It frequently happens that the interest taken in these problems by the chamber of commerce acts as a stimulus to other agencies in the community, and in many cases serves to unite all forces in a concerted study of vocational education needs.

It is impossible in this chapter to do more than to mention a few instances, selected almost at random, from the many cities where the chambers of commerce are active. Further detailed information can be found in the official publication.1

Hamilton, Ohio.-The chamber of commerce took up the question of industrial education through the part-time or cooperative classes. The board of education was induced to engage a practical instructor, to enter into agreements with the principal factories by which instruction for one-half day each week is provided for apprentices who attend school on the companies' time.

Grand Rapids, Mich.-The Junior Association of Commerce is acting as a clearing house for boys and girls from the public schools who must go to work and for employers who need workers. The effort is to locate the individual in the right place with the least possible loss of time and effort.

Indiana. The chambers of commerce in Richmond, Indiana Harbor, East Chicago, and other cities are investigating the needs for vocational education, and are studying the necessary readjustments of the work in manual training in order to make it more distinctly industrial in character, and thus comply with the industrial education law. The entire State of Indiana is being carefully worked over by the cooperative efforts of committees of the chambers of commerce, looking toward the development of efficient plans for vocational education.

Syracuse, N. Y.-A committee of the chamber of commerce is at work on a plan for directing the efforts of boys and girls from the public schools in preparing for and securing employment for which they are best adapted.

Dayton, Ohio.-The chamber of commerce, in conjunction with the Bureau of Municipal Research, has been active in a community study that includes as one of its chief divisions the problem of vocational education. The report is to cover a statement of conditions as they are, with existing facilities for meeting the needs; a summary of what inquiry shows to be the best methods now employed in other cities; and recommendations for future development.

Bloomington, Ill.-The commercial club assisted in securing a bond issue for $250,000 in the interest of the further development of vocational education and manual training.

WOMEN'S MUNICIPAL LEAGUE, BOSTON, MASS.

Since the publication, in 1913, of a "Handbook of Opportunities for Vocational Training in Boston," by a committee of the Women's Municipal League, the committee has, by request of the school department, collected information regarding organizations in the city which cooperate with the public schools. This information was published in the report of the city superintendent of schools for 1913. The "Handbook" has been given a wide circulation in the city, copies being placed in the public schools, the public library and its 12 branches, the State employment bureau, and the State department for minor wards. In addition, copies have been ordered by

1 The Nation's Business, published monthly by the Chamber of Commerce of the United States, Riggs Building, Washington, D. C.

many private organizations in Boston and other cities, including associated charities, juvenile courts, newsboys' clubs, churches, social settlements, and department stores. A committee of the league is aiding in the development of the placement bureau, in which a number of organizations are cooperating.

6. NEW POSITIONS CREATED.

One of the evidences of progress in vocational education is to be found in the creation of a number of new positions for the express purpose of facilitating study and action in this field. The most important of these new positions are the following:

DIRECTOR OF VOCATIONAL EDUCATION AND GUIDANCE, PHILADELPHIA. At the April, 1914, meeting of the Board of Education of Philadelphia, Mr. John C. Frazee was elected director of vocational education and guidance. At the time of the preparation of this report sufficient time had not elapsed for the perfecting of plans, nevertheless the following prospectus suggests the possibilities that are opening up before the new department.

Vocational education in the elementary schools.—It is desired to accomplish as much as possible of the vocational education of pupils while they are in the elementary schools. While here their opinions regarding work may be shaped, habits of personal responsibility in work formed, and the way cleared for a higher type of continuation education than if the beginning of their vocational education were postponed till the pupils were almost ready to enter employment.

It is the purpose of this department that the shopwork of the seventh and eighth years shall become really vocational. It is not intended to have a "course of study" for the shops. A considerable amount of work will be undertaken for the local school, for the homes of the pupils, for the pupils themselves, and for the board of education's supply department.

Parallel with the shopwork a "finding course' for the boys will be developed. This will be of an informational nature, and its purpose will be to bring to the boy a knowledge of the industrial and commercial business of Philadelphia and its environs. This will be the educative side of vocational guidance.

