- DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION . . BULLETIN. 1918, Mo.' 19 VOCATIONAL GUIDANCE IN SECONDARY EDUCATION A REPORT OF THE COMMISSION ON THE REORGANIZATION OF SECONDARY EDUCATION APPOINTED BY THE NATIONAL EDUCATION ASSOCIATION J 1 V ^ASHlNCrtC^ COVEIW^ip{r^^^ OFFICE i9ia ADDITIONAL COTIKS Of THIS t’VIlUCATION MAV UK I'Kut UUKP VROM THE bU’ERlXTnSDENT OK U(>CUMENTa Govern sfENT puintin<^ okfice WASHlSOTON.|J. C. 5CKNTS TKIi ('Ol’Y N LETTER OF TRANSMITTAL. DkPAUTMEN’T of the IXTEIilOE, BuHEAf (iF Education, UWi0i.9ton, Juhf /.S’, 1.0/ S. Sir: In no other country in tho world do so many boys and girls receive regular higli-sohool education of a general*culturol typo as in tho United States and tlie uumbor of such boys and girls in this country is rapidly increasing, having more than doubled since. 100.5 ^ and increased ‘more tlian-OO per rent since 1010. But American' democratic ideals demand not only that all should have ns' nearly as possible equal opportunity for education, but also that all men and women should be employed in that form of work by which they may contribute most to their own happiness and to the Vommon good. - In our comple.x industrial and economic life, it is little less wasteful to leave boys and girls without assistance and, guidance in selecting their occupations and finding emplojuncnt than it" would bo to leave them unaided in obtaining education. Both are . necessary for tho highest good to individual and society. But. as yet 'we have had less experience in vocational guidance than wo have had in education, .and its principles are not so well knbwn as are tho principles of educa- tion. h or these reasons th&^ouunission on tho Reorganization of ^condary Education appoB|?d by'tho National Education Associa- tion and cooperating with this bureau has included tho subject of vocational guidance in secondary education in its investigations. I recommend that the report , on this subject submitted herewith be phblisTied as a BuRotin of the Bureau of Education. Respectfully submitted. . P. P. Claxton, ^ Commissioner. .. The SnOREJITABY OF TnE Interiob. A . ^ PREI'ACE. Tlio Commission on the Reorganization of Secondary Educoition ^ holds that vocational guidance is an essential function of tlie^econdary school. Unless plans fof such guidance are thoroughly incorporated and continuously exercised, the efforts of the school in behalf, of the youth in its charge will bo largely misdirected. The social and cultural sigiuficanco of. vocational guidance is duo to the conception of vocation as a means not o^y of earning S live-, lihoqd, but also of serving society and of dcvol^)ing the personality of the worker. As stated by the reviewing coramittoe of this com- “ mission in its forthcoming report: Vocational education should equip the individual to secure a livelihood for himself and those dependent on him, to^rve society well through his vocation, to maintain the right relationsllips toward his fellow workers and society, and, as far as possible, to find in that voiation his own boat development. ' This ideal demands that tjie pupil explore his own capacities and apflludeanrid make a surv'oy of the world’s work to the end that he ma^ select his vocation wisely. Hence, an effective program of vocational guidance in the secondary school is emntial. The term vocational guidance has been seriously misconstrued. It is the purpose of this report to correct such misconceptions and to outline a comprehensive plan, for exercising, proper vocational ‘ ; guidance. ‘ ’ , . . Attention is called in particular to the scope of the program recora- mondod whereby tlio sccopdary* school becomes .responsible for the ■' .vocational adjustment of all yoUng people of secondary school ago, , •' \s;hethcr in school or at work. , * The report contained in this bulletin was drafted for the comrais- sion by its committee omvocatiohal guidance, aifd after discussion .and revision it has boon aj^foved by both, the coipmittoo on vocational / . guidance and tho royiOwing committep. .Approvtd by the wjviovdng * committee does not commit every member individually to every stat^„ meiit Md evoryimplied educate doctrine,; but does, mean essentidl^ agirpbineht as a bommit^o with thV-goncral. recommendations,. Frodorick J. Allen, buroauAf vocational guidance, division of education, iTarvard' Uni\*eraity, Cambridge, Maa'i. John M. Brewer, Normal School, I^s Angeles, Cal. . •Arthur If. Chamberlain, California^tafe (Council of Edwation, San Francisco, (?al. Randall J. Oindon, superintendent of schooLs, Cincinnati, Ohio. Je.sse B. DavLs principaf. Central High School, Grand Rapids, Mich, Clarence 1). Kingsley, State higdi school inspector, Boston, Mass. E. George ^ync, principal, Teachers’ Collo^, St. I.ouis, Mo. Eli \V. M eaver. Boys’ High School, Brooklyn, N. Y. Laura F. Wentworth, vocational director. High School of Tractical Arts, Boston,' Maaa. - • . ' ^ COMMITTEE ON VOCATIONAL GUIDAN^ . Frank Mitcholl liCavitt.ohairman, assoobfosupprintondpnt of schools. Pittsburgh Pa THE reviewing COMMITTEE OF THE COMMISSION ON THE REORGANIZATION OF SECONDARY EDUCATION, fThe ItcTlcwlnk Committee conj^ists ot 26 memt-ors, ql whom ]Q urcohairmcn ot committees and 10 are members Rt large.) , . * B^l|6y> dean,' Cloy- education, University of Illinois, Urban^ . . „ y Agidcult^e--A. ;V, Stori#; agriculUral\e4ucatioh, .Umvow^ of>” r* Minn^o'ta.'StY Paul, Minn. . Educatioh- ■ ■- ‘'5 iand,^Ohib/; / ; ' - Bus'iaow /Educidon^Feauakn A', Girant beJUw, .delphia, fft. j „>■ ■ ■ ■ ■■■ ■■"■ B 'X ' committees. Chairmeh of comm tf/M#— Continued. Cfessical Languages— Walter Eugene Foster, Stujrv'esant High School, New York City. • • . ^ . English— Jam&« Fleming Hosic, Chicago Normal College, Chicago, 111. _ Household Arts— Mrs. Henrietta W. Calvin, United States Bureau of Education, Washington, D. C. y Industrial Arts — Wilson H. Hendcreon,* extension division. University of Wis- consin, Milwaukee, Wie. • Mathematics— W^i II iam Heard Kilpatrick, associate prof^woi* of education, Teachers’ College, Columbia University, New York City. 9 Modern Languages— Edward Manley, Englewood High School, Chicago, Ilk Mumc— Will Ea^hart, director of music, Pittsburgh, Pa, .. Physical EducatibBe^James H. McCurdy, director of normal courses of ph>'sical ^ education, Internatitnal Y. M. C. A. College, Springfield, Mass, (Now in France, In charge of Y. M. C. Ajuecreation work.] ' Sciences Otis W . Caldwell, directw, Lincoln School, and professor of education,- Teachera’ College, Columbia Unh^lty, New York City. . .Social Studies— Thomas Jesse Jones, United States Bureau of Education, IVash- ington, D. C. . - Vocational Guidancd— Frank M. Leavitt, associate superintendent ol schools Pittsburgh, Pa. p'- ’ Aj.