38 * CATIONAL IDANCE ***** REPORT 1913-1916 Vocational Publication No. 2 ANNA Y, REED VOCATIONAL GUIDANCE REPORT 1913-1916 BY ANNA Y. REED, Ph. D. Vocational Publication No. 2 • > » . • i Published by the Board of School Directors Seattle, Washington November, 1916 PRINTERS Lowman A Hanford Co. SEATTLE, WASH. ■ FOREWORD Three years ago, the school management, under authority of the Board of Directors, entered upon an inquiry as to why boys and girls leave school, what and how they do after leaving, and what the schools might have done to equip them better for earning a living. This inquiry was conducted under the direction of Mrs. J. A. Reed, whose first report "Seattle Chil- dren in School and in Industry," published in 1915, pointed clearly to the need of further investigation. This present re- port, though not conclusive in its findings, is yet so indicative of educational shortcomings and of possible remedies as to be very suggestive. The publication of the report is justified by the fact that many teachers and the public generally are interested in the problems which it discusses and because it presents a serious and continued study of conditions and effects in school and in industry. It is probably the first attempt of a school system, under- taken through its own instrumentalities, to survey and pub- lish conditions as found. Whatever view may be taken of it, the report treats vital issues, which are of concern to children, homes, society and industry, and addresses them squarely. NATHAN ECKSTEIN, November, President, Board of Directors 1916 Seattle School District No. 1 34C008 CONTENTS Page Foreword Letter of Transmittal 5-6 Scope and Purpose of Investigation 7-10 Section I. — Aims, Methods and Organization of Voca- tional Guidance 13-70 I.— Aims and Methods 13-17 II. — Organization of the Vocational Department 17-70 Director of Vocational Guidance 18-21 Vocational Guidance in the Elementary Schools.. 21-24 Vocational Guidance in the High School 24-31 Vocational Guidance for Eliminated Pupils 31-35 Vocational Guidance and the Home 35-36 Vocational Guidance and Other Social Agencies.. 36-37 Vocational Guidance and the Attendance Office... 37-43 Vocational Guidance and the Evening School 43-63 Vocational Guidance and Physical Defectives 63-64 Vocational Guidance and Vocational Assistants... 64-70 Examinations for Vocational and Attendance Officers 70 Section II. — Curriculum Suggestions 73-89 I. — Academic Defects 73-84 Spoken English 73-75 Arithmetic 75-77 Geography 77-79 Writing 79-80 Reading 80 Commercial Education in Public Schools 80-84 II. — Character Requirement 85-88 III.— Personality 88-89 Section III.— Report of the Vocational and Attendance Department 1915-1916 93-107 I.— Elimination Statistics 93-97 Permits 97-104 II.— Vocational Statistics 104-106 III.— Financial Statement 107 LETTER OF TRANSMITTAL The Board of Directors and Superintendent Frank B. Cooper, Seattle School District No. 1. Gentlemen : This report terminates the vocational research un- dertaken by the Board in September, 1913. It is submitted in accordance with your instruc- tions of July 1, 1915, to study the advisability of vocational guidance in connection with the public school system; to recommend plans for the organiza- tion of vocational guidance, and to suggest any changes in the school system which this new interpre- tation of education might indicate as desirable. In no sense of the word have I attempted a sur- vey of the educational system. The fact that I do not mention much that is good does not indicate that I am either unconscious or unappreciative of it, but rather that I have confined myself strictly to the let- ter of your instructions, which were "to suggest changes." I lay no claim, in this report, to scientific research. I have had no definite plan for investigation, but rather have pursued a policy of "watchful waiting." When suggestions have come to me I have followed them for what they might be worth, but I have not scientifically and systematically sought sugges- tions for change. On the other hand, I have pre- sented only such facts as I have evidence to support and as I believe to be open to verification from other sources. The assistance of the teaching corps has been of- fered as generously and in some instances more gen- erously than could be expected considering that the work is entirely new and that the average educator 6 Vocational Guidance Report 1913-1916. ' """ ' 7 has not yet acquired the necessary background for interpreting the movement in terms of education. I appreciate fully the sympathy and encouragement which have been given by the superintendents and supervisors at the central office, and I desire also to recognize to the full limit my obligation to Mr. Wm. McAdam of the business department. Kespectfully submitted, ANNA Y. REED. Seattle, Wash., July 1, 1916. SCOPE AND PURPOSE OF INVESTI- GATION In September, 1913, at the request of the Board of Education, I undertook, as a volunteer worker, a study of the number, age and type of pupils who had dropped out of the public schools without completing the full twelve-year course, and their reason for so doing. The occupations entered by these pupils and the degree of success with which they were meeting their vocational responsibilities were also studied. The purpose of this study was to ascertain whether the material and method of our school curriculum were adapted too largely to the school problems of pupils, or whether it were also helpful to them in adjusting to life's problems; whether by the use of different mate- rials and methods we might be of more permanent service to the eliminated pupil. No definite period of time was designated for the completion of the task. It is now three years since its inception. In April, 1916, a preliminary report was submitted to the Board and a bona fide voca- tional department was established to take the place of the experimental department, July 1, 1916. Research work began in September, 1913. The first step was visitation in the homes of 919 pupils who had left school during the year. Facts were se- cured regarding the educational and economic status of the family, the point of view of the parents as to school efficiency and home co-operation and the busi- ness successes and failures of members employed. Employers were visited to secure their estimate of this same school product. The results of this study were summarized at the end of the year 1913-14 and were published by the Board in February, 1915, under the title "Seattle Children in School and in Industry." Additional 7 8 Vocational Guidance Report 1913-1916. study has emphasized the validity and importance of some of the recommendations made at that time. Without premeditation on my part, or on the part of others, a project which was originated for purely research work gradually altered in character so that, prior to the completion of the first report, vocational guidance, in the form of personal interviews, was occupying no inconsiderable portion of my time. These personal calls were responded to as they came, first a few at my hotel but many more after the opening of our office at the Board of Education rooms. Our visits in the home had indicated our interest in child welfare beyond the school room doors: our constantly increasing knowledge of occupational opportunities and demands was of practical interest to parents and children; our general experience in the educational field was continually suggesting new ways in which these various points of contact might be united for the service of the young. It matters not whether we interpret this new movement as the schools creating a demand for that which had not formerly existed and which parents had not recognized, or whether we in- terpret it as the schools responding to a need which they had not known to exist until parents brought it before them, the fact remains that the demand for vocational guidance, as a co-operative factor in the social economy of the day, was the logical outgrowth of our original investigation. It was apparent before the end of the second year that our research work had created a demand for advisory work in a line not heretofore included in the educational system, al- though it was plainly allied to it. A critical point had been reached in the study. Vocational guidance in some form, was a need of the school system. Should we ignore the demand or should we continue the in- vestigation in an effort to decide what form and meth- od of vocational guidance might legitimately become an integral part of the school system? Vocational Guidance Report 1913-1916, 9 This new demand, coupled with the fact that our investigation had revealed clearly three definite lines in which our product lacked equipment for life 1 , led the Board to ask for the continuance of the investi- gation another year. The questions included in the original investiga- tion have been neither abandoned nor neglected in this report. The amount and the cause of elimina- tion are vital problems for educational administra- tion and will so be until our elementary course is motivated and concrete subject matter becomes the basis of instruction. Facts corresponding to those in the original investigation are presented in the third division of the report, while the newer phases, which were the outgrowth of the earlier study, are discussed in the first and second divisions. My own viewpoint, and therefore the viewpoint from which this investigation has been made and from which this report is written, is that public edu- cation is an important factor in the social economy of any community. If it is to be a progressive factor it must become a part of the co-operative movement by which society is seeking the betterment of human life, and it must assume its share of responsibility for constructive social action. Since constructive so- cial action is based on the accumulated knowledge of social facts and principles, it must not only know how to use all the organized knowledge contributed by other agencies for the modification and improve- ment of the system, but it must of itself make defi- nite contributions toward the accumulation of scien- tific data. More than that, it must be able to exer- cise discriminating ability in the complex problems of 1 Page 63, Seattle Children In School and in Industry: "Capital and labor, employer and employee, no matter what their point of view, are unanimous in asking tor greater emphasis along these lines: 1. Academic — accuracy, rapidity and neatness in arithmetic, writ- ing and spelling. 2. Character — honesty, industry and ability to follow Instructions. 3. Personality — hygiene, proper business dress, courtesy and refine- ment in speech and manner." 10 Voc ational Guidance Report 1913-1916. deciding which of these accumulated social facts and principles are primary factors in education, and which are of secondary or allied importance. In other words, it must be able to decide discriminatingly where education should exercise leadership, where ac- tive and where passive co-operation, and where it should become an opposing force. It is well to recognize that educational adminis- tration is handicapped by its limited knowledge of definite standards as to aims of education, methods of accomplishing its aims^and accurate standards for measuring results. It is well to realize that perfect- ing our knowledge in these lines depends upon prog- ress in psychology and sociology, sciences which are still in their infancy. It is well to remember that custom standards rather than scientific standards still dominate the educational field. But, if we would be optimistic, it is also well to remember that the de- mand for education on a scientific basis is increasing, and that the discouragements of to-day are full of prom- ise for to-morrow. Because we cannot definitely de- fine the aims of vocational guidance and the results to be attained by it, because we cannot test accurately the value of our efforts in character development, shall we refuse to use the beginnings of scientific knowledge and such empirical information as we do have in help- ing to develop this new phase of modern education? The problem is limitless. Suggestions which any of us may offer are but a beginning. There are many points of contact and new paths heretofore unentered by the educator to explore. There are many discour- agements and will be many errors and disappoint- ments, but, believing as I do, that Seattle can "help to find the way" and that, in so doing, she is contrib- uting to constructive social work, I offer for your con- sideration the most important ways in which immedi- ate progress along vocational lines seems feasible. SECTION I Aims, Methods and Organization of Voca- tional Guidance SECTION I Is vocational guidance in connection with the School System desirable? What should be its aims and methods? How should it be organized and how related to the established lines of education? This is one phase of the new study determined upon for 1915-16. The preliminary report of April, 1916, covered the first question. It has already