DURING THE LAST

st of the trades there exists a gap of from one to two years which is not adeq

chool course a considerable number of pupils who have no intention of taking the complete four year course, and who will leave as soon as they reach the end of the compulsory period. That these pupi

eral opinion among manufacturers was unfavorable to the employment of boys under 16. "They are more of a nuisance than a help," said one; "they are not old enough to understand the responsibilities of work." "They break more machinery and spoil more material than they are worth," said another

usually leads nowhere, and the pittance the boy earns cannot be compared with the economic advantage he could derive from an additional year in a good vocational school. The average boy who leaves school at 15 spends a year or two loafing or working at odd jobs before he can obtain empl

nical Hi

Technical the shopwork includes joinery and wood-turning during the first year, and pattern making and foundry work during the second year. In the West Technical the first year course includes pattern making and either forging or sheet metal work; and that of the second year, forgin

About 25 per cent of each entering class drops out after attending one year, and 25 per cent of the remainder by the end of the second year. By the time the third year is reached the classes are greatly depleted and the survivors as a rule are of the m

THIRD AND FOURTH YEAR S

L HIGH SCHOOLS, FIRST SEM

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sent a questionnaire to all the students graduated up to 1915, asking for information as to their present occupations and their earnings during the first four years after graduation. Of those who

ee years. The complete course gives them an equipment of practical and theoretical knowledge that speedily takes them out of the handwork class. The technical high schools are primarily training schools for future civil, electrical, an

PATION OF CLEVELAND TECHNICAL

ation

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ils who reach the third year complete the course, but nearly half drop out during the first and second years. The benefit they obtain from these two years' attendance is proble

hat such students would derive greater benefit from more practical instruction aimed directly toward preparation for the industrial trades. Both believe that t

ratory course with college as the goal differ not only in length but in kind. The work in mathematics for the future civil engineer, for example, must conform to college entrance standards and involves an amount of study that is quite unnecessary for the boy whose aim is to become

ful whether high school courses which have been formulated in the first instance to prepare pupils for a college course can furnish such instruction and it is still more

ear Tra

p to the apprentice entering age. Such a school, with a curriculum embracing vocational training for all the principal trades, would easily command an enrollment sufficient to justify the installation of a good shop equipment and the em

ide for. The minimum entering age should be not less than 14, and no requirement other than age should be imposed. This would draw part of the over-age pupils fr

as have no direct bearing on the trade he wishes to learn. The courses should follow the lines laid down in the general industrial course recommended for the junior high school, but with a greater proportion of the time devoted t

ot yet reached a decision need a general course that will give them a wide range of experience with materials and processes. The organiz

here seems to be good reason for making them. It is to be expected, however, that nearly all the pupils will devote their time during the second year to practice and study limited to single trades. The success o