Daily Occupations of Boys and Men in the Night 
 
 Schools. 
 
 The fact that so many youths are in temporary positions 
 renders all classifications or catalogings of this group tentative. 
 It is of some value, however, in ascertaining how the daily oc¬ 
 cupations of the night school students are related to the courses 
 given, to know the nature of these occupations, especially in 
 the absence of trade-training in our night schools. 
 
 In Table XX are stated all of the different occupations ar¬ 
 ranged according to age groups. 
 
 A brief consideration of this table shows plainly these sig¬ 
 nificant features regarding the occupations of night school 
 students: 
 
 1. There is great diversity of occupation, some 150 differ¬ 
 ent kinds of positions being included in this list. It is difficult 
 in many occupations stated to distinguish between an artisan, 
 helper and an apprentice. The manual occupations are well 
 represented in diversity, but not in numbers. Opportunity 
 exists for interesting larger groups of our trade workers in 
 the night schools. 
 
 2. A large number of the younger boys, some 300, at 14, 15 
 and 16 years of age, are office, errand, bundle or check boys— 
 occupations that give little training and pay about $3 per week. 
 
 3. A good fifth of the enrollment (289) are clerks of various 
 kinds, as bill, sample, record, rate, order, postal, policy, file, 
 entry, application and grocer clerks. 
 
 4. Machinists, electricians, carpenters, boilermakers, sheet 
 iron workers, tinsmiths, plumbers, pipe fitters and their helpers 
 or apprentices comprise a considerable group, about 150. 
 
 51 
 
Stated Ambitions or Desired Occupations of Boys and Men 
 
 in the Night Schools. 
 
 Answers to the question: “What would you most like to be 
 or do and why?” were written by 1,350 students of the night 
 schools. The analysis of these replies is suggestive in indicating 
 the lines of interest of these boys and men. No adequate ad¬ 
 justment of curricula and methods can be made without some 
 consideration of the predominant interests of the pupils. How¬ 
 ever, it is to be borne in mind that new offerings of opportuni¬ 
 ties for vocational training, properly presented to trades workers, 
 doubtless would attract hundreds not now benefitted by the 
 night schools. See Table NXI. 
 
 With reference to the present group it is observed that: 
 
 1. A great diversity of occupations is enumerated. Here 
 is indicated the necessity of provision for ascertaining and cul¬ 
 tivating the individual needs of the pupils. 
 
 2. The largest group, more than 500—more than a third of 
 the whole number, includes those who would become mechanics, 
 machinists, engineers, electricians, plumbers, carpenters. 
 
 3. Some 300 would become bookkeepers, stenographers, clerks, 
 etc. 
 
 52 
 
TABLE XXI 
 
 OCCUPATIONS DESIRED OR THE STATED AMBITIONS OF 1350 NIGHT 
 SCHOOL BOYS AND MEN IN NEW ORLEANS 
 
 OCCUPATIONS 
 
 AGE 
 
 25 + 
 
 20-25 
 
 18-20 
 
 17 
 
 16 
 
 15 
 
 14 
 
 Total 
 
 No. 
 
 Architect_ 
 
 1 
 
 2 
 
 4 
 
 
 1 
 
 2 
 
 2 
 
 12 
 
 Artist and Cartoonist_ 
 
 
 1 
 
 3 
 
 
 7 
 
 1 
 
 
 12 
 
 Baker_ 
 
 
 
 
 
 
 4 
 
 3 
 
 7 
 
 Blacksmith_ _ 
 
 
 
 1 
 
 1 
 
 3 
 
 1 
 
 1 
 
 7 
 
 Bookkeeper__ __ 
 
 4 
 
 9 
 
 23 
 
 14 
 
 24 
 
 34 
 
 24 
 
 132 
 
 Boiler makers and iron workers_ 
 
 2 
 
 1 
 
 7 
 
 3 
 
 
 3 
 
 1 
 
 17 
 
 Butcher_ _ 
 
 
 