* -■'?k ( 1 : ,7 ■ ■ .* |v - ■ i’- ; 'A • _ • ' - 'Jpvf * “1 - ' -7 / . . W ■ ' :,<■ ‘A’' - TOCATlOSAl'GeiDAKCE IN SECONDARY EmATlOfT.- SECTION L--PURPOSE OF THE REPORT. The purpose of this report is to outline a compreliensivc plan for vocational guidance as an integral port of secondary education,* and ' to indicate, the responsibility of the secondary school for the voca- tional adjustment of all pupils^ of secondary^ school age whether in school or at work. The committee hopes that this report will stimulate interest and promote experimentation, and that the suggestions offered will be helpful not only’^ to school administrators and those assigned tO special duties in the field of vocational guidance, but plso to teachers who through daily contact with young people have opportunity to counsel and inspire them. » SECTION n.— m\NTNG AND PURPOSE OF VOCATIONAL GLIDANCE, Certain acti\nties nov classified as vocational g\iidanco have -been carted on in tho past by individual teasers for individual pupils. Witlun the past dccado marked progress has^ecn made in organising, developing, and sj'stomatizing these activities. Xt is not the purpose of vocational guidance to decide for young people in advance what occupation they should foUow, nor to projeA; them into life's work at the earliest possible moment,- nor to ciossify - them prematurely by any system of analyrsis, cithej psychological, I^ysiological,^ social, or economic., * . ' V^aixo^'fuid^ $horild be a continxioxis process dtsi^^ to hdp \ the indi^uai to choose^ to plan p^epeuraiionfor, to enter upon, and^ io ^ake pro^esSy,i^ an occu^otion,, Jtt for a progrossirc Ixnprol^ mont onho public-school system, and "^‘fuller wid more intelJ%enlb ' ^tj^tion divetsi^ed-offpriags. ^^Itrcquires a more acch- ra^>adj^tmont‘betweon tboscl^op : B(^ cMpwn Ji demands a plaA pf contintyitioh (Tclucation anU 8U|>o^ionin p 5 i]^l^(^ Ji should de- velop an inte^tan c^nditiqjp^ prev chiia-employing mdaatii^ and bring ^j^u'^Jmprdt^mos^ ot^ those tonditions;* it both In^or and tttlor bSsh ichool*. la lehool adioolt, Uia vumticoai guUUace ac«d« 6t pupUi {& th«<«ventliuid ' ■IW **“ fW ttOPh lhat U noocunnaded heratiii 63iW^— la— ^ ; "Sir- o ERIC r^: 10 VOCAnONAL GUIDANCE. should utilize the cooperation of all social-service agencies that ctfn be of assistance. For society at large it should result in a more democratic” school sj-stem, a wiser economy in the expenditure of hchool time, and a more genuine culture. . Many people, not only teachers, but also employers and business men, have an idea that in some mysterious way we can look into the future, determine what each child should be, and prepare him spe- cifically for that ultimate end. This is a false conception, unsup- ported by psychology and contrary to the principles of democracy. \ocational gliidance, properly conceived, organizes school work so that the pupil may be helped to discover his pwn capacities, apti- tudes, and interests, may learn about the character and conditions . of occupational life, and may^ himself arrive at an intelligent voca- tional -decision. In other words, vocational guidance, while not ignoring the'proper functions of personal counsel, emphasizes voca- tiopal decision by rather than hfr the pupil and prefers to ascertain his capacities, aptitudes, and interests through, rather than before, contacts with vocational activities. Since we can not look^into the future, wc must attempt to prepare ymung people so that they can make each decision more wisely whin the need for such decision prises. Therefore, vocational guidance, rightly conceived, does not involve deciding for young people w-hat occupation they should f "follow, noi: projecting them' into life’s work at the earliest possible ' moment, nor classifying them prematurely by any system of analysis. Advice given by -commercial agencies, or by persons or organiza- tions or schools lacking sound educational philosophy and the social ^^perspective necessary to conserve the interests of democracy^ is ■^' neitW safe nor adequate. ^e school mus£ teach thc'*ybuth not only how to adjust himscH to his environinent, but also how to change that environment when the need arises^ Guidance that helps' only a few indinduals to siic- ; ceej^ might produce a competitive sy’stem even more relentless than \ that of the present day. Vocational guidance should help in bring- ing about a co^erative solution of the problems of economic and life, and should help the largest possible numben of individuals. If wisely directed, vocational guidance will greatly improve the emhoob themselves hf mhking them mo^ Responsive to the ♦ and economic needs of the pupils and of society.^; Like,most educa- tional advances, its;' chief dangers ^e on the one hand in the eXtrava- i^ gaht alMms of too zealous promoters and on tha ocher hand in^the unri^ohing skepticism’^of the uUra-odnsewativa. " Somewhere be- tween these two extreme should be fo^uhd a reaiOnable program that cpnhmaad the'auppi^ and of thoughlfid educators e^Tj^where.' ® IHi -_v -T; V ' . . FIELD OP THE EEPOET. 11 SECTION ra.-LEVilTATIONS OF THE Fmo OF THE REPORT. This report deals primarily with the needs of youth between 12 and 18 years of age, whether in school or at work. The ideals of vocational guidance, however, cah\ not be satisfac- torily attained without remodeling the instruction' of the first six school years. Elementary education should be so organized as to give some knowledge* of occupations tind afford opportunity for a wide variety of experience or activities having vocational signifi- cance. Defects in the elementary school and in the economic ‘situ- ation are inducing young people to leave school prematurely. Changes, therefore, should be effected in the elementaiy school pro- gram and every effort should be made to lead pupUs, parents, and employers to realize the importance of longer schooling. Moreover, a few organizations of genuinely social character are studying the problems "”the segregafion of these groups in actual practice. Nor does the committee intend that any ^od thing suggested for one group should be withheld from individuals in another group. ^ (a) One group leaves school at the termination of the compulsory^ age limit, 14 years in most