been answered in the affirmative by the decision of the Board to establish a regular department of vocational guidance in con- nection with the educational system. I. WHAT SHOULD BE THE AIMS AND METHODS OF VO- CATIONAL GUIDANCE? Vocational guidance is a bit of new and popular phraseology which carries with it a variety of mean- ings and is open to a variety of interpretations. In the minds of some it is an indefinite something which is too intangible to attempt to define, much less to utilize. It is something to be avoided. In the minds of others it is decidedly definite but means nothing more scientific than free employment. Some- where between these two extremes there is to be found a logical, purposeful, vocational guidance program which will sooner or later be incorporated in our edu- cational system. I have in my own mind, in presenting these sug- gestions to the Board, a fairly definite general policy of vocational guidance, the outgrowth of my three years of experience, which I believe can be worked out advantageously to the school system. On the other 13 14 Vocational Guidance Report 1913-1916. hand, I believe it to be most important, during the experimental stage of vocational guidance, that no ef- fort be made to convert it into a system. Progress in educational lines is dependent upon that class of elasticity which is rarely found in a "system." The suggestions which I offer as to the aims, meth- ods and organization of vocational guidance are gen- eral and have been fairly constant during the three years of my association with the work. The details have changed often, methods have changed, but I have always come back to the same viewpoint and the same general policy. That the aim of vocational guid- ance is to give the pupil a better understanding of himself and of the world in which he lives; to open his eyes to the opportunities of life and help him to prepare for the field in which he can render his best service; to develop his judgment so that he may rea- son clearly and logically on the relationship between himself and his environment. In other words it has been my constant policy to guide pupils to find them- selves so that at maturity they may know how to guide themselves. The best methods of vocational guidance are still to be developed. Up to date we have depended upon individual rather than general methods, which, in or- der to bring success must be based upon a logical com- bination of two things — correct psychological inter- pretation of the aptitudes and abilities of the indi- vidual concerned and correct sociological interpreta- tion of his social, civic and industrial environment. Type of pupils and the material part of the method employed may be explained, but explanation of that part of method which is due to personal contact be- tween mind and mind, to individual interpretation of another's motives, abilities and ambitions, and that subtle influence which can often create ambitions and develop abilities where none exist, is far in the Vocational Guidance Report 1913-1916. 15 future. It is a matter of personality and can neither be explained nor taught. Three entirely distinct types of pupils have sought the assistance of the department for purposes of voca- tional guidance. Different methods have been em- ployed, not only for each class, but also for different individuals within the same class. One type of pupils has come to us while still in school seeking that form of educational guidance which skillfully handled culminates at maturity in conscious vocational self -guidance. For these pupils, who have time to study both their own abilities and the various occupational opportunities, we have com- bined personal interviews with suggestions for the continuous study of printed matter which will indi- cate not only the vocational opportunity of to-day but also the promise of to-morrow. There is much excel- lent material of this class which should be in our school libraries. Pupils of this type come to us from the university as well as from the grammar and high school. They return periodically for exchange of opin- ions and are very interesting callers, contributing to the success of the department as well as receiving in- formation from it. A second type comes to us directly from the school room seeking an immediate opening without oppor- tunity to study either themselves or their environment. They are more dependent than the former type upon wise counsel in the office, and they run greater risk of frequent readjustment after entering industry. Vocational self -guidance, based on slowly acquired and well digested knowledge of self and of industry, is impossible. 1 Economic pressure forces immediate decision. Personal advice, based on crude tests of abilities which I know to be required in various lines, and a 1 This type of pupil will be eliminated as soon as a good vocational information course is incorporated in thei elementary curriculum. 16 Vocational Guidance Report 1913-1916. few short selections describing the occupations in which there appears to be the most interest are my main resources. If neither parent accompanies the pupil, I usually send home some carefully chosen de- scriptive matter which I ask the parents to read and discuss with him. Almost invariably, this method re- sults in bringing the parent to the office when the pupil returns for a second interview. It is not uncom- mon for grammar school teachers and principals to accompany pupils of this class for their first inter- view. Some have the aptitudes and abilities of their charges definitely outlined and are only asking us to contribute the vocational information which is neces- sary for wise decision. In such cases the teacher is usually in touch with the home and represents the parents as well as the school. Sometimes the parents are present. Conferences of this class are ideal voca- tional guidance (barring lack of time to acquire in- formation), the parent, teacher and vocational direc- tor co-operating in the best interests of the child. When the privilege and responsibility of guidance is shared in this way it is apt to result in the teacher co-operating with, or even leading, the central office if errors are to be corrected or readjustments made. There are certain schools in the city which are rapidly assuming the responsibility for vocational guidance within their province, leaving leadership only to the central office. A third type is represented by the youth who, eliminated from school in his younger years is now eliminated also from industry. Embittered by his failure in school and sobered by his experience in in- dustry, he turns to the vocational department as the last hope, or is forced to turn to it by some employer who refuses to consider his application without a cen- tral office recommendation. More parents have come to us asking advice for this eliminated-from-school, eliminated-from-industry type than for all other types Vocational Guidance Report 1913-1916. 17 together. Many of these boys and girls had little to offer when they left school and have steadily degen- erated in manners and morals since leaving. The atti- tude of the individual suggests the method. Some are required to report to us regularly after working hours for discussion and advice and the office is kept open in the evening for that purpose. Others are more in need of sympathetic interest than anything else and to assure them of our continued assistance will bring them back frequently of their own volition. Whatever method is employed these are the most trying cases that come into the office. No sincere vocational di- rector can fail to realize that possibly each individual applicant is offering society, through his instrumen- tality, its last chance for educational guidance. The burden of responsibility for this type of callers is very great. I think I may safely say that no boy or girl within this category ever leaves the office with- out my pausing to ask: "Have I done my best to help him find the way out?" In many instances casual remarks indicate how our schools have helped or hindered these boys on life's journey. We need this kind of reaction in order to help us to realize what our schools really mean in terms of success and failure, and we need it in order to interpret correctly the statistics of elimination. Just what we have accomplished for this type of pupil I do not know — perhaps it is not intended that we shall know — but I believe that the effort is worth continuing and I have faith enough in humanity to believe that the results will be commensurate with the responsibility. II. ORGANIZATION OF THE VOCATIONAL DEPARTMENT Suggestions relative to the organization of a vo- cational department were outlined in the preliminary report of April 1st. They were the same as, or are in harmony with, the suggestions that follow. 18 Vocational Guidance Report 1913-1916. A. Director of Vocational Guidance 1 A Director of Vocational Guidance should stand at the head of the system and should unify under his supervision the work at present handled by the at- tendance office, the advisory side of evening school in- struction and all vocational information courses or vocational guidance efforts carried on in the indi- vidual schools. If student aid, or any other form of free employment or placement, is carried on in con- nection with the school system, this also should be centralized and placed under the control of the di- rector. Visits to business houses for the purpose of secur- ing vocational knowledge, inspecting industrial pro- cesses and judging occupational requirements are most desirable, but I believe that we would create an im- pression of greater efficiency and more intelligent su- 1 I have been asked by many members of the corps why I recom- mend a Director of Vocational Guidance rather than an Assistant Su- perintendent in charge of Vocational Guidance. Both systems are in use in the country. When, however, an Assis- tant Superintendent has charge it is usually because, as an assistant superintendent, he has instituted and developed the movement and con- t'nued to conduct the work after the establishment of a department. There are four definite reasons fort believing that vocational guidance will be more successful if carried on as a semi-independent function rather than if it maintains too close relations to the functions of assis- tant superintendents. (a) Duties of assistant superintendents are entirely different in character from those of a vocational director. When there is an addi- tional task to be assigned one superintendent can frequently handle it as well as another. There would be a constant tendency to crowd extraneous matter over Into the Vocational Department to the detri- ment of both lines of work. (b) A junior assistant superintendent assuming the duties of voca- tional director can command a higher salary than the average assistant superintendent. Not necessarily because of superior ability but because the supply of specialized ability in this line does not equal the demand. The same is not true of any of the older lines of educational work. It will avoid salary complications if separate titles be used. (c) Employers, and the public In general, who have come to re- gard the old lines of educational work as deficient in practical applica- tion, will give more consideration to a department established under new terminology. (d) Valuable Information may often be secured by a director who Is known to be responsible only to the Board and Superintendent. Fre- quently such Information could not be secured were It suspected that it might become< a matter of discussion in a Board of Superintendents. More than once I have been asked. "With whom do you talk these things over?" or "To whom do youj have to report?" It has been a great advantage to be able to say that occupational information is not passed on or discussed with others. I should like to see this advantage made permanent. Vocational Guidance Report 1913-1916. 