connection with the courses now offered under these designations. It is believed that the fundamental purpose in elementary education is the "development in the child of those attitudes and reactions essential to social well-being in a democratic society," and, further, that the vocational purposes of the different forms of handwork in the elementary school are only secondary.

In connection with the industrial schools the committee strongly recommends the introduction of a greater variety of handwork, with the employment of two teachers of handwork in each school, the revision of the present course of study, and the modification of the present plan of building in order to provide adequate accommodation for the handwork.

The committee also recommends that vocational schools be organized to take the place of the present scheme of prevocational classes in the high schools, and to provide vocational courses of various types for boys and girls 14 years of age or over, in the seventh and eighth grades. It is proposed that these schools be equipped as technical industrial or trade schools.

The recommendations of the committee include definite suggestions as to organization of schools and classes, courses of study, equipment, and teaching staff.

Vocational work in high schools.-The report discusses the work done under the following divisions: Woodworking, metalworking, electrical work, sewing, kitchens and laundries, printing, apprentice classes. Among the good features pointed out are: The splendid opportunities for individual expression in the planning and working out of problems that are worth while; valuable training in work on group problems; opportunity for following the individual bent, and developing special abilities. The suggestions for improvement include: A systematic arrangement for teachers' conferences; more cooperation between departments; use of commercial department to mimeograph lecture notes and demonstration outlines for students' notebooks; possibility of finding useful problems in the school, home, and elsewhere.

Vocational guidance.-The committee takes the position that vocational guidance must neither favor nor disfavor any class of occupations, but should surround the child with all possible information or opportunities to secure information, and then stimulate him to a wise decision for which he himself assumes the responsibility. The training provided must not be narrow; geography, civics, economics, and the other studies should teach the "history of industry, the social significance of commerce and the newer vocations connected with public utilities and social service. The early training must be broad, but not superficial; the later training intensive, but not narrowing."

The report contains specific suggestions of ways by which the work in vocational guidance may be extended and improved.

Plan for organization of a bureau of vocational guidance.-The committee which prepared this report recognizes three distinct functions in vocational guidance: (1) Study and training of the child in school; (2) study of the industries of the community; (3) a placement bureau.

The committee recommends the coordination of all the present more or less individual and disorganized activities under a capable director with assistants. An outline is given of the work to be undertaken by the director and of the duties of the vocational advisers.

BUFFALO, N. Y.

The committee on vocational guidance of the Buffalo Chamber of Commerce has been active in the development of plans for dealing with local problems. The committee has recognized the necessity for a thorough preliminary analysis of the situation, in order to determine the needs of children, parents, schools, and industries. This has been found to be a far larger and more difficult task than was at first realized, hence much time is still being devoted to this important feature of the work.

In order to secure first-hand information on what is being accomplished in other communities, Mr. Charles Rohlfs, a member of the committee, visited schools in Wisconsin, Illinois, Indiana, Ohio, and the District of Columbia. His report is under consideration by the committee in the effort to determine the direction of the next steps. The entire project is proceeding, purposely, upon a very conservative basis.

GRAND RAPIDS, MICH.

As the result of the survey referred to in this chapter last year, as well as other causes, commendable progress has been made. A school of printing is being developed, in which a number of apprentices are attending continuation classes. A number of day pupils are preparing to become printers.

The work in vocational guidance has attracted much attention from school men. This work begins in the seventh grade, and is carried on systematically from this point through the high school in connection with the work in English.

VOCATIONAL EDUCATION SURVEY, NEW YORK, N. Y.

In June, 1914, a report on the proposed vocational education survey was submitted to a committee of the board of education by the director, Mrs. Alice Barrows Fernandez. The primary purpose of the survey is to study the problem of the prevocational training of all 14 to 16 years old children in the schools. It is believed that this is at once the most pressing and the most difficult problem in the field of vocational education. "It is evident that to prepare children under 16 for subdivided processes of work or special parts of a trade is neither educational for the children, financially practicable for the schools, nor ultimately for the best interests of the workers or of industry."

The solution proposed by the survey is to perfect a plan for developing in children industrial intelligence and practical adaptability, for training workers who shall be continually and progressively efficient, by laying the foundations of the training in the fundamental principles that are common to many trades. For this purpose a careful analysis of the actual processes in a number of selected industries is projected, to determine what are the fundamental principles common to the various types of industrial work, together with their variations according to different products.

Plan of the survey. The plan of the survey for the ensuing two years is to study and collect facts about the metal trades, which include 41 different industries. There are three main lines of attack upon the problem: (1) A statistical inquiry to ascertain the distribution of the 100,000 employees according to the several types of hand and machine work, and the characteristics of each class of work; (2) analysis of the machines and processes in order to determine the fundamental principles which are common to the machines and processes of varying types, with a view to determining how these principles can be taught to children under 16 years of age in such a way as to promote adaptability to such special lines of work as may be entered upon after leaving school; (3) an experiment in prevocational training in one of the public elementary schools, in order to test out the findings and conclusions of the survey as the work proceeds.

THE RICHMOND INDUSTRIAL SURVEY, RICHMOND, VA.

Beginning about the 1st of May, 1914, Richmond has been making a survey of its schools and industries for the purpose of formulating plans for industrial education. A representative of the Bureau of Education has served as a member of the commission in charge of the survey.