States, in the majority of cases with less ' them eight grades of training. While in^vidual differences in ca- pacities, ambitions, and opportunities will result in widdy differing success in later life, and while differentiation of whool work would reveal special apti^des, -provide special training, and call for special jMEms of vocationaa guidance in consequence, in the main the voca- ‘S; guidance needs of the sbverarmembars of this group aro similar i|l early occupational years, and the same general method of jBS^Qsing such guidance is appropriate for all. This method may be designated as "employment, supervision.” This group also needs instruejipn in occupational problems before leaving school and ' opmpulsoiy'TwntmuStioa school work after entering employment. ; r (J) A secofid group is composed of pupils who will remain in echQot from four to six years beyond the sixth grade, but will apt f ,t>;^tei- Mgher educationafinstitutions. T^s include both the " drdl)- H tbe majonty of yje graduktes of the four-year high school. ij^ividual d^ereneds will ultmai,atejf distribute this, groiip baysq- s^iel need for '*guidahce in choice 'of muriem . ‘jocalipnai Wop^Wfon," and “placom^nlt;^ ^e valust of I* ;v^tipnal infopia^^ placi^efit iplf be enhpced ttanyfpld'|»y P»«sence m tjiq jumpr hi^^ schpol of prevocatibnftL W(»k,4ttd m theMoidr Bcb!(^|pf cji^ciduias.tn^^ g§duioe yoQa^Piiaf content. way jto higlier ed.ucatio£aIl institutions. , _ Th? spe^al duty of the ^ond^ 'sehooj for thcaiS is guidance ^ the - choice of cuniculum. of elwtave courses ‘within the cutriouluio EMPLOYMENT SUPEBVISIOK. ^ 13 ' \ * chosen, and of the higher institution to attended. Such gurJance should make the pupil maro intelligcnyregarding the general char- acteristics of many vocations, more sensitive to, and appreciative of, his own peculiar aptitudes, opportunities,' and duties, and better informed regarding the rich offerings now afforded by secondary schools and by iiighcr institutions of learning. 1. EMPLOYMENT SUPERVISION. Excellent experimental work has been done in • employment supervision.’’ This work has shown that for the sake of society as well as for the sake of young persons in employment, even more solicitous care should bo given to them because they have entered upon the exacting duties of occupational life. That children are at wofic is no reason \vhy they do not need education, .though they may need a different kind of education. The committee recognizes that these children shoul(f still bo wards of the school xsystom au3 continue to receive the benefits of its training and instruction through part-tun o attendance at school to bo reciuired by legislation. It has been shown that they may bo so guided in their labors that they will get much education oift of their daily occupations, and that this is not likely to result unless they are carefully and intelligently supervised by the educational authorities. Such supervision 'tends to establish bettor cooperation between the schools and employers, and with labor unions as far as chijd labor is concerned. . Whatever may be possible in the way of advancement tot indi- vidual members of this ^oup, the majority will enter, for a time a| least, the ranks of the industrial army, and their ultimate success will depend upon their ahnTty to understand their conditions: md to make the most out of the opportunity that these conditions sent, both for work and for leisme. How has this been accomplished l x A careful study of the occupations of the children of thie grotfp reveals the fact that, of necessity, thorb must be considerable tion fronj job to job. Some wotk is seasonal, sotno is only temporary^ while spjmo has lio future wxd is so monotonous that it oug^nct to be lo^ ^dured. While results of this migration ma/ be lul, onervision as described above, and conversely in other places employment- supervision is exercised without main- taming continuation classes. To secure the greatest returns from either, however, it has been found that the two should bo linked together and it is preferable that they bo directed by tlie same school officiaL Since employinent supervision applies to persons of secon- r dary school ago, it should be developed in connection with both ' junior and senior high schools. 2. VOCATIONAL INFORMATION. Perhaps the most important phase of vocational guidance at present conducted in the four-year high school is. that designated as "vocational information." Interesting experiments have demon;J strated beyond a doubt that it is desirable to collect and to impart information about vocations, and to show the cormection between these vacations and the yarious subjects of instruction in the high school program, and to do it in* such a way as to cause the whole high school situation to take on a jiew aspect, both to the pupils and to the teachers. Even the academic courses Jiavc been vitalized by the vocational motive. hifethods of collecting information about vocations and occupa- ^ tional lifc^ arc .numerous and varied. In some instances private ^ philanthropic oiganizations have prepared studies of several occupa- tions and presented them to the public school for distribution. In Si other cases a similar service has been performed by jthe local chamber of commerce or board of trade. Libraries also have cooperated with the public schools in making such material cosily available for the iiao of pupils. * - ^ Some schools have dcyclopcd cret^it courses in "occupations,^^ rpt " lJuririg the post twh or threo years A number of books have appeared, somo of which may bo used as textbooks, and Others as reference ’Ijrodks. ' In these courses trips are made .to industrkl plants and business offices and a great wiely of occupations professions it studied^ This york is in many places made a pa?rof the course In oonmiumty ^ ^ ' Otbpr schomVare systemOttlcally d^^otffig a part of the work in 54^^ Englisb IjDfc vocatibn^ themes, o^ol By tl[is..|nctht^ • * the the school are helpedi to^h^dughtful a&l intelligent -o attitude tow^nl the pr^^^ ef yocatioi^50lec.tion^i^ prenaratiw. OtK^r ^$ubjecta hi ^ prp|(hipv W broadened m many schools ^0 as to upon industiieer and vocational o ERIC PLACEMENT. 