19 pervisory ability if we were to see that pupils who make such visits are familiar with all the information that can be secured from the printed page and from class discussion prior to allowing visitation. In this way, pupils would obtain a basis for intelligent under- standing and interpretation of each industry and would be able to compare Seattle conditions with those described in other cities. Kesponsibility for using the courtesy and freedom of industrial plants so that a maximum of knowledge may be obtained by the pupils with a minimum of in- convenience to managers should be one of the duties of a vocational director. I do not include in my recommendation the sug- gestion of the superintendent for the incorporation of educational research in the vocational department. This is not because I have not enjoyed that phase of the work and have not welcomed it while I was with you, but because I do not believe it to be a logical combination with vocational guidance, nor do I be- lieve such combination would work to the advantage of either phase of the work. In making this statement I am distinguishing sharply between bona fide re- search and the securing of useful facts and informa- tion for vocational guidance puposes. Given a topic to investigate, bona fide research re- quires the investigation to begin with conscious ap- plication of scientific methods and to terminate with an equally scientific presentation of the conclusions of the investigation. No well trained investigator would presume to offer less and no qualified critic would accept less. The work which I have done on the occupations, as well as that which is offered in this report on the evening school and the day school curriculum, do not rank in my mind as scientific work. It is an essen- tial and useful line of information, a class of work which can and should be done in the vocational de- 20 Vocational Guidance Report 1913-1916. partment but the class of work in "Seattle Children in School and in Industry" and that now being done on "The Newsboy and the Public Schools" requires too close application of scientific methods, too much detailed study and too great concentration to be com- patible with the constant interruptions and diversions of a vocational office. Both studies have been made under conditions unfavorable to high class research work. There is still another reason for the separation of vocational guidance and research. There are two ab- solute essentials for efficient research — ability to find the truth and courage to tell it. The research de- partment will always find facts which are unwelcome to certain elements in the teaching corps. If facts be not told, the benefit of the research is lost; if facts be told, unpopularity is bound to follow. The teaching corps of the country has not yet learned that there are many points of contact in vocational work, all to be considered and placed before the teacher: all more essential to the ultimate success of vocational guid- ance than the teacher. The object of carrying on the work in connection with the schools is to broaden the vision of the educator and to increase his opportu- nities for service. If he cannot expand his horizon and if he does not care to increase his opportunities for service, the element which he supplies in voca- tional work can be contributed by other agencies, i. e., we cannot organize the work without the help of the employer — the parent and child — the labor union and the public, but we can carry it on without the help of the teacher. Many cities are doing so but I have most earnestly hoped that the Seattle corps would be able to adjust to this newer vision of educational service and that it might secure the benefit of the reactions. Until this broader vision of service does permeate the teaching corps, the unpopularity which comes from fact revelation may handicap a vocational Vocational Guidance Report 1913-1916, 21 director in his relation to class instruction. Eventu- ally it might be of educational and of administrative advantage to combine the two lines of service. This objection would, of course, be overcome were there two co-ordinate workers in the department, one assigned to research and the other to guidance. How- ever, in that case it would seem more logical to com- bine educational research with the beginnings of financial research, already under way in the business department. A thoroughly trained research worker will readily adjust to any topic — financial, educational, social, civic or political, and would be at the com- mand of all departments. B. Vocational Guidance in the Elementary School In studying the various systems of vocational guidance and vocational experiments in other cities, I have been impressed with the fact that educators in this new venture are inviting anew the criticism that we provide for the few at the expense of the many; for the classes, not the masses. Moreover, I have con- stantly regretted that the few successful experimen- tors in this country were looking toward the field of higher and secondary education rather than strug- gling to make this essentially practical phase of edu- cation of real benefit to the pupils, who for various reasons, do not reach our secondary schools. Believing, as I do, that a certain amount of moral, vocational and educational guidance is inherent in the system, and that many phases of vocational guidance are essentially educational in character, I should like to recommend that a course in vocational information be organized and incorporated in the grammar school curriculum and that the best energies for the coming year be concentrated on the adaptation of this course to the needs of pupils 12 to 15 years of age. Information for such a course is easily collected and has been in our office awaiting organization over 22 Vocational Guidance Report 1913-1916. a year. 1 Lack of time, not lack of material, has pre- vented its preparation. I would emphasize the importance of making our first organized effort in the elementary school for three reasons : (1) Boys and girls who are eliminated before or at the close of the grammar school period are in greater need of vocational assistance than are high school pupils. If definite information be deferred to the high schol period, they lose it entirely. (2) If vocational information be offered in the grammar school, both the pupil who goes on and the one who drops out secure the benefit. The pupil who goes to high school should have acquired basic in- formation and should have established habits of thought, which will assist him to guide himself, rein- forced as he will be by the better mental background. (3) Teachers in the elementary schools are better equipped to make a success of a functioning course than are high school teachers. 2 The significance of the vocational guidance movement has been more readily grasped by grammar school teachers and the most successful efforts toward adapting it to Seattle needs have come from the same source. The series of vocational meetings, organized for the assistance of such teachers as might be interested, have been attended beyond our expectation but almost exclusively by grammar school teachers and prin- cipals. In the list of 447 calls made in our office by the corps the names of but seventeen high school teachers 1 It Includes: (a) information on our industrial, civic and social life combined with local geography and history; (b) legislation affecting health, safety and wage; (c) studies of several of the most Important industries in detail. A number of the teachers who have been associated with the Sat- urday morning study class would be of assistance in preparing this course. * This does not apply to the vocational courses and vocational teachers in the high school, but is a general statement relative to high school and elementary teachers throughout the city and country. Vocational Guidance Report 1913-1916. 23 appear. Several of these came in response to our request, not seeking co-operation of their own voli- tion. To some extent this may be explained by the fact that grammar school teachers are more generally professionally trained and that the value of a subject to pupils is less apt to be influenced by the tradi- tional curriculum. It may further be explained by the fact that a vo- cational department has more points of contact than any of the older lines of educational work; that it must study many phases of community life not here- tofore included in the field of education, and that it has many viewpoints beside that of the teacher to consider. Education is controlled by the public. Its secrets are public secrets and its successes and fail- ures are always open to public discussion. Competi- tion in private enterprises is keen and requires a form of discretion not necessary in the educational field but vitally necessary in the vocational field if we are to retain the confidence of business houses. Some- times a vocational director will not be able to explain the circumstances which are behind his decisions. Helpful co-operation may often be required where definite explanations cannot be given. Grammar school teachers are accustomed to central supervision and leadership. They are usually willing to assume an extra burden, either temporary or permanent, if it appears advantageous to the pupils and they have acquired the ability to co-operate readily and effec- tively. High school teachers are inclined to resent any form of leadership or supervision which comes from without the individual building. Unconsciously they have become both too self-centered and too self- satisfied to analyze new problems as readily, or incor- porate new activities as easily, as do the grammar schools. This condition is not peculiar to Seattle, nor is it the fault of our teachers individually. Rather is it 24 Vocational Guidance Report 1913-1916. due to the difference in systems which prepare ele- mentary and high school teachers for service and to the fact that high school teachers are highly special- ized in traditional non-functioning studies which have a tendency to narrow their horizon and limit their ability to weigh impartially new subject matter. The high school teacher is also at a serious disadvantage regarding training in service. Reasons for elimina- tion in the high school indicate that when more super- visory attention is given to the after-training of high school teachers we shall have taken a long step toward solving this problem. C. Vocational Guidance in the High School Vocational guidance should not cease at the close of the grammar school period. In some form, it should continue for both the pupil who enters high school and the pupil who enters industry. 1 The pupil who enters high school from the voca- tional information course of the grammar school and who has established the habit of acquiring informa- tion along civic and industrial lines will have taken a long step toward solving the most important ques- tion of his high school course — the choice of a voca- tion. How shall he be encouraged, through the in- strumentality of the high school to build on the foun- dation already laid? There is as yet no system of vocational guidance in our high schools and here, as in the grammar schools, the field may be organized as the judgment of the new director indicates. Considerable voca- tional work has been done by the commercial and manual training teachers but this class of guidance is, as has been said before, educational guidance and is inherent in the system. It corresponds more nearly to the guidance of the Corporation Schools, guidance 1 The type of guidance best adapted to pupils who enter Industry Is discussed on page 31. Vocational Guidance Report 1913-1916. within the industry, or the department, rather than guidance in selecting the industry or department. Employment up to date has received more atten- tion from the high school than has guidance 1 . Analyzation of the problem would seem to indi- cate three definite lines, through any or all of which vocational guidance might be continued in the high school. 1. Through the Librarian. 2. Through the Class Teacher. 3. Through Civic-Industrial Clubs. 1. Vocational Guidance Through the Library It would be logical that the librarian by virtue of her position should assume responsibility for whatever general vocational guidance there may be in the high school. No matter how we organize the central de- partment the school librarian is bound to be of great service — the first assistant and the most important ally of the director. The first step in the use of school libraries for pur- poses of vocational guidance is to vocationalize our libraries. There never has been a time when successful busi- ness men were so willing to give their experience in print, and there never has been a time when other business men, and those training for business, have been able to learn as much from this experience which appears in print. Magazines, of various kinds, are full of vocational information and advice from the pens of the ablest men in the country. There is also much material in pamphlet and in book form, not directly from the pen of business men, but based upon information secured from both em- ployer and employee. Books of this class are the out- 1 One hundred and four positions have been filled by the high schools this year, nearly all by one school. Exact tabulation will be found in the third section of the report. 26 Vocational Guidance Report 1913-1916. growth of the vocational guidance movement. They are the result of conscious effort on the part of their writers, and the organizations which they represent, to secure and tabulate scientific information for school use. This material should be collected, kept up to date, and brought to bear on the problems of youth. 