XVIII. CORRESPONDENCE SCHOOLS.

533. Clark, J. J. The correspondence school: its relation to technical education and some of its results. Science, 24: 327–34

Exposition of methods employed and results obtained.

534. Prescott, William B. Trade teaching under the auspices of the Typographical union. American academy of political and social science. Annals, 33: 178-84. January 1909.

XIX. BACKWARD AND DEFECTIVE CHILDREN.

535. Adler, Eleanor H. and Marshall, Serena G. Self-support for the handicapped. Survey, 24: 180-85, April 30, 1910. illus.

Industrial education of cripples.

536. Campbell, Charles F. F. Experiment station for the trade training of the blind. Boston, Charities and The Commons, 15: 635-40, February 3, 1906. 537. Clark, Ida Hood. Manual arts in open air schools. School arts work, 9: 1045-51, June 1910. illus.

For tuberculous children of London schools.

538. Craftsmanship for crippled children. A home school where they are taught to be skilled workers and are made happy and independent. Craftsman, 9: 663–74, February 1906.

Free industrial home-school, New York.

539. Goldsmith, Evelyn May. Schools for crippled children abroad. In U. S. Bureau of education. Report of the Commissioner, for the year 1909. Washington, Government printing office, 1909. v. 1. p. 503-11.

Reprinted.

540. Holmes, William H. School organization and the individual child .. Worcester, Mass., The Davis press, 1912. 205 p. 8°.

Discusses the value of manu-mental work in developing the exceptional child, Chapter 14. Chapter 12 contains useful information on wage earning and after-care of mentally defective children. 541. Maughan, Elizabeth. A domestic science course in schools for the deaf. In American instructors of the deaf. Proceedings, 1908. Washington, Govern

ment printing office, 1909. p. 108-11.

Schedule: p. 110.

Also in American annals of the deaf, 53: 352-58, September 1908.

542. Milligan, L. E. The industrial education of the deaf, blind, and feeble-minded. In National education association of the United States. Journal of proceedings and addresses, 1909. p. 885-89.

"All the trades taught have their educational value. Printing helps the pupil probably more than any other trade in gaining a command of language."

543. National association of the deaf. Bureau of industrial statistics. Report. In its Proceedings, 1907. Hampton, Va., Houston, Va., Houston printing and publishing house, p. 48-62.

544.

Committee on industrial status of the deaf. Report. In World's congress of the deaf. . . Proceedings, 1904. Fort Smith, Arkansas, ThrashSick printing co. p. 190-228.

Chairman, Warren Robinson.

"A period of ten years in school appears to give the best average results. insufficient in most cases."

Below seven years

545. Walker, J. P. Industrial training. American annals of the deaf, 50: 98–103,

January 1905.

Discussion: p. 103-15.

Industrial education of deaf girls.

XX. DELINQUENTS.

546. Daugherty, James S. The Illinois state reformatory school of sheet-metal work. Vocational education (Peoria) 1: 22-32, September 1911. illus.

547. Haney, James Parton. Manual training as a preventive of truancy. Education, 27: 634-41, June 1907.

548. Harcourt, Charles. (Forbes-Lindsay, Charles Harcourt) Reform for the truant boy in industrial training and farming. Craftsman, 15: 436-46, January 1909.

549. Kirby, C. Valentine. Craftsmanship as a preventive of crime. 8: 171-80, May 1905.

Craftsman,

550. Snedden, David S. Vocations and industrial education . . . In his Administration and educational work of American juvenile reform schools. New York, Columbia university, Teachers college, 1907. p. 69-118. Bibliography: p. 117-18.

551. Stone, Seymour H. The Berkshire industrial farm. Charities, 10: 138–41, February 7, 1903. illus.

Carpentry, printing, sloyd, and shoe repairing are taught the boys.

552. Taylor, John Madison.

October 1906.

Difficult boys. Popular science monthly, 69: 338-51,

553. Van Cleve, C. L. The Ohio state reformatory-A study in modern pedagogy. Journal of pedagogy, 20: 90-100, September-December 1907.