15 Numerous plans are now^ employed for bringing the pupils into morci intimate contact with men and women who represent the local busi- ness, community. Among these are the following: Junior associa- ' tions of commerce and vocational clubs; talks on vocations by local’ business men and women; and systematic placement in temporary, employment as a j>art of their education. ^ 3. PLACEMENT. I Placement increases the sense of responsibility of both the school and the employer for the success of Ib'e school- trained child in his early occupational life. It is especially important for children in' group (b). - ■ . . -.^•a few cities the emploMncnt departments of the Y. M. C. A. and Yr-W. C. A. and free public employment bureaus work in' hearty cooperation with the public schools. "Wliilo often efficient, these bureaus' serve only a small minority of the persons needing such ' service. ■ J Several cities have cstablishccl school placement bureaus. . The plans for such bureaus differ widely. In some places the machinery for registering pupils and positions is as elaborate as fliat of private employment agencies. In other places the bureau merely invites employers to consult them when in need of youthful help tuud urges pupils to consult the bureau before seeking work. Experience has shown thal the school placement bureau must keep accurate records . of its work in order that the bureau and the schools may become moros intelligent in methods' of placement and education, . ,, Whatever the plan, bo it simple or elaborate, the school is the proper guide and protector of the child, and the best way in which ’ to get a'good position is though the disinterested services of the school. The b«t results of placement can not be secured,. howeVei^, unl^ ^ oi^nized effort is made to retain children m schooi as lopg ^as possible; r,Experience with school placement bureaus has demoh-^v 'S^ WaM that no city CBua afford not to have svich a-burea^^ orCifAhh' ri^ city be ^^, .to have the duties of such a bureau, performed by'thV'^^ pwt-time service of teacher or other school official ' ^ ■ , 4 ..' ■ ■■ r , \ i- in choice op ClJBIUClILUlitv . .* ■ ■■■■ .■ Quid ance= with rrf^en^-to 'the ohqi^. pflhurriculum ahd;elh^tiv^‘'^^ 'higher ^^iicdtionOrl" ioBfitutiOQ. ^ tion coDcmved entirely >s traini^ alrea^ cho«oit;:<^ ^ly clwiftes ito .ngi^hdi hbwev in many ^oola m ^ VOCATIONAL GUIDANCE. 16 whenever they gain a clearer insight into their own needs, aptitudes, and capacities. • • For those who are to have an* extended education reaching into the college or other higher institution, employment supervision and placement are obviously inappropriate, at least as far os the secondary school . is .concerned, The^ courses in “vocational information^’ or ^^occupations,” however, are proving valuable for these pupils. Sych courses are and should be so taught os to have great civic and ethical value and the information they give can not be obtained in college courses as at present organized. Furthermore, agriculture, comment, and industry are calling more and niore for college trained men and women, a fact that should be called to the attention of young people while they arc in high school. High-school pupils who can continue their education beyond the. secondary school need accurate information regarding managerial and professional careers, the opportunities that they offer, the extent and nature of the preparation demanded, the financial resources needed for this preparation,^ and for the lean years of early professional ^rvice, as well as detailed advice regarding the various educational institutions where preparation may bo obtained, together with the requirements and advantages of each. » SECTION V.-VOCATIONAL GUIDANCE PROGRAM ’ RECQMMENDEp. ^ No systeih of vocational guidance now employed ^is complete and adequate, but the committee recommends the following as a roason- ahle and comprehensive vocational guidance program. The eight steps in this program are evolved from a careful study of the philos- underlying the vocational education movement! ^ L Survey of the world’s work. ■^ 2. Studying and testing pupils’ jpossibili tics, 'Ouidahcain clfOiOe and rechoice of vocation. ^ referehce to preparation for vocation. ' 5* GuidancA entering upon work; that is,- ‘ *|)lacement. ” Guidance^m Employment j that is, ‘‘employment supervision.’ 7* '^rogrossiye mddificatfon of school practices. ^ S. ?rpgr^vo mpdifiOatio h^ of .pe ^mic condill^ions; r .>• SURVEY ;OF WORl^ % ^equRtet spirit guidan?^fe be system of sdnd^i^tipV. f uch e«li for a progr^ of studieslMppdeily iir tBe 1)f the pmor and will protest agaiiuit top^naiTQwlj re* cumcnluiiis the senior high VOCATiOlJAL GmilA.NOE PBOGRAM. 17 M school. ^ Every curriculum should provide sufficient diversity to ' give pupils as wide experience as the limitations of time and school . conditions will permit. The school should also give a vocational interpretation to those experiences. The committee recommends the Grand Rapids plan for the intelli- gent use of a part of the work in English composition to develop a thoughtful attitude on the part of tho pupil toward the problems of wise choice of and adequate preparation for vocation. The reader ^ * is referred to tho report" of the Committoe on English ‘ and to the • chaptoxyn “Educational Guidance” in tHe forthcoming report of tho , • Committee on Organization and AdpiinLstration of Secondary Educa- tion, Other reports also will ahov' how the several secondary school subjects may be so broadened as to give vocational outlook. ' Tlio committee also rocommo'nds specific courses, appropriate for the age, grade, and conditions of tho pupils, designed to givosvstetn- ‘ ktic instruction regarding such phases of tlie/world’s work ^ cam ~ be brought within tho comprehensiori of tho class. ‘ Emphasis shouM \ : be given to aspects likely to influence in any important way the later choice of occupation. Such courses obviously should describe , ' , the conditions of work, tho Ifclatioii to the health, of tho worker, the ■ financial returns, and tho opportn^nities for advancement. They , should emphasize particularly the value of >he service to society ' ^ and the effect of the occupation upon tho growth and 'devolopmoAl ^ of the worker. v . * , The study of occupations should assist individual pupils to discover ; and dovelop special interests. While this purpose can be ra^irod ^ most oflTqctively • whore the program offers opportunity for exporimehtation or “sampling,*' yet much can be accomplifiiied ,l>y^ the course itself, especially if effective illustrative material is prp? '^^ vided. An important phase of this course is' the first-hand occupations by the pupils themselves. Ix)cal occupations are opes. most adyantagoously studied by this method^ hut nnt ^11 occupations cw bo.studiod in ‘the same detail. The f ol lowi ng ' i>u lipei b^d upon sub^ssful experience, could with^slight modificat^^ , bd used effectively i^ii|most aiiy school; , * ; ^ \ . ..! ’v . 