1 Review of the material now in our school libraries and of the standardized list recommended for pur- chase 2 indicates that teachers and librarians do not place on this class of educational material, the im- portance which it merits. The commercial, manual training and home economics departments are well equipped for guidance within their own field but the list under "Sociology and Vocational Guidance" is very limited and not well selected considering the wealth of material from which choice can be -made. If high school girls can have but one book on vo- cations, should it be "Vocations for the Trained Woman"? Knowledge of the occupations which our high school girls enter answer this question in the negative. Barring the girls who have commercial training they enter unskilled lines and rank as un- trained workers. This is a good book for college preparatory girls but it has little to offer the large majority of our high school girls. It might be suggestive, also, to compare the num- ber of books recommended for specialized lines with the number recommended for general vocational guid- 1 1 have an excellent vocational library which has been used ex- tensively by both teachers and pupils. It is indexed and cross-refer- enced. Those who are not familiar with this class of material will find the bibliographies in Appendix No. 1 exceedingly helpful in making se- lections. In the Report on the Administrative Problems of the Vocational Schools of Mass. 1916 we find the following announcement: "The whole matter of books, periodicals and catalogs will be thoroughly discussed and Investigated by the agents of the Board this coming year until the best material available for school use has been found." We should watch for the results of such Investigations. * Books recommended for Seattle High School Libraries, compiled according to the Requirements and Recommendations of Supervisors, Department Heads and Librarians. Seattle 1916. Vocational Guidance Report 1913-1916. 27 ance 1 — one of the most important phases of school life. Art and Design comprises a list of 39 Commercial Subjects 65 Latin 20 Fiction A long list of both old and new Vocational Guidance 4 Again, we find a much larger list on ancient and mediaeval social life than on modern American life. There is nothing offered in American life to compare with: "In the Days of Chaucer," "In the Days of Gold- smith, "In the Days of Milton," "In the Days of Scott," "In the Days of Shakespeare," or "Social Life at Home in the Days of Cicero." In selecting our travel books we might also remem- ber that our future commercial relations will prob- ably be largely with the Orient and South America. The non-fiction supplementary reading list is open to criticism on the same basis. English VI. offers approximately sixty topics. Eight of these are as fol- lows: (1) Chapters from William Shakespeare, (2) Shakespeare, His Mind and Art, (3) Character of Shakespeare's Women, (4) Life of Shakespeare, (5) Shakespeare, Poet, Dramatist, Man, (6) Shakespeare as a Dramatic Artist, (7) Shakespeare's London, (8) English History in Shakespeare's Days. There is noth- ing whatever on the problems of Modern American Life. The other English courses seem to be a little more liberal but the question is — is this class of non- fiction the best that we can offer the average high school pupil? Comparing the limited topics offered in the Eng- lish reading course with the wide range of topics which pupils are interested in outside of school work, 1 Girls are forced by the nature of our selection to depend almost entirely on home economics. 28 Vocational Guidance Report 1 913-1916. we are forced to admit that the pupils have made the wiser choice. Many a boy, in conversation on voca- tional subjects, has indicated his desire for a different school course in non-fiction. Would the class of material which we are suggest- ing be used? Most certainly it would, especially under the guiding hand of the librarian. I have had an office at the Board rooms two years and two months. During that time I have purchased for my own use over $300 worth of the type of mate- rial under discussion. Some of my books have been loaned and reloaned until they are worn out. For some we have kept a waiting list. Books are borrowed from my office by the same class of pupils for whom our high school libraries exist. The right book put into the hands of the right pupil at the right time by the right person is high class vocational guidance. One illustration will indicate the practical applica- tion of this theory : Charles, 15 years of age, entered high school in Septem- ber, 1915. He was not high school material to begin with, which complicated the problem both for him and for the school. At the end of the first quarter there were two "poor work" slips, and the mother, who supports the family, brought the boy to the office. Here was a boy about to be eliminated from school with an excellent foundation for future elimination from industry. This was all that the first interview revealed. During the second interview, accident indicated where his real interest lay. He was haunting the windows of our various shoe stores — studying, with the glass between — the makes, lasts, prices and materials. The moment he had the opportu- nity to discuss the "shoe business" he was alive with curiosity and interest. Having found his interest I gave him two excellent books on the "Shoe Industry." At the third visit he had decided what he wanted to do. I did not "get a position" for him be- cause I believe that our function lies in helping pupils to find their own openings rather than in finding these openings for them, but I advised him to call at our shoe factories, present his interests and offer his services. He did so. It is true that ne has been eliminated from school but up to the date of writ- ing he is making good in the shoe factory and is happy in his work. Vocational Guidance Report 1913-1916. 29 The second step in the nse of our libraries for the purpose of vocational guidance is to arouse our libra- rians to a realization of their great opportunity for social and vocational service. During the period of my investigation, no school librarian has ever been in my office either to offer me professional assistance in selecting, cataloging, and cross-referencing my material, or to ask for my advice as to material for her department. It takes time and considerable assistance from specialists to decide upon reliable vocational material but ability to do this is included in the librarians' training. I should have welcomed their assistance and I should have respond- ed promptly to their demand had they asked for the results of our office experience. 1 In contrast with the attitude of our high school librarians it is well to mention the decidedly profes- sional attitude of the public librarians. From the very inception of the work, the public library has vis- ited our office many times seeking and offering co- operation. Our list of recommended books has been exchanged for theirs, and I have addressed their full corps on the possibilities of co-operation along educa- tional lines. Scores of boys and girls from our sys- tem have been sent by me to the public library for definite vocational assistance. Never has a boy or girl, returning to me from such a visit, been other than pleased with the information and assistance given. It is somewhat of a mortification to me to admit this unfavorable comparison and I think we may well pause to ask why it should be so. Our librarians re- ceive higher salaries than do the city librarians and they work shorter hours. This is because they are supposed to have the double training necessary for 1 1 have often been tempted to ask for the assistance of the librar- ians but* on the whole the policy of the superintendent in permitting perfect freedom for volunteer work; during the experimental stage of the work has probably been best. 30 Vocational Guidance Report 1913-1916. both the teacher and the librarian. Possibly, in our effort to emphasize the teacher side of our school librarians, we have sacrificed too much on the librarian side. Possibly we would do better to require library experience as well as library training — for it is an un- questioned fact that the usefulness of the librarian which comes only from library experience under strict supervision, is not found to be satisfactory in our pub- lic schools. If our librarians do not have leadership among themselves, if our high school principals do not have that class of supervisory knowledge which can in- crease the value of our school library and if the cen- tral office cannot remedy this defect, I think it would be well to place the librarian duties of these officials under the supervision of the Public Library. 1 2. Vocational Guidance Through the Class Teacher' As has been indicated under the discussion on grammar school guidance, it would seem that before class teachers can contribute very much to vocational guidance, they will have to acquire a broader vision of life and much information beyond the subject mat- ter of their specialty. I am very optimistic that this will come in time and that a large portion of voca- tional guidance will become educational guidance and be freely offered by each teacher. 8. Vocational Guidance Through Civic-Industrial Addresses Chicago, and several other cities of the country, are obtaining very definite vocational results through the instrumentality of Civic-Industrial Clubs organ- » The city library is one of our very best co-operative agencies. Its assistance has been invaluable, but I believe that the adaptation of ma- terial to the pupil's abilities and needs and the methods of utilizing the same are within the province of the educator rather than within that of the librarian. We should keep the pedagogical viewpoint but In so doing it should not be necessary to sacrifice the librarians' viewpoint, especially if we require after training under library supervision. * Each teacher Is consciously or unconsciously a vocational guide. Some are very good guides, some very poor. To make the good better and the poor good is one duty of the director. Vocational Guidance Report 1913-1916. 31 ized purposely for the benefit of the young. 1 Such a club, composed of commercial teachers and senior stu- dents, might be an excellent aid to our high school departments. Senior students should be given credit for attendance and the information secured should form the basis of class discussion. B. Vocational Guidance for Eliminated Pupils Vitalizing the elementary course is bound to keep many in school who would otherwise drop out. For those who stay we have the problem of educational guidance and educational adjustment. It is well for us to furnish vocational information in our curricu- lum, and it is well for us to study the aptitudes and abilities of those whom we keep until the completion of the course, but this is not our only problem. We have a second responsibility — the pupil who, no mat- ter what the curriculum may offer, and no matter how carefully the educational adjustment may be made, is still disinclined, or unable, to remain in school. Voca- tional, not educational adjustment, is his problem. What can the schools offer him in place of the educa- tional supervision which is offered our high school youth? EMPLOYMENT SUPERVISION. And it may be that we shall have to go one step further and help him to find his opportunity in industry. We may call this function of a vocational department placement, service or free employment. Terminology does not matter so long as we realize in practice that those who cannot avail themselves of our help within the school room are entitled to guidance without? Personally, I am particularly averse to the term "free employment" because it is so universally con- nected with a class of placement which is no part of the educational system, and is therefore apt to lead to misunderstanding and false interpretation of the real 1 Chicago Commerce describes these clubs. Providence, R. I., has a Junior Chamber of Commerce for the same purpose. 2 All under 18 should be included. 32 Vocational Guidance Report 1913-1916. purpose of vocational guidance. At the same time, it matters not by what name we call it, we are forced to admit that "giving a job" is often the most impor- tant factor in successful counseling. Politicians long ago recognized this — why not profit by their experi- cence? We have carried on in the vocational department a system of placement and employment supervision which has seemed to me to be entirely in harmony with educational standards and motives, and to have accomplished definite results for the betterment of the individual and for the improvement of the system. It is based upon the following principles and prac- tices : (a) We have never solicited employment, nor have we made any effort to attract demands for employ- ment. Our patronage has come to us through the best form of advertising — satisfaction with our prod- uct. One satisfied customer has passed on his experi- ence to others and our list of co-operating houses has steadily increased. Moreover, solicitations from the occupation opens the way for an educational form of employment supervision which would hardly be pos- sible were solicitation to come from the department. (b) W T hen, through our instrumentality, the needs of employer and employee are made known to each other, we do not utilize "free employment" methods nor do we "place" a pupil. We act in the capacity of a service bureau, explaining the position and its de- mands but leaving the decision regarding application to the pupil and his parents. If, in our association with the applicant, we have noticed any defect in manner or speech we call attention to it and indicate the desirability of change, but the ultimate decision rests with him. If his decision be affirmative, we give him an introduction containing the school esti- mate of his qualities and suggest the best methods of presenting himself, advertising his abilities and Vocational Guidance Report 1913-1916. 