The school board has taken the initiative in making the investigation, supported by the Richmond Chamber of Commerce, the Business Men's Club, the Rotary Club, the trustees of the Virginia Mechanics Institute, the central trades and labor council,

the metal trades council, and other local organizations. From the outside, expert advice and assistance has been rendered by the National Society for the Promotion of Industrial Education, as noted elsewhere in this chapter.

The total number of persons employed in the work of the survey was about 25, with a maximum force engaged at any one time of 13. The work lasted from the first of May to about the middle of October.

THE ILLINOIS SCHOOL SURVEY.

One of the fields of investigation by the Illinois State school survey, whose general director is Dr. L. D. Coffman, of the University of Illinois, is that of vocational education. This division of the survey is being conducted by Dr. Charles Hughes Johnston, professor of secondary education, University of Illinois. The five divisions of this branch of the survey are concerned respectively with the following questions: First, the extent to which curriculums in small high schools are being differentiated on a vocational basis; second, the attitudes of several thousand typical parents of high-school children toward definite proposals to provide vocational education and a system of vocational guidance; third, a thoroughgoing analysis of the vocational intentions, earnings, influences on career choosing, and kindred problems of 8,000 high-school boys and girls (data secured by personal visits to Illinois schools); fourth, a tabulation of attitudes of business men who employ high-school graduates of commercial curriculums toward definite developments, extensions, and curriculum differentiations of high-school commercial education; and, fifth, a study of the requirements of vocational education and training in typical trades and crafts of Illinois.

The results of this division of the State school survey, when tabulated and interpreted, are to be put at the disposal of the legislative committee of the State teachers' association, together with a study of those features of recent State legislation for vocational education likely to be of local interest or application.

4. STATE SYSTEMS OF VOCATIONAL EDUCATION.

Six States now have in operation definite systems for organizing and supervising vocational schools and for assisting local communities in the maintenance of such schools through grants of State aid. Specific machinery for the administration of these systems has been established, in each case under the direction of a special deputy, or expert assistant, attached to the staff of the State superintendent or commissioner of education. These States are Massachusetts, New York, New Jersey, Pennsylvania, Wisconsin, and Indiana.

In addition to these States, Connecticut has established a plan for maintaining, or assisting in the maintenance, of industrial schools under certain conditions, the administration being carried on through the office of the secretary of the State board of education. California has begun the organization of a division of vocational education in the office of the State superintendent of public instruction, by the appointment of a commissioner of vocational education. No provision has been made for State aid for local schools.

A list of the members of the divisions of vocational education in the State departments of public instruction follows:

The following summary, based on reports received from the offices of the State departments of public instruction, is a brief review of the progress that has been made during the past year in the administration of State aid for industrial education.

MASSACHUSETTS.

- Legislation. Chapter 391, Acts of 1914, authorizes the State board of education to provide and maintain classes for the training of teachers for State-aided vocational and continuation schools. Training classes will be supervised by an agent of the board of education, who will cooperate with local school authorities in establishing and conducting teacher-training classes in connection with evening industrial schools. The expense incurred in conducting these classes will be defrayed entirely by the State. An initial appropriation of $2,500 for this purpose is available for 1914-15. Chapter 174, Acts of 1914, authorizes any city, town, or district composed of cities and towns, with the approval of the State board of education, to provide classes for the training of teachers for vocational schools. State supervision of such training classes is obligatory. A community maintaining approved classes is reimbursed by the State to the extent of one-half the cost of maintenance.

Other acts have been passed, relating to certificates for minors, financing and equipping industrial schools, the encouragement of agriculture among children and youth, and other purposes.

Types of school. The types of State-aided vocational school organized under the Massachusetts law include: (1) Full-time day school; (2) full-time cooperative day school; (3) part-time school; (4) continuation school; (5) evening school. These schools offer the following courses: (1) Trade preparatory courses, for boys and girls; (2) trade extension courses, for men and women; (3) homemaking courses, for girls; (4) agricultural courses in separate schools and departments in high schools, for boys and girls.

Bulletins. The following bulletins relating to vocational education have been issued:

No. 21. State-aided Vocational Education.

No. 25. State-Aided Vocational Agricultural Education in 1912.

No. 27. Educational Legislation of 1913.

No. 31. (1) Massachusetts State-Aided Vocational Education.

(2) Proposals for the Training of Teachers for Vocational Education.

No. 32. State-Aided Vocational Agricultural Education in 1913.

No. 34. Directory of State-Aided Vocational Schools.

New work. The work of organizing the continuation schools under chapter 805 of the Acts of 1913, has been nearly completed. Continuation schools will be started in Boston in September, 1914. For description of the law see the last report.1 The purpose of the part-time, or continuation, school is to extend in some measure, until the age of 16, the education of boys and girls who enter wage-earning callings at the completion of the period of compulsory schooling. The immediate aims of continuation schools are, first, to train their pupils for good citizenship and to advance their general culture, and, secondly, to promote vocational efficiency by courses related to the pupil's practical experience in a trade.

It is probable that continuation schools in most cases will be of the first class, namely, general improvement schools, which enable minors between 14 and 16 to prolong their general education and also to discover their special aptitudes. This broad training, including a knowledge of industries and the development of industrial sense, is to be followed by special instruction preparatory to entrance on a skilled calling.

1 See Ch. XI. Progress in Vocational Education. Rep. of Commis. of Ed., 1913, vol. 1, p. 264.