0inrLIN!E*FOIi. THE -STUpY/pP.A AVOCATION. ' . General 8talemerit;concerning-.t^^ . ;l.;.ydue:oi .^e yoJ^tion'aB .'a a6cial III. IV. 18 ' VOCATIONAL G0U)ANCB. ■ II. Personal qualities demanded: ^ 1. Qualities of manner, temperament, character. 2. Mental ability. - ■ ' 3. Physical demands. • Preparation required: ' 17 General education. 2. Special or vocational education. ■' 3. Apprcnticcship^oiiditions. • 4. Experience required. Wages 'earned by workers: 1. Range of Tvages made (table showing distribution of all. cases). ^ ^ 2. Average wage per week. » “ 3. Relation o#.wage to length of experience and preparation* V. Length of working season, working week, working day, etc. VI. Health of the workers: ■ , * ' * 1. Healthful or unhcalthful conditions. 2. Dangers, accidents, or risks. VII. Opportunities for employment: I^n local community. . 2.Jto gencjal. VIII. Org^i/Ation of the industry, including the relations.of the worker to his fellow workers, his employera, and the community. IX. Status ^f the, workers: • i. Opportunities for advancement. 2., Time for recreation and enjoyment. 3. Adequate income fbr recreation and tho comforts of life. ' 4. Any other items of peculiar interest in this connection. X. Biographies 6f Icadcis in the vocation. 2. STUDYII^G' and testing pupils* POS^IUTIES. fC, Obviously individuals differ widely in their aptitudes, capacities : for work, and other characteristics. An adequate vocational guid- > -ance program should develop the pupil to the point where-ire^iU this, fact and will bo able to. evaluate, to some extent, at I . l^t, bi.s..owh capabilitiear ‘While some* people overcome by train- ^ mg.-what 'appear to be temperamental and physical obstacles, it is ^wt, other things being, equal, for each individual to engage in that „:Wprk for which hb'k besC«(Japted. It is a simple mat^r-to sta^' V'tti.o. .pnnciplcj but' , actual . accqpiplishment ' in thig.-'liold is meager. : tpehn^quo of studying thoiproWems iqvolved hw not been devel- I % has ^rcUy been discussed.' Si^o,uld,the. individual bn tiro respohsib^ty . of di8Coycririg.-.hifi apti tudes, ^ la'teh life andMtc'r oip^ trial and errbr J^cthodj qraWpld.^^ponsih^^ pr^ ent 'Wnios^ elid^y^:^ wntt-^gfeiit ?OTOrtuniti68’;for5 . deTdopmg attwtoiq^av^^ - ,, .,the t^sk? most, fil^ecttve, lyid; available ineahs. of Btudyihg’'(md '^ ^^' ■ ^V^^iteatiisjE tiiibas^ IK)s^bilitibs• fa’ thrtu^ aiul: -A ■ I . STUDYING AND TESTING HVPitS. 19 ^ period. They should not be confined to the industrial courses, but every pupil should have some experience in a wide variety of activi- ties. Home gardens may givS some taste of agriculture; tvpewritr- business projects, and the keeping of accounts may give an insight . into clerical and business pursuits; while handvork and industrial > arts may reveal aptitudes in artisanship and" mechanics. Surely the capacity to write and speak and interest in history, science, mathe- matics, and languages should be looked for and, when found, regarded as significant. • Extra classroom activities should be utilized m a means of dis- covering aptitudes. P’or instance, debating societies, especially when organized as city council. State legislature, or Congress, test powere of leadership; the school paper tests ability for jourhdism; the dramatic society may reveal qualities useful oh platform or stage;-’ • and the management of an athletic team or school paper may dis- close business ability. Moreover, these and other extra classroom activities have almost unlimited possibilities for giving contacts with different phases of adult activities. Until social and economic conditions are immensely improved ,many children w'ill leave school prematurely. The relation of mea- tolity to early leaving has been studied for many years in the school, system in Cincinnati." The school authorities of that city have been convinced that the schools should study the .pupils for the purpose of discovering and recognizing the cases of low mentality two or three years prior to the time when the children are likely to leave school,. In support of thia policy the following congjderations, among otliers, are given: • . ' First, a very largo proportion of the group that drops out early ' ■ are badly retarded in school. With a 14 ago limit, 66 per cent of; i those leaving school in Cincinnati between 14 and 16 were more tbah ^ a year retarded. When the ago limit was raised to* 15 for boys apd i. to 16 for girls, the retardation, figured on the same basis, rose to 80 per cent. , , ‘ . ’ , , , . Second, a (pmparison of the children, who left school. imCin einna ti ^ at 14 years yith, a corresponding grCup who were intending W remaia >'.? in school showed thpl^ the chiTdren intending to, remain were : aup^^^ ' rior in; every men tul,a^ physical; measurement made. .Tlift ; .erice ;WM' ia^e aF 14 years, .and st^^^^ hot yet sunshied u^;beyond 16 years, M is believed tliatiin ghn^' ’ ;.;thedififeihnce is'a;hrogie8^ve.ohe.^> U ^■-dnhdlP them 20 VOCATIONAL GUIDANCE. Fourth, the studied so far made of the relative ranks of school children at various ages tend to estabUsh the theory that wide differ- ences in mental ability display themselves early in a school career; that the children at the foot of the class in early grades arc, on tlio whole, those wdio become retarded and leave school early; and that those in the upper portion of the class in the early grades generally / continue to load the class and to go on in school, after the compulsory school age. Whcif the judgment of the school is supplemented and corrected by careful experimental measurements, it becomes safer to form a judgment about the probable Icngtlj^of a. school career. . * In view of these facts it seems ty many persons that the school should,, a fcA^ .years before tlio end of the compulsory school ago, select, or /rather recognize, those children whose infe];,ipi: .mental ability is^kely to bo a factor in sending them into' iudus*tiy at the . - earliest possible mohaent. Is it ix)t, thcfcfofe, desirable to modify the course of instruction for this group of children, provided they * can bo recognized early enough ? . ' - 3. GUIDANCE IN CQPICE AND RECHOICE OF A VOCATION. The choice of a vocation by the^upil shbuld, follow some study of the world^s 'work and some at tern* on his part to