Elementary shop schools.-There are in Philadelphia, in the regular classes, 8,202 boys who are 12 years or more of age and who are two or more years over age for their classes. In addition to these, there are about 400 boys who are 12 years or more of age and who are in special classes as "disciplinary pupils," but who are not classified as "backward.' Many of these 8,600 boys will be better served in elementary shop schools, which should offer five half days per week of shopwork and five half days of academic work especially adapted to their requirements. Shops in printing, woodwork, flat-metal work, electrical work, metal machining, plumbing, and pipe fitting `are under consideration. These shop schools would probably not be separate administrative units, but would be departments of a regular elementary school, under the jurisdiction of its principal. With the exception of a "preparatory class' in the "Trades School," this work has not been touched.

There are also in Philadelphia 7,623 girls belonging in the same classification with the boys just mentioned. With the schools of the same membership as those proposed for the boys, 25 elementary shop schools for girls are necessary. At present there is no such school in Philadelphia.

Vocational education for backward classes.-There are in special classes in Philadelphia about 2,000 backward'' pupils over 12 years of age. Vocational training for these pupils is a problem to which attention is being given.

Preemployment vocational education.-The elementary shop school should lead many boys and girls at 15 or 16 years of age into definite preemployment vocational schools, which are neither of the elementary nor of the high-school type.

At present the "Trade School'' is serving a limited number of boys in this capacity, but as yet nothing of the kind is provided for girls. It is hoped that this work will be extended for both sexes.

Vocational guidance.-Vocational guidance as contemplated will be of two phases: The educational phase, in which the pupils are made aware of the vocational opportunities and requirements confronting them; and the phase of work involved in a placement bureau, which has been authorized by the board of education.

On the former side it is designed that the manual work of all pupils in the elementary schools shall be accompanied by a definite study of local industries and business, so that by the time these pupils are ready to go into employment they may view the world of work with as much intelligence as possible.

On the side of the placement bureau it is planned that pupils will be studied carefully while in school in order that as accurate a judgment of them may be formed as is possible.

Day continuation education.-Continuation education in printing, sheet-metal work, and electrical work is now established and is receiving the hearty cooperation of the various organizations concerned. This has been developed by Mr. William C. Ash, principal of the trade school, and as far as it is developed it is on a most satisfactory basis. Local sentiment is believed to be favorable to a large extension of this work. The industrial and technical conference, a division of the Public Education Association, composed of representatives of the labor, business, and educational institutions of Philadelphia, has a large membership.

Vocational education in evening schools.-The evening trade school now accommodates over 1,500 pupils who are instructed in the theory and practice of the vocations in which they are engaged during the day. To more nearly meet the demands for such instruction, the board of education at its last meeting authorized the opening of all high-school shops for vocational instruction in the evening. Heretofore these shops have not been available for such work.

Two parallel vocational courses in the evening high school have also been authorized for booksellers. The booksellers' association of Philadelphia cooperates with the board of education in the development of these courses.

Vocational education in day high schools.-Dr. Lewis, principal of the William Penn High School for Girls, this spring brought to the attention of the board of education the fact that stenographers are being turned out in numbers in excess of the demand for them and recommended the establishment of a cooperative course in salesmanship for girls. As the result the board authorized such a course and it will be begun this fall. The girls of the three and four year classes will work half time to pay in two of the largest department stores and spend the remainder of their time in school studying appropriate subjects. The time at which the girls will work in the stores will be during rush hours, so that regular salesmen who are working on a commission basis will not suffer loss on their account. The teacher of this class will spend her time in the store regularly with the pupils.

Vocational teacher training.—It is planned to recommend this fall the establishment of vocational teacher training courses for the following groups of teachers who are now employed in the schools: (1) Elementary manual training teachers; (2) seventh and eighth grade shop teachers; and (3) special class teachers (for backward and otherwise handicapped pupils).

DIRECTOR OF DEPARTMENT OF VOCATIONAL EDUCATION, UNIVERSITY OF INDIANA.

The third State university to employ a specialist to deal with the problems of vocational education is the University of Indiana, Bloomington, Ind., which created a department in the school of education and called to its head Prof. Robert J. Leonard. Prof. Leonard began his work by giving courses in the summer session of

1914.