554. Wood, Eugene. School for boys. Everybody's magazine, 13: 435-45, October 1905.

illus.

Ohio boys' industrial school.

XXI. NEGRO.

555. Armstrong association, Philadelphia.

Educational committee. Re

port. Industrial opportunities for negroes in Philadelphia. Southern workman, 40: 419-42, July 1911. tables.

Opportunities for industrial education, p. 421–28.

556. Calhoun colored school, Calhoun, Ala. Nineteenth annual report of the principal . . . 1910-11. Boston, Geo. H. Ellis co., printers [etc.] 1911. 65 p. illus. 16°.

Presentation of industrial training of boys and girls. Boys taught agriculture, blacksmithing, carpentry, cobbling, manual training, and wheelwrighting.

557. Du Bois, W. E. Burghardt, ed. The negro artisan. A social study made under the direction of Atlanta university . . . Atlanta, Ga., Atlanta university press, 1902. viii, 192 p. 8°. (Atlanta university publications, no. 7) Cover title.

Bibliography: p. v-vii.

Discusses among other topics the ante-bellum artisau; economics of emancipation; the evolution of the southern industrial school for negroes; manual training; distribution of negro artisans, etc. Contains also the proceedings of the Seventh conference for the study of the negro problems, Atlanta university, May 27, 1902.

558. Holt, Elizabeth G. Negro industrial training in the public schools of Augusta, Ga. Journal of home economics, 4: 315–23, October 1912.

559. Jinks, John H. Manual training at Hampton institute and its relation to the trades. Manual training magazine, 9: 200-10, February 1908. illus.

Also in Southern workman, 37: 217-27, April 1908.

560. Jones, Thomas Jesse. Relation of industrial education to the economic progress of the South. Southern workman, 38: 139-44, March 1909.

Reprinted.

The relation of the industrial training of negroes to southern prosperity. Illustrated with graphic statistics.

561. The negro problem. A series of articles by representative American negroes of to-day. New York, James Pott & co., 1903. 234 p. 8°.

Contains a valuable paper on industrial education, by Booker T. Washington.

562. Straton, John Roach. Will education solve the race problem? North American review, 170: 785-801, June 1900.

563. Thrasher, Max Bennett. Tuskegee, its story and its work. With an introduction by Booker T. Washington. Boston, Small, Maynard & co., 1901. xvi, 215 p. illus. 12°.

564. Washington, Booker T. Relation of industrial education to national progress. American academy of political and social science. Annals, 33: 1-12, January 1909.

565.

566.

567.

Lays particular emphasis on industrial education of the negro. Describes "demonstration farms." In regard to manual training author says: "It is now pretty generally recognized that manual training does not meet the needs of the situation. Any form of schooling that merely provides discipline and culture is not sufficient." Advocates the fitting of young men and women for some definite vocation.

illus.

Successful training of the negro.

Tuskegee institute.

World's work, 6: 3731-51, August 1903.

Working with the hands. New York, Doubleday, Page & co., 1904. xi, 246 p. 8°.

Describes methods employed at the Tuskegee institute to train skilled laborers. Emphasizes the value of industrial education for negroes.

ed. Tuskegee and its people: their ideals and achievements. New York, D. Appleton & co., 1906. xiv, 354 p. 8°.

Part I consists of papers by the directors of Tuskegee institute, describing the work, etc. Part II is made up of autobiographies of graduates, who give interesting accounts of results accomplished in later life.

XXII. Y. M. C. A. WORK.

568. Educational activities for boys . . . New York, Young men's Christian association press, 1907. 52 p. illus. 12°.

Reprinted from Association boys.

Contains papers by different writers on vocational training, manual training, etc.

569. Hodge, George B. Association educational work for men and boys . . . New York & London, Association press [1912] 256 p. 8°.

Describes work of the Y. M. C. A. in the field of vocational education. Illustrated with 50 charts or graphs; also half-tones showing the various kinds I work in operation. Educational statistics compiled from Government and state reports: books and periodicals, etc.