ascertain his own li^titudes. He should make such a choice early enough to enable ^ make some })reparation for tjhat vocation before leaving School. Ohe of tho'mtim advantages of, an early choice is that it^gives defi- • nite purpose to much school work and gives the pupil vital interests around . which he will organize many ideas which otherwise would .make but passing impression upon him. i It is of the greatest importance that these early choices should bo regarded by both pupil and scjljfcl as provisional. There should bo y A -'pupil iq revise his; choice whenever every encouragement for, tl insight into oit^|Khe world’s work or his own aptitudes ^ % or,’ a ne^ conception of seryied to bo rendered indicates that some ptheh venation would be preferable. F ot * this reason, among others, should he 'so oiganizod as to permit change froed one to another, the minimuni ; of loss, all curriculums should bo ^i^betwf^n activity, father four yfivl vocalioij^v^l^^ ,:^vhe"pTOgm^ may narrov^io :a specific TOcationJ be by sho^ fixeireifle -n PREPARATION FOB A VOCATION, ^ 21 thoughtful attitude, of helping the pupil to correct and 'verify his impressions, and of giving him tho prmciples underlying wise choice,^. 4. GUIDANCE WITH REFERENCE TO PREPARATION FOR A VOCATION. y For the pupil who has made oven a preliminary ohoicc of a vocation the school should give careful advice regarding tlie subjects of study to be taken. Tills educational guidance, however, should not- be administered in a narrow or short-sighted jiianner. Vocational prepa- ration is only one of tho valid objectives of education and too exclusive -attention to this objective is not only 'socially disostrou 8 ,^but also defeats, oven vocational efficiency. For a dificussion of the valid objectives of education the reader is referred to tho forthconyng * report of the reviewing committee of this commission. Vocational educafion should take into consideration also the need for adapta- bility to changing econcWnic condi^ns, — For-the pupil who intends to enter a higher institution, tho school . should seek to giye the broadest education consistent with the valid 7 - demands of the typo of higher education which the pupil desires to pursue. Tile education of high-school pupils should not be narrowed*^ because some particular higher institution wluch the pupil may pos- sibly pnter sets up arbitrary and narrow stwidards. The responsi- bility for such standards must bo borne by the higher institution itself and not bo allowed to distort secondar^^ education. • , For the pupil who has neither chosen a vocation nor decided, to enter a higher institution, the school- should offer a variety of work intended to help him form an intelligent purpose. * * All pupils should, thr<^gh the courses in civics, become Acquainted with the ftpportunit lessor continued education, such as libraries, public iect&res, and forums. Thoio who leave school during the high- ^ isch^l period should have their attention called s{>ecifically to oppor« y timities for continuation education in both public and private day evening schools. 5. GUIPANCE IN KNtERING WORK— IPHAT IS, ‘‘ PLACEMfi^.^. Briefly stated, the purpose of placetiiQnt i9 toBrjfig a'^outh desiring . work iQtto con tact \nth tie employer seeking some .one, to fill'la position ftod tp see tli^t' th 6 eiaracteristips of tie young perspii afad tie 0Jf ^io position P^pinise Sticcess for tie youti and SatjAri fotall c£^cefH 0 fI. ' ' ''i ' ^ ^ M Seic^bn IV jreg&^^ pticeramjfr is pertinent hero, fiftch’ichbol sj^tem^^sHotdd deytlop its oNwi lypeiitf \ plac^ent. > ; ^ . - ^ |j> O'^ftiifed.plabep^^^ not appropiifeto for *- ”• it it jQBCi^l^, Hsr© ,Uie pltcemonC^ Be .L, titouifh the persott«i interest of tie ietchara and . their ■.~J 5!2 , vooAAoisrAt Gtm>Aiic*. ;:lii ' _ acqtiwtanco with employers in the conimunity. In order, however to develop placement. to the highest efficiency in such communities^ some systematic plan must be m^de for interesting tho employe!? in the school product. The details- of such a plan would vary with the local conditiolis. 6. GUIDANCE IN EMPLOYMENT— -THAT IS, “EMPLOYMENT SUPERVISION.” An ^adequate vocational guidance program will require that all children under 18 years of age shain>e under the supervision of tlie educational authorities, whether the children are in school or have gone to work. The registration of all working children under that age with the school authorities should be compulsory. Reports 'by the employers and visits of inspection by school officers at frequent intervals should also*be required. These children who have gone to work are sorely in need of con- tinued education adapted to their special needs, 'fhe estabUshment 'Huch continuation classes and the attendance of employed children under 18 should bo made compulsory tv law. All that is presented in Section IV under the h^ of ‘ ‘Employment . supenrision ’ and the reference m this section to information regard- ii^ ^portunities for education in evening schools are pertinent to V ‘Guidance in employment.” _ Under present conditions the first occupation chosen by a young person is not likely to be thaone which finally becomes his fife work. ^,^his ia tone particularly of those wha -choose earliest and with the .. Reparation {or vocational life. Vhen a youth stays in schogj, be k is or 19 years of age, the oppprtuniti^ for a wise and ^:^deliberato qboice Re^eatlj improved. Even in such ca^, however, ^ unfitnt^B or uUsUitability of tjie woi;ker for the position is oftefi dis- . coveted |atec and the do&ability' of a readjustment is demonstrated. chaJ^ea by the younget and untrained workers m Hot 4iocessar% bad. While grave dangers attend '^‘|ob hoboism,” early «lwngte, if progerly.superyiaedj, may give a kind pf vocational train- ing thtpugb fe appi||f;icesbip/' Mr," W<»fioy has poin^.^lit t%t l^p pa]^ chai^i^aii^e early .^atiy^X bi^cr'wi^es thM those whpUt^ !<>«^ng in ftelr ^he^gtys.^ ‘C^dren wKifigs^y w e.x6essi5^ apiount of shift^ ‘ soyen qf eight linttR d%jd?,tbe ‘bwt Wo yA;^t~are inferior. Thfey bdpngW BTohpf and these do nR t^d W?^® % ^'*^ ®^ihg <^pwity, whCchange ppsltip;|^ tbr^ four times, diuiog; the ^t two years in®f»W lOMlilng; capacit/as compared with the «MTa«p ondm£ r group wl»rt*abi k the-8ame>« , _ " i- HODI^dA1S:20]^ OP SOHOOt. tRi^CTICES. ' ini m m ':t ilie school should assume its fuU sharf of responsibility mt hWii^ yoi^ people to choose thlir positions, where necessary, in helping them in their early readjustments. This responsibUity will be met m part by giving mfonnation, by providing training, by placement, or by employment supervision; but it .will not be mot adequately untU the school induces the pupil and ‘parents to consider for them- selves the problems of vocational selection. 