G FUTURE P

tional distribution of the young people now in school. It does not claim to foretell the specific positions that individual boys and girls will hold when they are adults but it does

dren of today are the workers of tomorrow. Moreover, since occupational distributions change but slowly even in these modern times, it is unquestionably true that the boys and girls now studying in the public schools will soo

edure as hardly to warrant extended explanation. This is far from being the case. The reader who proposes to follow the working-out of the principle

ncept of Indus

we live. We have come to think of the carpenter shop, the machine shop, the forge shop, and the cooking room as necessary and desirable adjuncts of the modern school and to our minds these shops have typified industrial education. All of these have c

the high school. They are scattered through more than 100 school buildings. The problem of industrial education is to give these boys with their differing ages, their widely varied school preparation, and their scattered geographical distribution, the best possible preparation for tak

nce of Rela

e same sorts of work as are now done in the city of Cleveland by adults of American birth. The data of the United States Census of Occupations show us that among every 100 American born men in Cleveland there are eight who are clerks

er

inis

esm

s and p

l dea

teamste

keep

ente

ial tra

actur

and only three are carpenters. Clearly we should not be justified in training all the boys in our public schools to enter the machinist's trade or the carpenter's trade when nine out of each 10 will in all probability engage in entirely different sorts of future work. The more the figures of the little table given

icates that the most difficult and important problems which must be met and coped with are not those relating to methods of instruction but rather those of organization and administration. The future carpenters and machinists cannot be taught until we can get them tog

nists and carpenters in the population and have failed to realize that while these groups are numerous in the a

reigners by birth and that there is every prospect that this same condition will maintain in the future. Hence these trades an

e Program Mus

heir living in industrial pursuits. The fact is that no such proportion of the children in school will become industrial workers. All the native born labor now employed in manufacturing and mechanical industries constitutes only 44 per cent of the total number of native born workers in the city. Moreover, nearly half of the industrial workers ar

an that a constructive program of industrial education would affect 22 per cent of the present school enrollment. All the weight of educational opinion and experience is on the side of excluding the children of the lower and middle age groups

asis for Indus

a member of the Cleveland Foundation Survey Committee as "the actuarial basis of vocational education." This is accurately descriptive, because the method of forecasting the number of men the community will need for each wage-earning occupation closely resembles that employed by l