ING FOR BOYS IN

uch a forecast is essential as the preliminary step in any plan of vocational training to be carried out during the school period, for the reason that without it a clear understanding of the principal factors of the pro

chool represents in a sense a cross section of the occupational activities of the city. It contains a certain number of recruits for each of the principal types of wage-earning pursuits. A few of the boys will later enter pr

which the adult born native male population is engaged, and in approximately the same proportions. We do not know, for example, whether Johnny Jones will become a doctor or a carpenter, but we do know that of each 1,00

o be performed and the relative amount of work required and consequently the relative number of workers vary but slightly over a long period of time. This principle is illustrated in a striking w

ING POPULATION ENGAGED IN SPECIFIED

cent of total w

0 1

hin

on k

il

cial t

wy

rb

ke

sic

pen

net

um

hers and

.

.

.

5

.

.

.

occupations. In only one occupation, however, that of machinist, did the change amount to as much as one per cent. In all the others the shift during the decad

oys in Sch

ame to this country after they reached adult manhood and that a disproportionate number of these foreign born workers enter the industrial occupations. For this reason the total adult working population is not strictly comparable with the school enrollment, which is approximately nine-tenths native

F NATIVE BORN MEN BETWE

L OCCUPATIONAL

al group A

r

and mechanical

al occup

l occup

ation occ

ersonal servic

onal occ

rvice occ

-

al

ous groups. In the case of the industrial group the figure is too high, as the census data relative to the distribution of foreign and native born include all ages, and there is a smaller proportion of American born adult

prepare boys for wage-earning pursuits. The future expectations of the boys in a large

boys who

and mechanical

al occup

l occup

ation occ

ersonal servic

nal occup

rvice occ

-

al

oses is not possible or advisable for the younger children. According to the commonly accepted view among educators, vocational training should not be undertaken before the age of 12 years, and many belie

boys who

al occup

l occup

ation occ

ersonal servic

onal occ

rvice occ

-

ta

in four main classifications: metal trades, building trades, printing trades, and "other" trades, these last comprising a number of small trades in each of wh

boys who

l tr

ing t

ing t

r tr

unskilled industr

-

ta

eneous. The building trades, for example, include over 20 distinct trades, a number of

ation a

in each class. A differentiated course under these conditions is difficult if not impossible. In a few of the Cleveland elementary schools the departmental system of teaching is in use. Under this plan something might be done, were it not that the total number of pupils requiring instruction relating specifically to the industrial trades is too small to justify the expense necessary for equipment, material, and special instruction required for such training. This is true as regards even an industrial course of the m

sent to one centrally located for a short period of instruction each week. The principal objection to this plan is that the amount of time now given is

ble to bring the cost of teaching, equipment, and material within reasonable limits and provide facilities for differentiating the work on the basis of the vocational needs of the pupils. The fact

ementary Sc

e period they may spend at least two years in a school where some kind of industrial training is possible. That this is not being done at the present time the data presented in Chapter IV amply demonstrate. In recent years there has been a tendency to regard vocational training as a remedy for