7. PROGRESSIVE MODIFiaTION OF SCHOOL PRACTICES. As indicated in other parts of the report, the inauguration of an etfective vocational guidance plan should be of great Value to the school system. It should lead the school to modify its practio^ from time to Ume without,, waUing for an educational revolution, t should prevent the school from Slaking the mistakes incident to the enthusiastic development of special cour^ or curriculums ifa the hands of specialists without due regard to the real demands of the mdustnal and economic situation generally. Such-mistafees have resulted at times in overcrowding certain vocations and absolutely neglecting others, to the great disadvarttage of young workers. The vocational guidance department is in a position to criticize effectiW the training offered in the school throng ite study of the way in which the school product succeeds or fails wdien subjected to the t«t of actual service. Another result of this check system should be the mo^fiwtion of hi^-school worlf on fhe basis of the power evidenced - by tngh-^chool graduates in their college woVk. * ^ 8. PROGRESSIVEJ^DIFICATIO^ op economic OONDmONS.. jrf^tionalguldancemust not only teach the child tq adjCfsHuhtoelf. to his ennronment, bul must also eqPip him to change- that anvJnin- ment. ^le tand of ^idtoco that merely hjelps individuals to VieU shcccssfdUy ,the requiremenfs naposed by employere rmghkmatai fot ampm |iearU«s comlmti^^^^^^ present time. Yocationw ^idahfe should lead to the cooperative solution of com- ^ ^rntypioWamsofett^^^^ ‘ Employoi^ ari fedin tha^ recogbilioa oVVemial welfare In the roaducteff euterpnses 19 not oply good^citfeenshjp huUis'gaod "ETIT - theaffectiveness of plans that promotecoinmuS/^ Celpf^^ raujt be in4jlod m W the pupils, ^Jio will be theadulHltb z^ ofXhe nextgeneratloja. T^'enty^ years ftpm now,. undouBtedfi. ’ Jeapinto^wHyer^OD yocatjopal life mom thairtt *.ee to^ay, and becadee of %at fact school ^ildwi must acquire the^^t-x>f coo^tion ki 4 be trained in coop^tioit throu^ the aocialjorgamzaboM brolassrodm wid schoph couununUy.- pie *’4 ■'i % -1 i-L — ^ Sfe .24 , TOQMIOKAL GUIDAKCfe, significance of cooperation should bo taught in all the scyiial studies and in the course in occupations. SECTION VI,^SOME IMPORTANT RELATED TOPICS- 1. PSYCHOLOGICAL TESTS AND VOCATIONAL GUIDANCE. Recently much has been said and \\Titten regarding the value of psychological tests for the discovery of vocational aptitudes and vocational disabilities. Considerable experimental work has been done in this field in the pastsHuor seven years, and there are several types of occupations for which tests have been developed. Wide differences of opinion exist, however, as to the value of these tests for purposes of vocational guidance. Their value as contributions in the field of experimental psychology should, not bo confusc'd vith their value as effective means of selecting an occupation for an individual oi^n individual for an occupation. As the work is in the ^ . wly stage of experimentation, fudgmeht on this point must be sus- pended until results are more conclusive. It is important, neverthe- less, to ^et forth the prominent facts regarding these tests for the ’ jrqad^rs of this report. The layma'nshpuld bo guided in his attempt to evaluate the results ^ of vocational psychology by the writings of recognized psychologists rather than by popular writers or by those who advertise perfected systems of vocational analysis. Frequently the layman is songume e&rfy results in the field of vocational selection, while the psycholo- II 8^^ ^ frankly critical of the assumption often mado;that people can ^ be selected for specific positions or positions selected for individuals with anything like ^cientifief accuracy. ^ The psychologists, however, are quite clear regarding their aims, Mneihbds„ and partial accomplishments. They arc confident that . jMrogreSs is being made, though they do "not predict certainty in vT^ults for the ihiBiediate future. They are seeking for correlation between the results of these testa and the actual perfbnnance of the i: ^ tested in^idduals later on ,in some particular line of work. They bejiav^ ^at Ttrhere there is a hi^ coefficient of cQjrrelatiQn large cases, it will bejcasonahly s4fe |o Acccgpt ihq reaults > o:| thOaiilB tests whe^ given to applicants, ! ^1 auefted ako in the poaitipna work ific the field of mtoLt^ yocation^ g^d^qe ol ihisc^ape<^ r ,tests hf i mm |hat the subsequent selectJoS of belt of thwe t^ts^as me^hred ;;^nrkbf-thi8 kin|[| i^quli^ time, but prqndsei for^t^^ . . ' ^ ’ l^jpeijixiental work Jw yqcatioSeJ 7psy^ f^ ^ I intr low ^tablishb# mental standards: or loveb. Obvio^^y if si|ch stan^ard^ cap ftiuLif tote can detera^e the Idvel ol a . ' given jndiyidui^; stendg, this: phase ^ycholoj^ Will 'have lo im. \ 'poitiuitl^imng on Tpgatjoaai guidanc I 26 VOCATIOKAt, GUIDANCE, It is not within the province of this report to discuss the relative merits of different systems of intelligence scales, or the limits within which their results have1)oen shown to be effective, but it may be noted tJiat results are found to l)o more reliable with younger than* with older children/ What appears to bh a proved value of general intelligence tests is the assistance that they may give in determining which children will prohaUy leave school piematurely. Experi- mehts in this field have b^n carried on in the public schools of Cincinnati for several years. 