570. Towson, Charles R. The industrial outreach of the Y. M. C. A. Survey, 29: 524-27, January 18, 1913.

Shows progress made in vocational training. Work among the immigrants, etc. Reports 30,000 industrial workers in night classes. In 1912, 1,500,000 attended shop meetings. Extension work done.

571. Young men's Christian associations. Educational department. Apprentice schools .. [New York, Young men's Christian association press,

1908P] [4] p. 12°.

Reprint from Information and suggestions.

XXIII. VOCATIONAL EDUCATION.

572. Adrian, H. A. Equal opportunity for all children. Western journal of education, 13: 305-12, June 1908.

A plea for each child's education to be fitted to his ability and bent of inclination.

573. Allinson, Francis G. The cultural and the vocational in the college curriculum. Education, 32: 284-92, January 1912.

Emphasis laid upon the fact that culture does not necessarily exclude vocational training, while the latter may include culture.

574. Barrows, Alice Prentice. The dangers and possibilities of vocational guidance. Child labor bulletin, 1: 46–54, June 1912.

575

The writer says: "Is there any reason why we should not profit by the mistakes of England? Can not we prevent the state here from finding itself committed to the questionable duty of finding work for children who are not prepared for it?"

Report of the vocational guidance survey. In New York City. Department of education. 14th annual report, July 31, 1912. New York [1913] p. 385–97. (Appendix G.)

The Vocational guidance survey was organized under the auspices of a joint committee of the Junior league and the Public education association. The work upon which this report is founded was started on September 18, 1911. The field investigation stopped on June 11, 1912. The final report is in preparation. The Vocational guidance survey has now become the Vocational education survey, a department of the Public education association.

The survey was organized to find answers, if possible, to the following questions: 1. Why do children leave school in large numbers as soon as they are fourteen? 2. What becomes of them? 3. Will vocational guidance aid them?

The investigation was based on an intensive study of a small group, supported by comparison with a larger group. The large group was made up of the 19,672 children who took employment certificates in Manhattan in 1911. The intensive work was done in Public schools 8, 95, 41, and 3 in District 9, and Public schools 76, 74, and 82 in District 13.

Three investigators interviewed children who applied for working papers from September, 1911, to June, 1912. The children were first interviewed in school; then the investigator visited their homes before they left school, and again at the end of two to five months to find out what had happened to them in their work. One thousand five hundred and fifty-seven visits were made to this group and 327 records secured. The total number of cases dealt with was 695. The total number of visits was 2,203. From these children and their families information was secured as to why they left school, the income of the family, the plans for work, and experience in work. Economic pressure was found to be the least potent and the least frequent cause for children leaving school to go to work. Need for training in the trades is very important. Children should not be blindly guided into jobs. Miss Barrows thinks that there are no jobs for children under 16 that they ought to take.

576. Boston. Superintendent of public schools. Boston public schools. Annual report of the superintendent. Boston, Printing department, 1910. 157 p. plates. 8°. (School document no. 10, 1910)

Exhibiting especially situation with regard to vocational education and vocational direction. 577. Burks, J. D. Democracy in education. Elementary school teacher, 8: 130-42, November 1907.

An argument for the introduction of vocational training into the public schools. Shows that the loss of pupils in the upper elementary grades is due to the ill-adaptation of our educational organization. Concludes that adequate provision for vocational training, beginning at about the sixth year of school, would tend to prolong the school life and increase the vocational efficiency of the great mass of children.

Also in National education association of the United States. Journal of addresses and proceedings, 1907. p. 787-96, with different title.

578. Butler, Elizabeth Beardsley. Training in salesmanship. In her Saleswomen in mercantile stores, Baltimore, 1909. New York, Charities publication committee, 1912. p. 159-73.

Appendix B.-What the schools can do to train girls for work in department stores, by Mrs. Lucinda W. Prince, p. 187-93. Appendix C.-Salesmanship classes in the stor3 of Hale brothers, San Francisco, p. 200-5.

579. Butler, Nicholas Murray. Vocational preparation as a social problem. Educational review, 45: 289-97, March 1913.

Address before the educational committee of the Commercial club, of Chicago, Ill., December 14, 1912. Writer says: "To use existing industries, whether they be those of the farm, those of the shop, or those of the factory, as schools of apprenticeship, observation and training while the formal instruction goes on side by side for the one or two years' period provided-this is the essential point in the whole matter."

