word has come from the friends of school children who have been realizing the pitiful futility of spending all we do for our children with the certain prospect of nullifying for many whatever benefits have been gained during school life.

To the public as a whole, and not to any group of people, does the responsibility for making good the child's investment of its training lie. Vocational guidance presents itself as a community problem.

An important step in this direction was the organization in Boston of the Vocation Bureau, the first of the kind in the country. The men and women behind it, leaders in commerce, industry, education, and social service, appreciated keenly the present misdirection and waste in the critical transition from school to work. They saw that choice of a vocation is impossible to young people ignorant of the conditions of success and efficiency in the modern working world, and understood that neither school life nor working life could serve to best advantage unless training, information, and purpose were brought to those in need of them. Thousands of children leave school for work, not to follow a calling, but to get a job. Unguided, unprepared, and uninformed they find themselves in a condition of vocational anarchy. The social loss of all this, as discovered by reports, statistics, and observable consequences, is appalling. Our children are "pitch-forked into the working world," as Charles Booth has said. To lessen this social waste, to furnish necessary information about various occupations and their advantages and disadvantages and the training necessary for efficiency in them, to broaden the range of choice, and to deepen the "life-career motive" in education and in employment, the Vocation Bureau was organized. The main interest of the Bureau is not the employment of youth, however favorable and pleasurable the opportunity, but its best social investment. Underlying all its endeavors is the realization that a longer period in school and continued training are fundamental to achievement in every desirable occupation.

In accordance with this plan 117 teachers were appointed to serve as vocational counselors, and the opportunities open to boys and girls were fully discussed in a course of lectures and discussions conducted by the vocational director. Among the subjects presented were:

The Principles of Vocational Guidance.

The Shoe Industry.

The Boy and Girl in the Department Store.

The Sources and Methods of Vocational Guidance.
The Machine Industry.

A Group of Trades for Boys.

The Telephone Industry for Girls.

Stenography and Typewriting for Girls.

Bookbinding for Girls.

Architecture.

The Use of Statistics.

To supplement these discussions the Bureau has made a study of some forty or fifty Boston occupations, and a series of bulletins has been issued to the school counselors including among other titles:

The Machinist.

Banking.

The Baker.

Confectionery Manufacture.

The Architect.

The Landscape Architect.

The Grocer.

The Department Store.

This year's series of talks to school counselors will include:

For Boys:

The Machine Trades.

Agriculture.

Mechanical and Civil Engineering.

Electrical Engineering.

Textile Mill Working.

The Building Trades.

The Selling Clerk.

For Girls:

The Needle Trades.

Opportunities in the Department Store.

Conditions in Industry for the Young Girl Wage-Earner 14-16 Years Old. Vocational Opportunities for the Girl Who Completes the High School.

The results of this work have been extremely important and the usefulness of vocational guidance has become definitely established. Fundamentally, vocational guidance aims to fit the boy and girl for their work and, what is equally important, to make their work fit for the boy and the girl. School life and working life are asked to co-operate in making the most of youth's possibilities. This is a service in behalf of efficient democracy; for work and school must join hands in fitting the future citizen for the highest and best achievements.

IX. INDUSTRIAL EDUCATION IN THE NORTHWEST

BEN W. JOHNSON

Supervisor of Industrial Education, Seattle, Wash.

The Northwest, particularly the state of Washington, is making some progress along the lines of industrial education and vocational training in the elementary and intermediate field of education. The meaning of the terms industrial education and vocational training is that used by Dr. David Snedden, commissioner of education of the state of Massachusetts.

The description of the schools established this fall in Seattle will further illustrate the writer's understanding of these much-abused terms. The history of the movement here parallels that of a number of eastern states, notably Ohio. Manual training began its leavening influence in the school curriculum eighteen years ago in the Seattle High School. Since that time it has made itself an important department of the city's school system, requiring over fifty teachers for its instruction in all grades of the school. Tacoma and Spokane followed soon after Seattle, and have had a proportionate growth. Today there is scarcely any town over 4,000 which does not have some form of manual training in its school work, while many rural communities are making a beginning in elementary handwork and agriculture.