33 sizing up his prospective employer. If a position be accepted, both employer and employee understand that the educational system expects satisfaction, prog- ress and promotion and is ready to co-operate toward that end. 1 By this system we have been able to render great service to both employer and employee and at the same time secure reactions of incalculable value to the school system. Sometimes the employer calls on us for help. Sometimes the pupil. Example I. Joe, age 15, came to the office after the hours of closing one Saturday afternoon. In an embarrassed, awk- ward manner he announced that he did not like his position and wanted to change. On the surface the logical conclusion in these cases is always the same, "got tired and wanted a change." I made many errors of this kind in my first experi- ence and have learned to look beyond the surface before I accept any first reason. The boy finally admitted that he had been unable to meet the demands of the position. In a line of work rather better adapted to the qualifications of a girl he had been unable to adjust himself to the requirements. Knowledge of his errors had increased his nervousness and failure was imminent It was only necessary to assure Joe that he had done ex- actly the right thing in recognizing his own limitations instead of waiting for discharge and to write a note to the manager of the house explaining the situation and asking for transfer to another department better suited to his abilities. This transfer was given with a compliment on his good judgment and he is now well pleased and entirely satsfactory. Service in finding the position gave us our oppor- tunity to render service in adjusting. Example II. Charles, age 14, was sure he wanted to be a machinist. He secured a position which he retained ten days. He then went to a commercial house and undertook office boy work. This position he kept about a weeK, leaving voluntarily. After seeking another opportunity for several weeks and fail- ing to find anything, the mother! called us up to know if we could assist him. I explained at some length that it seemed to me to be a problem for the home and the boy, not for me. She then sought the employment manager at the shop and asked another chance. He also told her that Charlie's prob- lem was for the home and the boy, not for him, but he came directly over to the office and made the following proposition in the interests of the boy. If we would call in the mother 1 The blank which is used for this purpose is found in Appendix II. 34 Vocational Guidance Report 19 1 3- 191 6. and boy and find out the cause of instability in the boy, and the lack of home responsibility on the mother's part, on our recommendation, and with our co-operation in employment su- pervision, he would accept the boy. We phoned the mother to bring him in. She replied that she was too busy but would send the boy alone. We then told her emphatically that she could not shift the responsibility of her son's future to the school department, we were not the primary factor in his success but were more than glad to be a co-opera'ting factor. She would either come with the boy or not send him. She came, and at the end of an hour both mother and boy appeared to have a different conception of "work." We recommended him for a second trial, the mother promising assistance in as- suming responsibility for his industry and perseverance. It was placing the boy originally that caused the employer to offer us an opportunity to help in adjust- ment. Example III. Frank, aged 14, had a permit to work for One morning about 9:30 he walked into the office and asked us to find him a new job. He admitted that he had failed to appear that morning at the usual hour and had given his employer no notice, nor had he consulted his parents. There was nothing the matter with the boy's abilities so far as the work was concerned. It was simply the "want a change spirit." We called the father at his place of business and asked if he wanted this boy to change. He replied somewhat in- differently that he didn't care if we could get him a better job. It did not take long for the father to realize that he had an entirely erroneous conception as to the function of the voca- tional department. He asked me what I had told the boy. I replied: 'To pick up his cap and go back to work." Very promptly he answered, "Tell him I say pick up your cap and go back to work, too." The boy went back. I believe that placement, unsolicited, but responded to when asked, should be a part of our vocational department, because it will: (1) Aid boys and girls through employment su- pervision to adjust to their vocational responsibilities and lessen the number of future "unemployables." (2) Help the schools to check the social and eco- nomic value of their product. (3) Secure reactions from follow-up work which will be valuable to the educational system. Vocational Guidance Report 1913-1916. 35 (4) Create respect for the practical value of our school curriculum. (5) Bring back under the influence' of the schools many of the type of pupils mentioned under the third type of callers on pages 16 and 17. The two great dangers of any form of placement must be constantly watched and carefully avoided. (1) Allowing vocational guidance to degenerate to free employment. (2) Failure to allow pupils to utilize and develop initiative in securing their own positions. Not long ago a bright young boy said to me: "I came up to get some advice, not a position. If I were a business man I wouldn't give five cents for a boy who couldn't get his own position. What I'm looking for is to find out what kind of a position I want and then I'll get it fast enough." There is a certain class of education accompanying application which is beneficial to our pupils. E. Tocational Guidance and the Home Vocational guidance begins in the home and ends in the home. The child who, in its babyhood is allowed to be selfish, discourteous, and impatient will carry into its school life the fundamentals of failure. The child who is negligent of home duties, careless in per- sonal habits and irresponsible in conduct prior to six years of age will have laid the foundation for failure before he ever comes in contact with the schools. The home which allows, and, I regret to say, sometimes fosters habit formations of this class, is the same home which will fail to co-operate with the school in develop- ing the best that there is in the child. I would not put all the responsibility on the home, but I would give it the major part. The home can always, and sometimes does, make a success in spite of the school. The school is more dependent on the home. During the school period the parent and the teacher 36 Vocational Guidance Report 1913-1916. are striving to accomplish the same end. Each can contribute something which the other lacks, and each needs the co-operating and broadening influence of the other in order to make the best success within its spe- cial field. Teachers read from the pages of the book but the mother reads direct from the pages of life! Each needs the assistance of the other that life's mean- ing and purpose may have a wider and deeper signi- ficance because of their mutual sympathy and under- standing. I am encouraged to believe that there is, through the influence of the Parent-Teacher Association and through other influences, a growing realization of the vital necessity of regarding, and seeking to make, the home the backbone of the educational system. The in- creasing interest and co-operation of the home in voca- tional work is indicated by the fact that only about 40 parents came to our office during the first year, while during the ten months of the current year 174 mothers and 36 fathers have called. Kesponse has been made to 131 calls for public addresses, the larger part com- ing from organizations interested in closer relation be- tween the school and the home. Anything which tends to bring the home and school into this desirable rela tion is of interest to and should be fostered by the vo- cational department. F. Vocational Guidance and Other Social Agencies If we admit that education is only one factor in the social economy of the time, a report of this class will be incomplete without some recognition of the as- sistance we have received from, and the efforts we have made to co-operate with, other agencies which are com- panion factors in the same program for social economy. Vocational guidance is not a definite field so much as an aspect of work in many fields. Analysis of situ- ations followed by skill in utilizing any available re- sources are part of the methods required for its success. Vocational Guidance Report 1913-1916, 37 Sometimes it is the mother's pension law, sometimes the institutional home, sometimes the Charity Organi- zation Society and sometimes the physician who is needed. Whatever it is, the vocational director should understand its motives and methods and should know how to utilize it in the solution of his own particular problems. During the year, we have co-operated with the following social agencies in the interests of 78 boys or girls: Charity Organization Society, Wash- ington Children's Home, Queen Anne Home, Juvenile Police, School Physician, Y. W. C. A., Y. M. C. A., Negro Betterment League, Juvenile Court, Mother's Pension Department, Jewish Settlement, Catholic Bet- terment League. G. Vocational Guidance and the Attendance Office To the uninitiated, who may desire to make a be- ginning of vocational study, I offer this advice — study the pupil who tries to leave school, the child who would be eliminated before he is did not the law forbid — study him again when he secures a labor permit and enters industry — study him a third time in industry, and, when the final chapter is written, study him a fourth time as a success or as a failure, and each time ask Why? Why did he wan* to leave? Why did he leave? Why did he fail, or why succeed? The attendance office is the place to study these problems. When they are solved, we shall know the causes of elimination and we shall have the knowledge on which to remove them. Whether we succeed or fail in so doing will depend upon our ability to adjust and readjust to our vocational problem. Seattle, at the present time, is not utilizing her at- tendance office for the advancement of the educational system in understanding and interpreting these broader and more important phases of school attend- ance. 38 Vocational Guidance Report 1913-1916. There are many minor* lines of work extraneous to the real duties of an attendance office which are now handled by the attendance department, but the two main responsibilities which legitimately belong to such a department are the enforcement of the compul- sory education law and the granting of employment certificates. 1. Compulsory Education In Seattle, the compulsory education law is well enforced, only twelve cases of effort to violate having come to our notice this year 1 , but as in most other cities the law is occasionally upheld to the positive detriment of the child. Such laws are justified only on the ground that the education insisted on is the best possible edu- cation for the one who is forced to accept it. When compulsory education is opposed, enforcement can be justified only on the ground that we are doing the best thing possible for the child. Our public educational systems cannot yet make such an affirmation and there- fore there are times when it requires the highest type of wisdom and foresight to hold the balance of power and tip the scales in the interest of the child. 2. Labor Permits Authority to issue labor permits is vested by stat- ute in the Superior Courts of the State. In King County, and in other counties, this authority has been delegated to the School Superintendent. Just how much responsibility for law enforcement accompanies the mechanical process of issuing a permit has never been decided. Legal responsibility for enforcement is in the State Labor Department. There is a considerable number of child labor vio- lations in Seattle. Prior to taking up this study I had heard numerous statements relative to the carelessness 1 Seven boys and five girls. This is the Vocational Department report and does not include that of the attendance office. Vocational Guidance Report 1913-1916. 