 
 2 
 
 5 
 
 
 5 
 
 12 
 
 Carpenter__ 
 
 2 
 
 1 
 
 1 
 
 1 
 
 2 
 
 5 
 
 15 
 
 27 
 
 Chauffuer_ 
 
 
 
 
 2 
 
 
 
 2 
 
 4 
 
 Chemist.. _ 
 
 5 
 
 3 
 
 1 
 
 2 
 
 2 
 
 2 
 
 4 
 
 19 
 
 Civil Service_ 
 
 1 
 
 1 
 
 8 
 
 5 
 
 5 
 
 1 
 
 1 
 
 22 
 
 Clerk_ 
 
 6 
 
 2 
 
 11 
 
 7 
 
 17 
 
 17 
 
 20 
 
 80 
 
 Contractor__ __ 
 
 1 
 
 2 
 
 
 
 3 
 
 1 
 
 
 7 
 
 Draftsmen, mechanical and architectural 
 
 4 
 
 8 
 
 13 
 
 4 
 
 5 
 
 5 
 
 2 
 
 41 
 
 Drummer __ _ 
 
 
 
 1 
 
 4 
 
 7 
 
 5 
 
 3 
 
 20 
 
 Engineer. __ _ 
 
 7 
 
 9 
 
 14 
 
 18 
 
 14 
 
 34 
 
 19 
 
 115 
 
 Engineer, locomotive. _ _ 
 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 5 
 
 14 
 
 Engineer, civil_ _ 
 
 
 5 
 
 4 
 
 5 
 
 6 
 
 11 
 
 2 
 
 33 
 
 Electrician-_ 
 
 1 
 
 7 
 
 13 
 
 14 
 
 21 
 
 32 
 
 12 
 
 100 
 
 Farmer .. . ...._... 
 
 1 
 
 3 
 
 
 1 
 
 
 2 
 
 1 
 
 8 
 
 Journalist__ 
 
 
 1 
 
 2 
 
 
 
 1 
 
 
 4 
 
 Lawyer_ __ 
 
 
 2 
 
 2 
 
 4 
 
 6 
 
 6 
 
 10 
 
 30 
 
 Lumber_ _____ 
 
 
 
 2 
 
 
 
 1 
 
 3 
 
 Mechanic or machinist_ 
 
 1 
 
 9 
 
 24 
 
 23 
 
 35 
 
 35 
 
 35 
 
 162 
 
 Office manager_ 
 
 
 2 
 
 1 
 
 3 
 
 2 
 
 
 
 8 
 
 Painter.._ 
 
 
 
 1 
 
 
 2 
 
 3 
 
 
 6 
 
 Pharmacist- ____ _ 
 
 
 1 
 
 1 
 
 2 
 
 4 
 
 4 
 
 4 
 
 16 
 
 Photo engraver __ 
 
 
 3 
 
 
 
 1 
 
 2 
 
 
 6 
 
 Plumber or pipe fitter__ 
 
 
 1 
 
 3 
 
 4 
 
 10 
 
 25 
 
 11 
 
 54 
 
 Printer__ _ 
 
 
 
 1 
 
 
 6 
 
 12 
 
 4 
 
 23 
 
 Salesmen_ 
 
 2 
 
 8 
 
 2 
 
 4 
 
 3 
 
 3 
 
 2 
 
 24 
 
 Stenographer. _ 
 
 2 
 
 4 
 
 7 
 
 11 
 
 15 
 
 18 
 
 14 
 
 71 
 
 Telegraph operator__ 
 
 
 
 
 1 
 
 6 
 
 8 
 
 8 
 
 23 
 
 Merchant or business man_ 
 
 2 
 
 6 
 
 1 
 
 6 
 
 5 
 
 7 
 
 3 
 
 30 
 
 Miscellaneous, Note *_ 
 
 6 
 
 17 
 
 35 
 
 20 
 
 27 
 
 53 
 
 45 
 
 201 
 
 Total_ 
 
 48 
 
 109 
 
 188 
 
 164 
 
 245 
 
 339 
 
 257 
 
 1350 
 
 *Numbers in parentheses () indicate ages: 
 
 (25 and up) Foreman 1, millwright 1, advertising manager 1, brewer 1, motorman 1, claim agent 1; 
 total 6 . 
 