Like the best progress of the East the subject manual training has itself been greatly modified in method and content and an effort has been made to use the industries of the community as the basis of this work.

Such is the case in the great fruit-raising sections of the state. An example of this is at Wenatchee, where agriculture is being taught very successfully, with the emphasis upon horticulture and the present and future needs of that great fruit-growing country.

A similar example is that at Waterville. Led by a very able and public-spirited citizen, Hon. A. L. Rogers, the people are laying the foundation for what may be a very remarkable country school, in which

the boys from the entire countryside are to be taught such industrial branches as will fit them for the highest efficiency in practical farming.

At Snohomish the school board has recently acquired a considerable tract of land for practical agriculture. It also has iron- and woodworking shops in connection with this high school. The work in the latter, however, is based upon the educational rather than vocational point of view.

On the Pacific slope of this state, the region of the great fir and cedar forests, woodwork and the vocations dependent upon the production, manufacture, and distribution of this all-important product predominate. For the boy, at least, the forms of manual training using wood are fundamental. For the girl, the home-makers' arts everywhere universal and fundamental to womankind are the basis of her manual training. The vocational impulse, however, affects these subjects for the girl only so far as they equip her better for the actual work and responsibilities of the home.

The writer is not aware of any vocational or industrial education in this section that seeks to equip the girl better for earning a living in definite lines of women's work, other than those few, such as dressmaking or millinery, that may be developed from her work in the homemaking course of the regular school work.

The seeming lack of schools for vocational and industrial education is not so much due to any failure on the part of those responsible for the promotion of the educational plans in either state, county, or city districts but rather to a failure on the part of the people as a whole, who do not yet feel any serious need for vocational education. The reason for this is that the state is new and the development of the raw material of the state is but scarcely begun. Lumbering and fishing predominate in the western section while wheat-growing and fruit-raising predominate in the eastern section.

Manufacturing has scarcely begun with us, consequently the commercial pursuits predominate in the cities and towns. That we are destined to become a great manufacturing section is evidenced by the abundance of raw material available, and also from the marketable water-power available in the Cascade and Coast ranges of mountains.

Further evidence of this attitude was shown in the last session of the state legislature when a bill for the appointment of a state commission on industrial education was defeated, because the legislature was

averse to appropriating any money for this purpose and because it thought the state Department of Public Instruction able to carry on any investigation as to the industrial and vocational conditions, both in the schools and the industries of the state.

However, realizing that a beginning should be made and that there is no pressing demand for a trade school, Seattle, the largest city in the state, has this fall opened up three so-called industrial centers to accommodate the pupils of the intermediate period-the seventh and eighth grades and the first and second years of the high school.

Preliminary to carrying out this plan the usual manual-training course for the boys of the sixth, seventh, and eighth grades was the year previous enlarged in its aim, content, and method from the usual educational manual training of giving the boys sequential problems in construction, in the solution of which the boys would gain something of skill in tools and processes, some knowledge of the materials used, and some appreciation of the constructive life about them. This enlargement consisted in making an industrial or vocational approach to the manual arts-using them to illustrate as actually as possible the industries and vocations that are dependent upon these arts.

While the limitations imposed by the regular school program prevented very much change in the actual work done by the boys, it was possible to give it a larger significance as a study of those vocations using similar materials and processes.

For example, in the sixth grades the aim is to emphasize the four important facts the worker in wood has to know to be successful in his vocation: (1) his tools and how to use them; (2) what woods and materials are suitable to use and why; (3) how to form and put them together; (4) what is wanted and how to supply it.

In the seventh grade this approach emphasizes the same idea, but from another standpoint. Here the different kinds of workers in wood are brought out. The differentiation due to the service each renders society by reason of the special skill and knowledge he possesses is emphasized. The following four points are kept before the class: (1) a need to be supplied; (2) what materials are required; (3) what form or construction is best and necessary; (4) what tools, machines, and processes are required.

In this way the class considers and makes some problem illustrative of the furniture-maker, the ship-builder or carpenter, the bridge-builder,