580. Chancellor, William E. The genuine democracy of the unique school system of Buffalo. American school board journal, 46: 9-14, 53-55, March 1913.

The city of Buffalo, N. Y., has 10,000 mechanics working in iron and in steel and 5,000 printers. A remarkable work is being accomplished by the public schools in vocational training, emphasi being put upon the particular trades in vogue in the city.

581. City club of Chicago. Report on vocational training in Chicago and in other cities. By a Sub-committee of the Committee on public education, 1910-11. Chicago, Published by the City club of Chicago, 1912. xiii, 315 p. 8°. Committee consisted of G. H. Mead, E. A. Wreidt, and W. J. Bogan. Report in four sections. The first section contains the recommendations of the committee; the second presents considerable information about schools; the third gives facts concerning business colleges and commercial schools; the fourth discusses the results of tests made on boys who left school to go to work as soon as the law allowed, regardless of their advancement in the grades. Boys were examined with regard to their ability in simple arithmetic, civics, history, and English composition. Tests showed that the boys were very deficient in these studies.

The Committee recommends "a plan worked out in some detail, of a type of school in which half of the time in the seventh and eighth grades may be given to vocational work, while during the other half of the school time we are confident that as much can be accomplished in the academic studies as is accomplished to-day. We recommend for these vocational grades a school day of six hours instead of the present five hours and a rearrangement of the time given to different subjects.

"Our great contention is that vocational training be introduced into our school system as an essential part of its education-in no illiberal sense and with no intention of separating out a class of workingmen's children who are to receive trade training at the expense of academic training.” In commenting on this report, the Elementary school teacher for January, 1913, says (p. 249): "The conclusions to which this committee comes are diametrically opposed to those which underlie the Massachusetts plan and to those which Mr. Cooley presents in his report to the Commercial club of Chicago. The position defended in the present report is, however, so typically American, so clearly feasible as a school program, and so simple to put into operation as contrasted with the plan of special and separate schools, that it is certainly worthy of careful consideration before any other course is adopted."

582. Cooley, Edwin Grant. The adjustment of the school system to the changed conditions of the twentieth century. In National education association of the United States. Journal of proceedings and addresses, 1909. p. 404-10. Discussion: p. 410-15.

583.

584.

Also in Educational bi-monthly, 4: 1-11, October 1, 1909.

The need for vocational schools. Educational review, 44: 433-50, December 1912.

A report to the Educational committee of the Commercial club of Chicago.

"It is," says the writer, "plainly impossible to provide in the present system of elementary and secondary schools the instruction recommended. Separate schools are necessary whose equipment, corps of teachers, and board of administration must be in the closest possible relation to the occupation."

The problem of establishing vocational schools. School and home education, 32: 214-19, February 1913.

"If self-preservation through the training of the character of the future citizen is the justification for spending public money for schools, the state must enter the entire field of vocational education, and must provide for all-the artisan, the professional man, the farmer, and the merchant."

Writer says that such schools should be "separate, independent, compulsory day schools, supported by special taxes, carried on usually in special buildings." They should be administered by special boards of practical men and women, and taught by men trained in the vocations. There should be the closest possible co-operation between the school and the factory, etc.

585. Crawshaw, F. D. Manual arts: public school manual arts an agency for vocational education. Madison, Published by the board, 1912. 17 p. 8°. (Wisconsin. State board of industrial education. Bulletin no. 6) Suggested possibilities for grammar grade adjustment. Specialization in the high school, etc. Says: "Put the special work followed by the pupil in his senior year under the supervision of the leaders in the industry represented." But the executive heads in the school system must remain in general control.

586. Croswell, J. G. The one thing needful. Educational review, 37: 142-59, February 1909.

"If our schools create this vocational atmosphere even in the culture studies, great improvements must follow Under no vocational ideal of school instruction could the absurd proposition maintain itself that every child, in every public school, must study every subject."

....