DIRECTOR OF CONTINUATION SCHOOL FOR TRADES TEACHERS, MILWAUKEE, WIS.

The organization of a three-year night school course for the training of employed mechanics as teachers of trades for industrial schools is noted elsewhere in this chapter. The director in charge is Prof. Wilson H. Henderson, extension division, University of Wisconsin.

SPECIALIST IN VOCATIONAL EDUCATION, UNITED STATES BUREAU OF EDUCATION, WASHINGTON, D. C.

The second session of the Sixty-third Congress voted an increase in the appropriation for the Bureau of Education, and from the funds thus made available the position of specialist in vocational education was established. The activities contemplated in this connection include a study of the problems of vocational education, the conduct of investigations likely to prove of service to the schools, and the giving of advice and assistance wherever possible.

7. ACHIEVEMENTS IN TYPICAL CENTERS.

In addition to reports from cities presented in other sections of this chapter, it is proposed now to sketch briefly the year's progress in the "new education" in a few selected communities, in order to call attention to specific phases of the movement. This is done with full knowledge that there are numerous other experiments that ought to be described, if space permitted, and many other cities that ought to be mentioned.

The special problems of the smaller cities have not as yet received the attention that they deserve. It is believed that a recognition of the importance of this field and well-directed efforts to cultivate it will characterize the development of vocational education in the immediate future.

BOISE, IDAHO.

Boise has been selected as one of the communities for consideration because of the interesting and suggestive means that have been adopted to bring the school life and community life as close together

1 See ch. 4 of this report.

as possible. Without entering into the details of organization, attention may be called to the fact that since the introduction of a rather flexible elective system, and vocational courses, the enrollment in the high school has more than doubled in four years, while the total school enrollment has increased only 25 per cent in the same period. The experience of other cities has been duplicated in Boise, in that the increase in enrollment due, in part at least, to the introduction of vocational courses, has been accompanied by a material increase in the enrollment in the so-called cultural subjects.

That is, it seems to be fairly demonstrated that young people are not drawn away in any considerable numbers from the pursuit of the traditional courses, but that the new vocational courses appeal to a clientele that the schools have not hitherto served. The extent to which this is so and the significance of the facts, whatever they are, constitute a very important problem for further study.

The special courses offered in the Boise schools and the methods employed in the effort to keep the work on a practical basis may be described as follows:

Commercial course.-Nine units of work are offered, and the work is made as practical as possible. Pupils take charge of the purchase, sale, and distribution of all high-school textbooks and supplies, and have charge of the accounts of all school organizations, laboratories, and the cafeteria. Pupils also do practical work in business offices in the community and receive school credit therefor. This department produces the circular letters for the superintendent, special teachers, and supervisors; pupils also do all the stenographic work for the principal of the high school and help with many of the school records.

Manual training.-Begins in the seventh grade and includes a certain amount of prescribed work, supplemented by opportunities for individual initiative. There are three courses in the high school: Joinery, cabinetmaking, and concrete and cement construction. Many practical projects are undertaken, such as construction of cabinets, tables, and other equipment for the cooking laboratories, drafting rooms, and commercial rooms. Boys have helped to do much of the concrete work about the high-school building. School credit is given for work done away from the school, after inspection by the instructor.

Pupils have constructed concrete flumes and head gates for the school farm, besides culverts and drinking troughs. The school board has purchased a 40-acre lot, which the boys are improving for a school playground and park. This work includes concrete fence posts, benches, and curbing for the cinder track. The annual per captta cost of this department is reported as $2.20.

Household arts. The course includes two years of cooking and two years of sewing, classes meeting for 80-minute periods five times per week. The girls manage the cafeteria, and frequently serve lunches and dinners for various school functions. Visits are made to butcher shops and other sources of production and distribution of food supplies, making a special study of the problems of sanitation, economy in buying, and the like.

In the sewing and milinery department many girls make their own clothing and hats. It is reported that the department stores have complained that too many girls are making hats instead of buying them.

Drafting.--The courses in mechanical drawing are similar to those found elsewhere. The course in architectural drafting has been responsible for producing complete sets