39 of the school authorities in allowing many very young children to work without permits. It was always im- plied that such cases were violations of the compul- sory education law. I have found no evidence to sup- port such inferences but I have found the evidence on which such statements were probably based — the facts are apparent but the interpretation was incorrect. During the first year, while visiting homes, I found many girls under employment age working, or having worked, without permits. They had complied with the compulsory education law and knew nothing of the labor law. During the second year, our opportunities for observing law violations were not very good, but during the present year we have had rather unusual opportunities for so doing. 1 School leaving blanks marked "economic pressure" automatically serve notice of law violation. Through this source of information, we have located 31 girls and 15 boys working without employment certificates. Personal conferences with newsboys have been another excellent source of infor- mation for facts regarding labor law violations. Forty- eight grammar school boys employed in newspaper work are also employed in other wage earning occupa- tions without certificates. They are under the legal age for such employment but work after school and Sat- urday and hence do not violate the compulsory educa- tion law, although many, in one way or another, are violating the minimum wage laws. An unexpected but additional verification of the above statements came to me just at the close of the school year. A number of grammar school principals did not understand the call for "placement records" and hence had pupils fill out and send in to us the employment record for last year. These indicated how many pupils were employed, at what age, in what work, for what hours and for what wage. About one-fourth of the blanks so received 1 The same opportunity is always at hand for the teaching corps — not individually but collectively. 40 Vocational Guidance Report 1913-1916. show labor law or minimum wage law violations. The mistake of the grammar school teachers has served a useful purpose and has pointed the way for definite social service which can be easily rendered by the schools. Were each school to send to the attendance office an "employment record" for each pupil employed, it would be an easy matter to check up law violations and issue the necessary permit. The majority of these violations are boys 12 and 13 years old, but there are a few as young as 9 and 10. There is another side to this matter of law violation which it is well for teacher, parent and pupil to under- stand. Our laws should be studied and obeyed from a practical viewpoint as well as from the viewpoint of civic obligation. Every labor law on our statute books has been placed there for the express purpose of afford- ing protection of some kind to the laborer. 1 We have had three industrial accidents among boys and girls who have gone out from our office. None was serious, but all came under the industrial compensation law. Not one would have known what the laws entitled him to or the methods by which it was secured had we not included guidance in the use of laws in our conception of vocational guidance. What is even more interesting, and what might not occur again in years, is that one of the injured was a girl almost 16 years of age. Her compensation depended upon the legality of her em- ployment.' We were called up to ascertain the condi- tions of employment and were told that compensation would have been refused had she been employed with- out a permit. At the present time, pupils either do not know the laws or do not feel any personal responsibility for complying with them. Were they to be told of this in- cident and were they to understand the necessity of 1 Study of labor laws should be Included in the vocational informa- tion course suggested for the grammar schools. * Probably the law violation would have come back on the em- ployer, who would have settled the bill. Vocational Guidance Report 1913-1916. 41 utilizing all labor legislation for self-protection they would take more responsibility for law enforcement themselves. For many reasons, the granting of labor permits is a logical function of the vocational department. Grant- ing the permit often affords us our best opportunity for offering vocational guidance. It comes on the threshold of a new life and if carefully given will bring the pupil back to us foil help in adjustment when the first difficulty arises. During the present year, we have granted most of the labor permits 1 and I have been especially grateful for the opportunity so afforded to reach the pupil and the home. 3. Educational Research The modern attendance office, by virtue of its unex- celled opportunities for study, is coming to be recog- nized as the best agency for investigation of the causes of, and remedies for, school and industrial elimination. In some cities the attendance office has expanded upon its own initiative into a vocational department. Be- fore this can come about the educational character of the attendance department must be fully realized and its police functions reduced to the minimum. The methods of Seattle's attendance office belong to the old regime in education and I doubt the possibil- ity of a change under present conditions. I therefore recommend that the attendance office be consolidated with the vocational department and that the vocational director be placed in charge of both lines of work. This is recommended for the following reasons: (1) The attendance department is not utilizing its opportunities to the best advantage of the pupils whom it handles, and more than that, because of its separa- tion from the vocational department, it is handicap- 1 Any school clerk can grant a permit — it is a purely mechanical function — but the advisory side of the work can only be done by an experienced worker. 42 Vocational Guidance Report 1913-1916. ping that department from supplying the assistance which it does not itself render. (2) There is a serious loss of time, effort and money in employing separate officials for these two closely related departments. Officers capable of noti- fying parents that a child must secure a permit should also be capable of using their privilege of entrance into the home for the many-sided interests which can be connected with such a visit. Officers in these two de- partments have great opportunities, great privileges, and great responsibilities, and the basis of selection should be professional ability and specialized knowl- edge. 1 Under the present plan, one of the vocational workers may call at a home in Ballard in response to a school or home demand, and the same morning a worker from the attendance office may call at a second home in the same block on a similar or related errand. All telephone or written communications should be re- ceived by one coordinator who should assign the calls to the various department workers, thus utilizing the different qualities of the various workers to the best advantage and at the same time effecting economy in time and money. Moreover, complaints as to the char- acter of letters written on school attendance would be avoided if one person were responsible for signing all communications which go out from both departments in the name of the school. (3) The attendance office keeps no records of the volume of work passing through the department and has no means of knowing from year to year, aside from memory, what variations there may be in its work, what progress has been made and what the greatest weakness in service. It is this class of tabulated in- formation which forms the scientific basis of prog- ress. Records should be unified under one statistician 1 Examination for vocational and attendance officers is discussed later. Vocational Guidance Report 1913-1916, 43 who understands the value of this class of facts and can interpret them for the benefit of educational admin- istration. I would not underrate the value of our present at- tendance officer. In any large system, there is bound to be more or less of a demand for detective or police ability, and I think such demand should be recognized and provided for, but in responding to it, methods can and should be found which will not handicap the prog- ress of our attendance office along strictly educational lines. 1 A trained social research student is fully as necessary for successful attendance supervision as for successful vocational guidance supervision. In the in- terests of both efficiency and economy, development of the educational functions of our attendance depart- ment is one of Seattle's most immediate educational needs. 8 . H. Vocational Guidance and the Evening School The evening school, as the day school, should com- bine in its curriculum both vocational and educational guidance, with this difference — the day school program should emphasize educational guidance as the basis of vocational selection, while the evening school program should be based on vocational experience and the type of its educational guidance should be determined by the demands of this vocational experience. There are four definite lines of vocational service in connection with our evening schools : (1) Vocational and education? 1 guidance for the pupil who is in need of: 1 Several duties now performed by the attendance officer come under the direction of the business department. Possibly he' might be transferred to that department and be at the service^ of jthe educational department for court cases and for any line of detective - work in the system. _ Q T T " 2 The last report of the National League of Qomplilsory Attendance Officers indicates the trend of thought among attendance officers" them- selves as to what their responsibilities are for the study and for the improvement of social-economic conditions. 44 Vocational Guidance Report 1913-1916. (a) General education in order to compete with other workers of his age and ability. (b) Supplemental education in order to pro- gress in his vocation. (c) Vocational readjustment through educa- tion. (d) Counteracting education to minimize the disadvantages of day employment. (2) Vocational contributions in the shape of occu- pational information and advice useful in the organiza- tion and the reorganization of evening school courses. (3) Securing vocational reactions from evening school pupils which are helpful in organizing day school courses and counseling day school pupils. (4) Use of the evening schools as the best means of articulating education with industry. Probably, there is no educational effort in connec- tion with the school system which is bringing such un- satisfactory returns* to all interested parties as is the evening school. This dissatisfaction is universal, in Seattle and elsewhere. What is its cause? Adminis- trators and educators know only in. part, but they do know that the problem will not be entirely solved until it receives much more supervisory attention and much more careful analysis. Many facts must be studied and tabulated: logical conclusions must be drawn from the facts ; recommendations must be based upon conclusions, and experimentation and readjust- ment must be based on recommendations before we can hope for very much progress. Some of the causes we know now and should take steps to remedy; others we may find to be inherent in evening school work and not to be remedied. Still others which we may not be able to solve now, may be easily solved when we have more light on the subject. In no other section of this report am I drawing conclusions from such crude and incomplete data. In- Vocational Guidance Report 1913-1916. 45 deed, I am hesitating between my inclination to cast out all evening school statistics as inaccuracies un- worthy of presentation, and my feeling that until these same inaccuracies and unscientific procedures are tabu- lated we shall have no foundation upon which to begin reform. It is because I hope that upon this foundation a better system may be built that I incorporate this section in the report. Much of the interpretation will be left to the Superintendent and the workers who may follow me. Because of the impossibility of reconciling the sta- tistical inaccuracies, I have given the sources of infor- mation wherever any question might arise. When the evening school problem is solved, it will be solved by the adaptation of the material and con- tent of our curricula to the needs and abilities of those who attend. Our first question, then, is — Who at- tends? Our second — What are their abilities and what are their needs? 