 (20-25) Accountant 1, doctor 2 , entomologist 1, grocer 1, paper hanger 1, pharmacist 1, policeman 1, 
 ship inspector 1 , translator 1 , suit case maker 1 , traffic expert 1 , salesman 1 , rice grader 2 , unclassified 2 ; 
 total 17. 
 
 (18-20) Ball player 1, banking 1 , bottling 1 , cabinet maker 3, dentist 1, doctor 1, drummer 1, fore¬ 
 man 1 , furniture 1 , gas engineer 1 , hardware dealer 2 , insurance 2 , lumber 2 , musician 1 , mustard manufac¬ 
 turer 1 , piano repairer 1 , professor 1 , reporter 1 , translator 1 , telephone operator 1 , tinsmith 1 , wireless 
 operator 1, watchman 1, railroad official 2, salesman 2, unclassified 3; total 35. 
 
 (17) Ball player 1, barber 1, blacksmith 1, book binder 1, broom maker 1, dental supplies 1, doctor 1, 
 grocer 2 , linotyper 1 , mining engineer 1 , optician 1 , shirt cutter 1 , translator 1 , broker 2 , tailor 1 , tinsmith 
 1 , refrigerating engineer 1 , unclassified 1 ; total 20 . 
 
 (16) Banking 3, book binder 2, cabinet maker 1, clothing 1, doctor 1, florist 1, lumber 1, 
 macaroni dryer 1 , marble cutter 1 , musician 1 , photographer 1 , sawyer 1 , translator 1 , suit case maker 1 , 
 tinsmith 1, w r ood cutter 1, railroad official 2, rectifier 2, tile setter 1, others 3; total 27. 
 
 (15) Aviator 1, ball player 1, banking 3, barber 2 , bed maker 1, broom maker 1, 
 cabinet maker 3, civil service 1, contractor 1, dairyman 1, doctor 4, decorator 1, fireman 3, floor walker 1, 
 finisher 1 , hardware dealer 1 , insurance 1 , linotyper 2 , musician 2 , policeman 1 , soldier 1 , sailor 1 , switch¬ 
 man 1, sign maker 3, broker 3, tinsmith 1, agent 2 , railroad 2 , window dresser 2, jeweler 1, actor 2, glazier 1; 
 total 52. 
 
 (14) Accountant 1, ball player 2, barber 2, bar pilot 1, book binder 1, cabinet maker 2, 
 doctor 2, drayman 1, drummer 3, fireman 2, grocer 3, gold plater 1, longshoreman 2, messenger 1, molasses 
 buyer 1 , multigraph operator 1 , musician 1 , optician 1 , piano repairer 1 , prize fighter 1 , shoemaker 2 , 
 sign maker 2 , tailor 1 , veterinarian 1 , wireless operator 1 , watchmaker 2 , jeweler 1 , agent 1 , glazier 1 , wheel¬ 
 wright 1, unclassified 1- total 44. 
 
VII. 
 
 EDUCATION IS FOR THE MASSES. 
 
 We can not find in industrial training a panacea for all of 
 our social evils. If, however, we succeed in getting away from 
 the obsolete conception that public education exists chiefly for 
 preparation of a relatively small group of boys and girls for 
 general culture purposes, or for the professions, teaching, law, 
 medicine, or else to fill positions as clerks, bookkeepers and 
 stenographers, we shall then do more for that 90 per cent, of our 
 pupils who never finish the high school, and for that majority of 
 our boys who do not even complete the grammar grades. Our ed¬ 
 ucation in school and home in New Orleans needs to take hold of 
 the humbler vocations of life. If we cannot give young boys 
 intensive preparation in occupations we can give them train¬ 
 ing in habits of success, a desire to rise and by vocational guid¬ 
 ance a review of the fields open to them. This is better than 
 inculcating distaste for school, the habit of failure and haphazard 
 entry into occupations. 
 