'As a result the school authorities arc convinced that there is an important relation between retardation, elimination; and low mentality. In this connection Supt. Condon says: “Measuring scales of intelligence have already reached the point where they can bo of assistance to the schools in sclocrting children for certain kinds of vocational training. Such a selection b the most fundamental phase of vocational guidance, since the advice is given while there is still time for special training/^ Refer- ^eace to this method of selection is given in greater detail under the heading “Studying and Testing Pupils' Possibilities," Section V of this report. In most cases interest in the development of general intelligence scales lias centered in the “scales" rather than in the young people immediately in need of guidance, for it is realized that many years of experimentation and ^entific study will be necessary for its completion. In .this field the psychologists themselves attach more importance to the testing of the tests than to the testing of people. • It will be some time before actual proofs of the validity of psy- chological tests for vocational guidance can be established, mean- while, young people must be guided. It is also lo be noted that the psycbological lest “tests only what it tests" and that there are many other factors in the problem of vocatioifiil guidance all of wMdk tbo‘ COunsefor must consider, fdr his pi^oblem b 6ne. demanding immediate, solution. ^ JPWthormore psychological l^ts themselvos rdvoarthe fa^t that v^fmidlipaeni^^ charactm*btic ol human, being is adaptibility-- ability to iimprpyo with It b ptoba1>loj therefore that otfibr CdnsWetatioTis^ ^c^grighic; ^Social, and economic, will fiei|uehtlylkavo. greater weiglii'ii^doteirMid^ a yoUtVs occupatrqu than his j)ocuiiftr oquipmept^ lipportaal ia * tha^i^fi^tor be. In titheir wordby yocatipnej^ g^dadco welll^cpm^ a spo^itt i^tudy fdr the socipfo^t^, or iha ewnonnsts^ asVettaa tho gbtsv^ .lt is lot Ik f'eawn that must not wij^i topiuucli e^ofidence^n and possibly Tosulte of psychological . , * f THE HOME AND VOCATIONAL GDn)ANCE. ^7 As intimated, few tests have been given in such a way as to de- - termino the ability of the y^th to improve with instruction and training. The province of tH& vocational counselor, however, is to ' see that education and training become prominent elements jn guid- ance. Therefore the ideal \ocationol counselor will bo something of a psychologist, but he will also be a sociologist, an economist, and, most of all, an educator in the best modern sense of the word. The committee believes that we should weicome continued experi- mentation in the field of vocational psychology, but , that we should put the present emphasis upt)n education, training, and super\nsion. We are of the opinion that when false expectations are abandoned and unreasonable dftmnnds are withdrawn, psychology will be able to render worthy service in vocational guidance, and the psycholo- gi.st may have a share iff making adjustments between indi- viduals and society.*^ *■ 2. THE HOME ANp VOCATIONAL GUIDANCE. »**In the past 20 years the responsibility for advising with pupils and " for starting them in their work has been shifted in large measure from the home to the school. In the future the school should do no less, ~ but/thc home should do more than at present. : There is no activity of the scho'ul system that should be more closely ' in touch with the home nor one that should find a more cordial wel- ^ come on the part of parents than the work of the vocational guidance ' department. It is impossible to form an accurate judgment of a child’s cai)acitics, tendencies, and ambitions, without a knowledge ' « i ‘of his home environment. Such an understanding can bo gained ’ only through, visits which, whenever possible, should be made by some one directly connected with the school as teacher or officer.. Where this is not feasible, the. assistance of social wmrkors may ba utilized. '■'In Boston, for example, it has been found effective to have social workers make visits and r^ort in detail directly to tihe •schools, • Ftirthermpro the parents should ba conversant with, ahd rtitetrated in the pUrposesiiof the varioua ciirrieulums and coui^ offered bytbe schotjl, the toupil's progress in his studies, and in.hjs sfehoohwork gop- tnohelds of wOr^ppaa to him as a result of 'the prepara-. IppTccelyeff^ Speh. intplligent,^interest on thp pl^t pf %o parents ptajr bP atnused jn yarious way% The visits pf teachenj %1ocitf wpfkera w^h$lj^Ihlt ^y shoul^ bo supplfehipntcd by pimolar lettere and psh^Mets flying definite infor&atipn abonfethe curricula and ■ courses offered andlBie^ork tow^ ^ch ^hey leaii.^, Peiwnal im- feihnc» ^tlbimiliyidnipQo^^^ paTehte and foxQi^ di^iussi^ua., ill' the ineetiDgs of asMCiatiooB aiehtso lOOQuunenaed, ■ ' r-'T'j. VOCATIONAL QUIDANOfi. , 28 ' 3. COOPERATION OF THE SCHOOLS AND OlllER AGENOESU Activities conducted by organizations like the Boy Scouts, Girl Scouts, and tho Camp Firo Girls, can contribute to the understand- ing of occupational questions. The Y. M. C. A. and similar organi- zations have successfully assisted in finding suitable cmplo}Tnent for young people and have helped individuals to solve their vocational problems. Social and religious organizations everywhere can en- courage young people to make a scrioife study of occupational deci- sions. To render such service for young people under the stress of early occupational experiences is to strengthen tho material founda- tions for a righteous life and is therefore quite in keeping ^dth the laiger purposes of tho modem church that stands for moral and re- ligious efficiency. Its main efforts in this field should be to stimu- late vocational guidance in the public schools. Under proper direction the school w 11 find means for utilizing the resources of numerous local organizations in such a way that each can make definite contribution. Tho ultimate responsibility for effective guidance should, however, rest with the public school, for it is under public control, it is in position to sqrve not only a part l^ut all of the young people of tho community, and it can ordinarily obtain the best trained workers. % ' 4 . THE TRAINING OF VOCATIONAL COUNSELORS. Up to the present few persons hav 0 been trained specificoUy for counseling. This service is now rendered mainly by teachers who give extra tifne or have lighter schedules of teaching so that they may do this important work more effectively. The classroom teacher,’ by reason of intimate contact with ^the pupil wuTl always be an im- ,,jH>rtant factor in any plan for conducting vocational guidance. For Jim reason teachers should be encouraged to study the principles and jpethods of vocational guidance. , The iileal plan, however, calla also for a vocalion^-guidance director su^ assistants as may be needed. The r training should include: adtmaUonal theory and practice; coxns^ in the theory Bai|)^pgthod9 of vocatipnnl guidance; psychologyj sociology, atid oco- socjd and economiq aspects-of labor problems; a OjfcaU^ The Ibas^ requiem Syl^^liUy with niay in^to th^ j^^denep and bcchpatipnaV pxpoidence|^^^^^ Srs^ and social spirit and ethic^ a^hn vocations m terns of peiaonal dcvel* and service