1. Pupils Who Attend Evening Schools Five thousand seven hundred fifty-nine (5,759) pu- pils registered in our evening schools last winter ; 3,277 in the high school, 1,292 in the grammar school, and 1,190 foreigners in the classes giving instruction in the English language. If we could analyze these statistics scientifically, they would tell us definitely who attends, what are their abilities and what would best meet their needs. As it is, we can but make a beginning which may point the way for another year. Table I. tells us how the 5,759 pupils were distrib- uted according to nativity and nationality. Sixteen hundred and two (1,602) were native born of native parents, 1,439 were native born of foreign parents and 1,436 were foreign born. Each school has been classified separately because an evening school supervisor can derive valuable sug- 46 Vocational Guidance Report 1913-1916. gestions from knowledge of the various foreign groups which predominate in each locality, or school district. Moreover, knowledge of types is very important in se- lecting methods of instruction for immigrants, and it is most desirable that teachers be chosen for their abil- ity to adjust to the viewpoint of the different nation- alities. Table II. was made from the naturalization record cards which have been received from the Federal Gov- ernment during the year. 1 It is of interest as indicat- ing the type of foreigner who desires to become a citi- zen. If the same class of information were to be tabu- lated from year to year, we would be able to adjust and to readjust our evening courses and our methods of instruction to the changes in nationality as they ap- pear. It is introduced at this point for purposes of comparison with Table I. regarding location with ref- erence to nativity and nationality. The two tables taken together throw considerable light on the subject. It can be seen at a glance that Queen Anne 2 and Lincoln have the problem of North Europeans almost exclusively while the Franklin has a South European problem. I was interested in the fact that the Russians alone are anxious to secure evening high school in- struction. This is probably accounted for by the greater eagerness with which the Russian Jew seizes the ad- vantage of free public education. 1 The purpose of these cards is explained on page 61. * This Includes the grammar schools in the vicinity. Vocational Guidance Report 1913-1916. 47 3* o» -eo«0' i-i n e^ ISS :S OS -NrtO >ocq ihmwm( I A P 9 9 fepQ 55« 3° £:« fcm ^ ■* e<» oo ■»©■**«< COWrtON .HHNH eo 00 SJ a bo 3 C & * 9 a) 50 Vocational Guidance Report 191 3-19 1 6. Nearly all the pupils under 16 are either attempting to complete the grammar school course or are taking mechanical lines related to day employment. Many registered through our office and a large number have reported back as to their satisfaction with the courses and the character of the instruction. At the opening of the term, we tried to follow up these younger pupils by means of an absent list sent in each week from the school. It was a most satisfactory plan for service to the pupil, but proved too irksome to the teachers. Statistics also show a large group of pupils from 16 to 20 years of age. This is encouraging, for, could we reach these pupils we might exert a wide educational influence at an age when such influence is most impor- tant in more ways than one. One of the interesting problems in connection with this type of pupil is motive. Why do these young people attend evening school? Sometimes, they try it over and over each year with varying results — the one to complete a regular program for progress, the other to waste his time with no definite return. Some are very much dissatisfied with the character of the work and the quality of instruction; others cannot say enough as to what it has done for them. We may, and do, ask for motives, but we can never be sure we are interpreting them correctly. There are probably five controlling motives for entrance — general education, vocational promotion, vocational readjustment, home use, and a social meeting place for friends. 2. Abilities and Needs of Evening School Pupils Before we can know the foundation upon which our evening courses must be built, we shall have to have definite information as to the previous education of evening school applicants. Were we to require this at the time of registration, we would be less likely to Vocational Guidance Report 1913-1916. 51 allow the fifth and sixth grade girl in our stenographic courses. A second factor which will help us in deciding upon the abilities and needs of evening school pupils is the question of day employment. What are the various employments represented in the evening schools? Can the workers in each be grouped in such a way that class instruction may be brought to bear on their in- dividual problems? What specific vocational demands can we meet for each individual ? We may state, on general principles, that pupils employed during the day will come from either enervat- ing or energizing employments. I have classified the pupils who registered at our office very carefully, keep- ing this distinction in mind, and I believe, were there a broader basis for generalization, some conclusions of value might be drawn. Nearly all of the younger pu- pils are in more or less energizing lines. 1 These are the same lines which our pupils seek the most eagerly and enter with the least forethought, and from which, especially under our wage laws, they are almost sure to be forced out at 18 years of age. What boys and girls of this type need is vocational guidance, and after that the help of the evening school for definite voca- tional training with a definite purpose in view. Our evening schools are already organized to handle this class of work but they lack certain elements which are essential to success. Enervating employments do not take as many young workers from our office. Such lines are less eagerly sought and those who enter are more likely to be permanent. In some of the manufacturing cities of the East, there are many more young workers in this class than in the other. Local opportunities for child labor control to a large extent. Punch-press operating. 1 Delivery boys, newsboys, bundle and cash girls, office boys, etc. 52 Vocational Guidance Report 1913-1916, some automatic office operations, and several factory processes are the main lines of enervating work in Seattle. Workers in these lines are habitually tired, men- tally and physically, and whatever evening study they pursue, if it be of real assistance, must be offered in the shape of counteracting rather than supplemental courses. 1 Our evening school system has, as yet, made no study of these two different classes of workers and offers nothing of benefit to the enervated pupil. We have analyzed the problem pretty carefully so far as our limited information permits. It would be most interesting to know what percentage of evening elimi- nation is from enervating employments. We cannot know this until we list all the different employments at registration, and then check each elimination. Tables IV. and V. indicate the relation of day em- ployment to evening school courses. This tabulation is made from the best information at our command* but is of little value in solution of the real problem. The same class of material was used two years ago in a similar tabulation for "Seattle Children in School and in Industry." At that time, I had had no oppor- nity to inquire into the actual value of the written record and I accepted it as of much greater informa- tional value than my later experience warrants. I assumed that pupils registered as "factory workers" were employed in the manufacturing departments of the houses mentioned. Personal interviews, during registration, have proven that many who register as "factory workers" are actually employed in the dis- tributing offices and should be classified entirely dif- ferently. This is common, also, in other lines and tends to false interpretation of records. 1 The best presentation of thia subject with which I am familiar is found in "Education for Industrial Workers," by Herman Schneider. It Is most suggestive for evening school teachers. 'Registration cards. Vocational Guidance Report 1913-1916. 53 Table IV. Relation of Evening: Study to Day Employment 1915-18 Men Day Occupation Totals Mechanical Culture Commercial Trade % % % % Trade 570 60 7 109 21 37 39 7 28 11 482 370 35 249 13 11 2 13 1 5 6 2 18 29 12 5 13 16 162 30 4 49 17 14 20 28 50 59 45 85 40 51 130 17 23 29 265 2 12 47 Factory .... 3 14 35 3 16 13 5 12 2 269 205 8 72 32 10 43 33 71 42 18 53 55 22 30 12 2 5 2 3 1 27 19 5 13 29 1 4 50 44 6 33 4 36 11 11 17 14 12 4 135 102 16 131 43 37 28 28 46 52 10 Teacher 9 Office 5 Store 6 Government Miscellaneous 15 4 Total 2025 189 10 697 34 787 38 352 18 Table V. Relation of Evening Study to Day Employment 1915-16 • Women Day Occupation Totals Domestic Science Culture Commercial Trade % % % % Factory 34 126 389 29 478 154 14 96 35 85 85 554 3 38 62 2 62 21 10 30 16 10 13 14 12 45 139 14 133 33 10 35 8 24 28 172 33 36 36 48 28 21 71 36 23 28 33 31 10 21 46 7 219 62 2 8 16 24 23 214 33 17 11 25 46 40 15 9 45 29 27 39 9 22 142 6 64 38 2 20 6 29 11 107 25 17 Housewife 37 Laundry 21 Office 13 Store 24 Student 14 Teacher 33 5 8 23 61 34 14 10 27 11 20 Telephone 17 Trade 34 Miscellaneous 13 None 16 Total 2079 318 15 653 31 652 31 456 22 Careful registration is the very foundation of even- ing school success. We need a new permanent record card which will tell, in addition to the information now called for, the previous education, where secured* and the definite processes of day employment. Our 1 Information was tabulated from registration cards. 3 Place of education is suggestive in its bearing on vocational train- ing for localized industries. 54 Vocational Guidance Report 1913-1916. present record system is not permanent, and it is not uncommon for pupils to register, several years in suc- cession, only to take up class room and cause useless public expense. Many drop out after the first few evenings. 1 Permanent records would indicate which pupils are doing this sort of thing and would result in refusal of registration. Moreover, were accurate rec- ords to be kept from year to year we would soon have some definite basis for purposeful study in our efforts to reach the evening school problem. Last September, we allowed pupils who desired vocational advice to register at the central office. Personally, the opportu- nity to interview so many evening school pupils was of great value, and I feel that some similar plan would be of permanent benefit in reducing the registration of the class of pupils whom we do not want in evening schools, and in making the courses of more benefit to those who are sincere. Of the 1,568 who came to the central office to consult, 313 were advised not to enroll in the evening classes. It would seem that the Board must sooner or later analyze this problem and draw a much more definite line as to the type of pupil who should be admitted to classes under our elementary and secondary school system. Do college graduates belong in these classes in Commercial Law, Spanish and many other subjects, or do they belong in the Uni- versity Extension Classes? Even if it seems wise to be most liberal in admission, what is the influence on the material used and the methods of instruction when we attempt to instruct in the same class the man with the college background and the high school boy?* For which type do we expect to provide? The university extension courses should not be duplicated in our pub- lic schools. The Director is willing and anxious to 1 There wai no data, except name by name, for the entire 6,759, from which to indicate how many drop out during the first month, the second month, etc. * This is one cause of elimination. Both types cannot be accommo- dated in one class. Vocational Guidance Report 1913-1916. 55 co-operate in organizing so that the best interests of all may be served and it would seem wise to have a confer- ence on this subject before the opening of the new year. 3. Irregularity of Attendance Irregularity of attendance is the one all inclusive problem of the evening school. It seems sometimes as though solution were almost beyond the control of the school. There are many causes — somtimes, pressure of work, late hours, weather, health, or social attrac- tions which are stronger than educational interests, may be the explanation ; sometimes, the quality of the work and the character of instruction. Statistics tell us that our total registration was 5,759. Of this number, only 1,959 remained through the entire year. 1 The average attendance was but 1,746 and only 50 pupils were present every evening. These statistics,: unfavorable as they are, are probably some- what more favorable than facts warrant. The regula- tions of the Board require discontinuance of classes whenever average attendance falls below twelve. If strictly adhered to, this rule frequently results in clos- ing classes which teachers would be glad to retain, not always from selfish motives, although this plays its part, but oftentimes because a small group of very earnest workers is bitterly disappointed at loss of op- portunity to complete the course. I visited the schools fourteen evenings last winter and nineteen evenings the winter before. On each occa- sion, I noted carefully the number actually present. This year, I was able to check my own count with the count in the daily report, received at the superintend- ent's office. The following difference in statistics for the same class was observed : 1 Six months. 