 The magnitude of modern educational systems—city, state 
 or denominational—and the baffling complexity of problems 
 daily confronting professional educators, leave little time to prac¬ 
 tical workers in the field for theorizing about ideals and motives 
 of formal education. Pioneers in educational theory, such men 
 as Plato, Comenius, Rousseau, Loyola, Pestalozzi, Spencer, are 
 to-day lacking, The contemporaneous theorist, whether in the 
 university or out of it, who is apart from the daily struggle 
 in controlling scores or hundreds of schools and classes, and 
 apart from the work of the teacher, can not easily temper our 
 practice with sound theory or do the work of the pioneers. 
 
 It has come about in the mind of the public that some con¬ 
 fusion and ignorance exist about the nature and aims of voca¬ 
 tional education in its numerous aspects. There is the over- 
 enthusiastic advocate of manual training who is unable to meas¬ 
 ure its limitations or to confine to its natural sphere this val¬ 
 uable educational method; a good course in “manual training,” 
 he thinks, is the kernel in the best of vocational training. 
 Worse, there is the citizen to whom the term “ vocational edu- 
 
 54 
 
cation” vaguely spells “commercial college.” The kind of a 
 school where stenography, bookkeeping and typewriting are 
 taught honestly is a phase of legitimate vocational education, but 
 there is a type of business school or college the aim of which is 
 not education, but rather imposition and extortion, practiced 
 upon struggling girls and youth. Equally abominable are al¬ 
 leged “trade” schools run for profit by promoters who fraudu¬ 
 lently profess to teach a trade—bricklaying, carpentering, plumb¬ 
 ing—within a few weeks, for a cash consideration paid in ad¬ 
 vance. Agricultural education has been so long and so well 
 supported by the state and the federal governments that in the 
 minds of some it comprises the most of vocational education. In 
 a sense, normal schools, law, theological, medical and engineer¬ 
 ing schools are all vocational schools. Formerly the study of 
 Latin was a matter of utility and'vocation. It is not surprising 
 tlia^t glee and a superior attitude of criticism toward vocational 
 education is sometimes exhibited by extreme exponents of Latin- 
 mathematical-classical training for the majority of boys and girls. 
 In the present state of development of the concept of vocational 
 education an affectation of pseudo-culture is easily assumed by 
 educational pharisees, but it may become genuinely dangerous 
 to the public welfare when needed funds are directed to its ex¬ 
 pression. Perhaps the situation is the more complicated because 
 here and there in the mass of teachers may be found disputants 
 who look upon the school system more as a supply-source of po¬ 
 sitions and livelihood than as a system existing primarily for 
 the development of the masses of children and youth. 
 
 Mistakes will be made in installing vocational education; an 
 experimental stage must be passed in its renaissance. The suc¬ 
 cessful development of public understanding of the necessary 
 basis of morality, culture, health and efficiency, found in wise 
 vocational training, continues to grow by leaps and bounds. 
 The old curriculum of Latin, Greek and mathematics still has 
 its unique place and value for a few students with interest 
 and time to follow these to fruition. However, in spite of the 
 clamor and Ciceronian attacks of classicists upon the “super¬ 
 ficiality,” the “coarseness,” the “lack of mental discipline,” 
 the “utilitarian spirit, ”the horrid errorsof grammar or rhetoric 
 that word-conscious critics perceive in the writings of progres- 
 
 55 
 
sive educational spirits, to-day Latin and algebra and higher 
 mathematics can no longer be foisted upon thousands of un¬ 
 willing high school and normal school and college students 
 merely in the name of an alleged culture. The movement in be¬ 
 half of a broader culture and of a sound vocational education is 
 world-wide and irresistible. 
 
