The figures in the column at the right of the table represent the number of native born men between the ages of 21 and 45 among each hundred native born male inhabitants engaged in the occupations comprehended in the various groups. In the case of the industrial group the figure is too high, as the census data relative to the distribution of foreign and native born include all ages, and there is a smaller proportion of American born adult men employed in industry than is found in the lower age groups. Extensive computations have shown, however, that the inaccuracies due to this cause are not serious enough to affect the use of the figures for our purpose.
Let us now consider what these proportions mean in establishing vocational courses to prepare boys for wage-earning pursuits. The future expectations of the boys in a large elementary school enrolling say 1,000 pupils of both sexes would be about as follows:
| Number of boys who will enter | |
| Manufacturing and mechanical occupations | 220 |
| Commercial occupations | 100 |
| Clerical occupations | 80 |
| Transportation occupations | 55 |
| Domestic and personal service occupations | 25 |
| Professional occupations | 15 |
| Public service occupations | 5 |
| ——— | |
| Total | 500 |
This distribution includes all pupils, from the beginners in the first grade to the older boys in the seventh and eighth grades. It is certain, however, that differentiated instruction for vocational purposes is not possible or advisable for the younger children. According to the commonly accepted view among educators, vocational training should not be undertaken before the age of 12 years, and many believe that this is too early. In an elementary school of 1,000 pupils there would be about 80 boys 12 years old and over. Applying to this number the ratios given in the previous table we obtain the following:
| Number of boys who will enter | |
| Commercial occupations | 16 |
| Clerical occupations | 13 |
| Transportation occupations | 9 |
| Domestic and personal service occupations | 4 |
| Professional occupations | 2 |
| Public service occupations | 1 |
| ——— | |
| Total | 80 |
The industrial group includes all of the skilled trades and most of the semi-skilled and unskilled manual occupations. The skilled trades are usually grouped in four main classifications: metal trades, building trades, printing trades, and "other" trades, these last comprising a number of small trades in each of which relatively few men are employed. With respect to their future occupations the 35 boys in the industrial group are likely to be distributed about as follows:
| Number of boys who will enter | |
| Metal trades | 8 |
| Building trades | 7 |
| Printing trades | 1 |
| Other trades | 2 |
| Semi-skilled and unskilled industrial occupations | 17 |
| ——— | |
| Total | 35 |
The analysis can be carried still further, for these trade groups are by no means homogeneous. The building trades, for example, include over 20 distinct trades, a number of which have little in common with the others as to methods of work and technical content.
Organization and Costs
At this point it becomes necessary to take cognizance of certain administrative factors which have a marked bearing on the problem. They relate to the organization of classes in elementary schools and the cost of teaching. In a school of 1,000 pupils there would be at least five separate classes for the seventh and eighth grades. The 35 boys who need industrial training are not all found in a single class, but are distributed more or less evenly throughout the five classrooms, that is, there are approximately seven in each class. A differentiated course under these conditions is difficult if not impossible. In a few of the Cleveland elementary schools the departmental system of teaching is in use. Under this plan something might be done, were it not that the total number of pupils requiring instruction relating specifically to the industrial trades is too small to justify the expense necessary for equipment, material, and special instruction required for such training. This is true as regards even an industrial course of the most general kind, while provision for particular trades is entirely out of the question. The machinist's trade employs more men than any other occupation in the city, yet the number of seventh and eighth grade boys in the average elementary school who will probably become machinists does not exceed five or six. Not over two boys are likely to enter employment in the printing industry. The smaller trades, such as pattern making, cabinet making, molding, and blacksmithing are represented by not more than one boy each.