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situated in the eastern part of the city, had an enrollment of about 700 children made up of seventh and eighth grade pupils formerly accommodated in the elementary schools of that section. The Detroit Junior High School on the west si

schools except incidentally in the manual training classes, is given an hour each week. All boys receive one hour of manual training a week against slightly less than one and one-half hours in the seventh and eighth elementary grades, but they may elect an additional two and one-half

Training Not

, the number of boys who are likely to become compositors is about five. But to teach this trade printing equipment occupying considerable space is necessary, together with a teacher who has had some experience or training as a printer. The expense per pupil for equipment, for the space it occupies, and for instruction renders special training for such small classes impracticable. All of the skilled occu

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chiefly of instruction in the applications of mathematics, drawing, physics, and chemistry to the commoner industrial processes, would be of considerable benefit to those boys wh

ng of mathematics, drawing, and science for the boys who enroll in the industrial course, but it leaves unsolved the question of method and content of instruction in these subjects for the boys in the non-industrial or so-called academic course. Very p

ucational and industrial needs. Experimentation on an extensive scale, covering a considerable period of time, is necessary before definite conclusions can b

e which this knowledge plays in the working world. It must not be assumed that the transition can be effected merely by the introduction of shop work, even if it were possible to provide the wide variety of manual training necessary to make up a fair representation of the principal occupations into which the boys will enter when they leave school. It is doubtful whether, so far as its vocational value is concerned, shop work isolated from other subjects of the curriculum is worth any more per unit of

l science, shop work, and the study of economic and working conditions in wage earning pursuits. These may be offered as independent electives or they may be required of all pupils w

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The boys I get may know arithmetic," said one, "but they haven't any mathematical sense." Another cited his experience with an apprentice who was told to cut a bar eight and one-half feet long into five pieces of equal length. He was not told the length of the bar, but was given the direct order: "Cut that bar into five pieces all of the same size." The boy was unable to lay out the work, although when asked by the foreman, "Don't you know how to divide 8? by 5?", he pe

esult. If we say, "A bar 8? feet long is to be cut into five pieces of equal length; how long should each piece be?", the problem calls for the exercise of greater intelligence, as the pupil must determine which process to use in order to obtain the correct result. It becomes still more difficult if we merely show him the bar and say: "This bar must be cut into five pieces of equal length; how long will each piece be?" Several additional preliminary steps are required, none of which

ts are involved in the problems and to decide which process of arithmetic should be used in dealing with them. Once these decisions are made the succeeding arithmetical calculati

k is one of the best means to this end. The trouble with much of the shop work given in the schools is that it runs to hand craftmanship in which the object is to "make something" by methods long ago discarded in the industrial world, rather than to give the pupil exercise in the sort of thinking h

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urse can well afford to devote more time to drawing. For such boys no other subject in the curriculum, except perhaps applied mathematics, is of greater importan

rs and if they leave school at 15 they are not likely to become draftsmen. The ordinary skilled workman seldom has any need to make drawings or designs, beyond an occasional rough sketch, but he often has to work from drawings. To put it in another way, drawing to the average

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y should not leave school without some acquaintance with them and a knowledge of their relations to industrial processes. A fair equipment should be provided for demonstrational and illustrative purpose

to him, and the school can perform no more valuable service than to point the way to the sources of knowledge represented by reference books, trade journals, and other technical literature. Some of the popular magazines, such as "

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planned with vocational training in mind seems clear from the action of the school board in adding bookbinding to the course about the middle of the year. The bookbinding trade is o

pils who may later enter industrial employment. The number of boys who are likely to become machinists is large enough to warrant the installation of a small machine shop. Repairing, assembling, and taking apart machines should occupy an important place in the shop course. Most boys are intensely interested in getting at the "insides" of a machine, and the processes of assembling, with their attendant problems o

er, so long as the money is expended on the principle of the greatest good to the greatest number, which means that t

bility that will be of real subsequent use to the pupils. It must not run to "art" and it must not be mere tinkering. Its principal value a

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assumed that an adequate basis of knowledge for the selection of an industrial vocation is an acquaintance with materials and processes. Such knowledge is valuable, but making a living is mainly an economic problem. What an occupation means in terms of income is more significant than what it means in terms of materials. The most important facts about the cabinet making trade, for example, are that it offers very few opportunities for employment to public school boys, and that