 In a sense all education is vocational. Right efforts to de¬ 
 velop, discipline, teach, train, inspire are of present value to 
 childhood and youth in the happiness of the doing, but effi¬ 
 ciency in life exhibited in some vocation is the ultimate aim. 
 Only when the direction of vocational education is in the hands 
 of superficial minds is there actual danger of “commercializ¬ 
 ing” education, of adopting a crass utility as the ideal. Educa¬ 
 tion that is contrary to fundamental needs in human survival 
 and evolution must run only a short course. Though remote in 
 time from the beginnings, our modern professions and voca¬ 
 tions hark back to man’s simple needs. The most primitive 
 needs of man were expressed in the quest and inventions of 
 food, clothing, shelter, transportation, companionship. Far back, 
 with the increase of knowledge and man’s power there also de¬ 
 veloped consciously the needs for religion, morality, law and 
 art. Life to-day is amazingly complex and in our attempt to 
 prepare children for life the fundamental value of a useful vo¬ 
 cation, rather than antlike activity that accomplishes nothing 
 with mankind, is a principle not to be forgotten. 
 
 This is a broader vision of vocational education than to think 
 of it confusedly as some short avenue to a commercial position 
 or to superficial success. Education for vocation, or for life, 
 should enable a man or woman to bear the burden of life rather 
 than to become a parasite; it tends to develop health, inde¬ 
 pendence, ambition, active morality. This aim in education in¬ 
 cludes the desire to do some one thing well, perhaps better than 
 any one else, and by the exercise of this trained ability to make 
 a contribution to the betterment of human life. This conception 
 of education forever banishes the false notion that education is 
 merely for the favored few, for “gentlemen’s sons.” It opens 
 new possibilities in the adjustment of individual capacity and 
 opportunity to the various employments and dignifies these with 
 importance, whether these vocations be those of the farmer, the 
 
 56 
 
mechanic, the seamstress, the cook, the mill hand, the sailor, 
 the stenographer, the actor, the home maker, the engineer, the 
 writer, the teacher, the lawyer, the doctor, or the minister. 
 
 The public schools are intended to serve the masses. Vo¬ 
 cational education is not merely to be added to our present 
 system of public education. The existing system needs reno¬ 
 vation from kindergarten to university, until wise articulation 
 of the vocational aim with the disciplinary and culture-aims 
 has been effected. This undertaking in New Orleans, as in 
 other cities, is complicated and difficult. Courses of study, 
 preparation and selection of teachers and officials, the choice 
 of sites and plan of buildings, the purchase of supplies and 
 equipment, the problems of finance—all these topics suggest 
 unanswered questions remaining to be solved in a courageous 
 but cooperative spirit. 
 
 57 
 
FORTHCOMING DELGADO STUDIES. 
 
 Future numbers of these studies, of which this Part One is 
 the introduction, will contain further data bearing upon the 
 establishment of the Isaac Delgado Central Trades School, in its 
 various departments. Data are being gathered concerning: 
 
 INDUSTRIES IN NEW ORLEANS. 
 
 BUILDINGS, EQUIPMENT AND ORGANIZATION OF 
 BEST TRADES SCHOOLS IN OTHER CITIES. 
 
 SPECIAL PROBLEMS CONCERNING VOCATIONAL 
 AND TRADE EDUCATION IN NEW ORLEANS. 
 
Part One 
 Vocational Survey 
 
 ,FOR 
 
 The Isaac Delgado Central Trades School 
 
 Facts About the Public Schools of 
 New Orleans in Relation 
 to Vocation 
 
 f .. - -- 
 
 BY 
 
 DAVID SPENCE HILL, Ph. D. 
 
 Division of Educational Research, 
 Department of Superintendence, Public Schools, 
 
 New Orleans 
 
 Published by the 
 
 Commission Council, New Orleans 
 June 1914 
 

 
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