56 Vocational Guidance Report 1913-1916. Actual Count 14 11 3 6 31 9 Records 19 17 12 15 42 16 In checking attendance, I was careful to avoid tak- ing count in such a way that pupils might either enter after count, or leave before. 1 The three tables which follow may be analyzed for attendance information. Table VI. indicates the total registration in each school and the attendance at the close of the year, for each sex, in both elementary and high school. Table VI. Evening: School Attendance 1915-16 High School Grade School Total Ameri- can Born For- eign Born B. G. B. G. B. G. Total Ballard— Total Reg 203 64 1268 366 222 113 1228 490 128 47 244 108 260 82 47 21 201 85 40 13 331 111 1512 474 260 82 230 83 71 10 312 55 219 91 342 108 269 134 1429 575 40 13 126 34 45 1 247 •7 234 90 92 31 479 121 600 No. at close Broadway — Total Reg 2059 882 2941 Central — Total Reg 59 241 300 Franklin- Total Reg 230 83 126 34 268 88 356 Georgetown — Total Reg 71 10 52 9 12 4 342 108 45 32 8 26 7 92 31 68 48 116 Lincoln — Total Reg 260 46 207 87 215 59 208 83 439 120 559 Queen Anne — Total Reg 372 81 453 Washington — Total Reg 60 374 434 Total- 2168 646 1999 779 1109 368 483 166 3277 1014 2482 945 3804 1955 5759 1 These statistics can be verified by others who were interested in the same problem. Vocational Guidance Report 1913-1916. 57 Table VII. indicates the total registration, attend- ance at close and percentage completing the course. It also shows the number registering at the Central office for each school. We have tried to ascertain how many who had advice at the Central office remained at the close in proportion to the total number remaining. Had we been able to do so, it might have been of advan- tage in deciding the advisability of combining voca- tional guidance with evening registration. 1 Incomplete returns on this subject are tabulated as they are valu- able with reference to the individual schools. Table VH. Total Registration and Attendance 1915-16 Total Original Entries Registration Main Office School Number Attend- ance at Close Original Entries at Close Number Attend- ance at Close Mam Office Regis- tration at Close Main Office Never Entered Ballard 600 2941 300 116 356 559 453 434 245 1049 95 11 117 122 181 139 40 35 32 10 33 22 40 30 105 693 50 13 122 127 104 41 A A 10 A 74 63 74 25 Broadway Central Georgetown Franklin Lincoln Queen Anna 20 ' '60" 50 70 61 4 1 12 2 9 Washington Total 5759 1959 35 1255 A. Not reported. Although we cannot tabulate it, we have had an interesting report from the Ballard evening school re- garding the value of vocational assistance at date of registration. The Principal, who made a study of evening schools for the Saturday morning vocational class, analyzed his building registration with reference to the type of pupil who took advantage of central registration and the returns on the effort. He found 1 Necessarily a crude conclusion at best, as there was much advis- ory work at the central office which could not be) called vocational guidance. 58 Vocational Guidance Report 1913-1916, 29 pupils of the younger element registered down town, 23 remained at the end and received promotions. The Broadway Principal did not return the cards of eliminated pupils, and hence we had no way of check- ing elimination from central registration other than name by name from the large number of class registers. We did check, but were unable to recheck and lay no claim to absolute accuracy. We found in actual class attendance 502 out of the 693 pupils who registered at the Central office. 1 Comparison of the statistics which are complete shows a much greater percentage of re- tention in Central office registration than in building registration. There are many pupils each year who register but who never attend a class. 2 . In Table VII., "Original Entries" means actual class attendance while "Regis- tration at Main Office" means all who registered whether ever in class or not. The column marked "never entered" is the number who registered at our office, but never entered classes. Somewhere between the 693 registration and the 502 whom we know were in classes, we would find the Broadway statistics for this group. Table VIII. is the most interesting of all the even- ing school tabulations. When we have found the per- centage of leakage, the next step is to seek to locate it. From what classes is elimination the largest? Table VIII. shows elimination by subjects and should be exceedingly valuable as a guide in organizing courses. 8 I make no effort to interpret this information. Each who is interested may well ask: Why 606 original en- tries in Spanish and only 194 at the close? Why 580 ori- 1 All checking for all other schools was done by means of the dupli- cate record card In our office. a Enrollment and registration are confused In some of the reports. 8 Original entries are taken from the building reports. Attendance at close is not the number at the very close but is the last record sent to the Superintendent's office by principals. Naturally it is somewhat larger than facts warrant. 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Department of Labor Bureau of Naturalization Washington • Nov. 1, 1915. List of cities in Washington which are being furnished with Educational Record Cards. Total Population 1910 Foreign Born White Population 1910 Naturalization Papers Filed: F. Y. 1915 Declaration Petitions Everett Roslyn Seattle Spokane Tacoma * Wall* WftHa 24,814 3,126 237,194 104,402 83,743 19,364 4,050 5,472 1,556 60,835 21,220 21,463 2,361 360 262 109 • 1,900 447 457 63 39 120 45 834 253 204 36 Wenatchee 13 Total for the U. S 25,009,026 6,649,773 191,632 78,847 112 Vocational Guidance Report 1913-1916 APPE1VDIX IV. Placements by Office Placements by Office Permanent Placements by Office Vacation and After School Grade High School Total Grade High School Total B. 6 2 8 1 1 Store G. 4 9 13 6 14 20 B. 4 14 18 Office G. 1 7 8 2 1 3 B. 1 1 G. 13 9 22 5 2 7 B. G. 13 8 21 12 9 21 B. 27 6 33 1 1 G. B. 5 5 10 G. B. G. 1 1 B. 1 1 G. B. 1 1 1 1 G. B. 1 j Pace nm G. B. 4 4 2 2 G. B. 2 2 1 1 G. Total 72 60 132 31 38 69 Vocational Guidance Report 1913-1916 113 Placements by High Schools BoyB Girls Total Permanent Temporary Permanent Temporary Commercial 12 3 5 16 9 40 5 37 22 59 Total 12 8 53 31 104 All placements of boys except one were made by Broadway. Thirty-seven domestic placements were made by Broadway. Fourteen domestic placements were made by Lincoln. Eight domestic placements were made by Franklin. Many domestic placements were for care of children by the hour and hence there is frequent repetition of names. INDEX Page Abilities— Wanted by employers. _ 73, 75 Accuracy — Mathematical 75, 76 Arithmetic — Speed and accuracy in : 75, 76 Motivation of ....... 76, 77 School grading in - 76 Associations — Parent-Teachers 36 Assistants — Vocational 64 Attendance — Regularity in evening schools 55, 56, 57 Attendance Officers — Examinations for 70 Attendance Office— Duties of 37, 38 Educational Research and 41 Methods of -., __ 41, 42 Records of „._ ^ 42 Relation to Vocational Department 18, 41, 42 Report of , 97, 98 Vocational Guidance and 37 Character — Business requirements 85 Development of ~ 85, 86, 87 Recommendations , 87 Clubs— Civic-Industrial 30 Commercial Education — Advisory Committee for 83 For Boys .._ „ 81 For Girls 82 Purpose of 80, 83 Vocational Diplomas and 83 Vocational Guidance and 69, 81, 83, 84 Commercial Occupations — Classification of 81 Compulsory Education — Enforcement of 38 Laws Regarding _ 38, 97 Violations of -„., 38, 39 Corporation Schools — National Association of 66, 85 Vocational Guidance in 24 Education — Meaning of Public 8, 9 Educational Guidance 15, 21, 24, 31, 43, 66 Educational Research — Attendance office and 41 Vocational Department and 19, 20 115 116 Index Page Efficiency Tests 77 Elementary Schools — Elimination from 93 Teachers in 22, 23 Vocational Courses in 21, 22, 25, 67 Vocational Guidance in 21, 22, 68 Eliminated Pupils— Nationality of 95 School Status of 98, 99, 100 Elimination — Amount of 93, 94 From industry 16 Reasons for from day school 95, 96, 97 Reasons for from evening school 58 Vocational Guidance and 8, 17, 22, 31 Employments — Enervating 51 Energizing 51 Of evening school pupils 51, 52, 53 Of day school pupils 102 Employment Manager 66 Employment Supervision 31, 32, 67 English — Errors in spoken 73 High School reading courses in 27 Non-functioning courses in 27, 75 Evening Schools — Abilities and needs of pupils in 50, 51 Age of pupils in 46, 50 Alien women in 63 Curriculum of 50, 54 Day employment of pupils in 51, 52, 53 Elimination from 55, 58 Immigrants in 46, 47, 61 Methods of instruction in 46, 60 Motive for attending 50 Nationality of pupils in 45, 46, 47, 48 Naturalization and 46 Records of 54, 56 Registration in 50, 53, 54, 61 Regularity of attendance in 55, 56, 57, 61 Supervision of 60 University extension and 54, 55 Vocational Guidance and 18, 43, 44, 51, 54, 56, 67 Financial report 107 Free employment 18, 25, 31, 32, 35 Index 117 Page Geography — Academic requirements in 78 Business requirements in 77, 79 Tests in 77 Home — Vocational guidance and the 35, 36 High Schools— Librarians in 25, 29 Teachers in 23, 24 Vocational counsellors in 68 Vocational guidance in 22, 23, 24, 25, 30, 68 Immigrants — Employments of 62 Evening schools and 46, 47 Nationality of 48, 62 Naturalization of 46, 48, 62 Industrial Visits 18, 19 Labor Laws — Violation of 38, 39, 40 Labor Permits — Issuance of 38, 41 Laws regarding 39, 97 Number of 1915-16 98 Libraries 25, 26 .Librarians — As vocational assistants 25, 26, 29 High School 29, 30 Public 29 Minimum Wage — Demanding educational readjustment.... 101 Influence of 96, 98, 101, 102, 103, 104 Naturalization 62 Office Boys — Instruction needed for 84 Parent-Teacher Associations 36 Personality 88 Physical defectives in the public schools 63 Purpose of vocational investigation 5, 6, 8 Point of view of writer 8 Reading 80 Records — Importance of attendance office 42 Importance of evening school 54, 56 Retardation of eliminated pupils 94 Retardation of permit pupils 99, 100 School leaving blanks 95 School Leaving Permits — Issuance of 38, 97 Number of 98 Violation of law requiring 38, 39 Social Agencies and Vocational Guidance 36, 37 118 Index Page Student aid 18 Teachers — Professional attitude of elementary 22, 23 Specialization of high school 23, 24 University Extension — Cooperation of evening schools in 54, 55 Vocational Assistants — Duties of 65, 66, 67 Examinations for 70 Vocational Department — Date of establishing 13 Financial report of 107 Organization of 17, 18, 65, 68, 69 Scope of 18, 34 Volume of work in 104, 105, 106 Vocational Guidance — Aims of 9, 14, 32 Beginnings of 7, 13 Definition of 13, 16, 21, 36, 68 Director of 18, 23, 65, 66 Employment and 32 Educational Research and 19, 20, 21 Eliminated pupils and 8, 17, 22, 31 Evening schools and 18, 43, 44 In elementary schools 21, 22, 68 In high school 22, 23, 24, 25, 30, 68 Industrial progress and 44, 65, 67 The Home and 35, 36 Librarian and 25, 29 Other social agencies and 36, 37 Methods of 14, 15, 16, 17, 20, 66, 87 Place of the teacher in 16, 22, 67 Physical defectives and 63 Vocational assistants and 64, 65, 68, 69, 70 Vocational specialization and 67, 68 Vocational information and 21, 22, 25, 67 Vocational Information — Courses in 21, 22, 25, 67 Wage — Of children holding permits 102, 103 Influence of wage rulings on 102, 103 Writing " 79 APPENDICES Page Appendix I. — Part I, Bibliographies of Vocational Guidance 108 Appendix I. — Part II, Organizations Engaged in Voca- tional Guidance 108 Appendix II. — Employment Blank 109-110 Appendix III. — Naturalization Statistics Ill Appendix IV. — Placements by Schools and by Central Office 112-113 LIST OF TABLES SECTION I. Page Table I. Nationality and Location of Evening School Pupils 47 " II. Nativity with Reference to Location 48 " III. Ages of Evening School Pupils 49 " IV. Relation of Evening Study to Day Employ- ment, Men 53 " V. Relation of Evening Study to Day Employ- ment, Women 53 " VI. Evening School Attendance 56 " VII. Total Registration and Attendance 57 " VIII. Elimination by Subjects 59 " IX. Foreigners Applying for Citizenship Papers 62 SECTION III. Table I. Age, Grade and Retardation, Eliminated Pupils, Girls 94 " II. Age, Grade and Retardation, Eliminated Pupils, Boys 94 " III. Nationality of Eliminated Pupils 95 " IV. Reasons Why Children Leave School 95 " V. Permits Granted 98 " VI. Summary of Age, Grade and Retardation, by School 99 " VII. Summary of Age, Grade and Retardation, by Sex 100 " VIII. Occupations of Permit Children 102 " IX. Volume and Character of Work in Vocational Department 105 UNIVEKSITY OF CALIFORNIA LIBRARY BERKELEY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW Books not returned on time are subject to a fine of 50c per volume after the third day overdue, increasing to $1.00 per volume after the sixth day. Books not in demand may be renewed if application is made before expiration of loan period. <:Ji.28UBfi OCT 27 1917 \0^ ^ MAk afgft * JUN 22 lltf I ,VG*>»* J VI> 16 Ugg 50ml,"' YB 43870 5£fe0 UNIVERSITY OF CALIFORNIA LIBRARY