The Providence experiment differs from those of Cincinnati and Fitchburg, Mass., in two respects,—in the first place, the school authorities have a written contract with the manufacturers. In the second place, they may decide what the character of the shop-work shall be. The boy who elects to take the industrial co-operative course in Providence spends ten weeks in a shop at the end of his freshman year. Apprenticeship papers are signed, the boy gives a bond, which is forfeited if he drops the course without a satisfactory reason, and for three years he spends 29 weeks in the shop and 20 weeks in school, alternating, one week in the shop, the next in the school. For their shop-work the boys receive ten cents, twelve cents, and fourteen cents an hour during the first, second, and third years, respectively. Though this wage is not high, it is sufficient to enable the boys to earn enough during the year ($175 to $250) to pay for their keep at home during their high school course.
At the present time sixty-two Providence boys are working part time in machine shops, in drafting rooms, in machine tool construction, in pattern making and in jewelry making. In order to keep the scheme elastic, the school offers to form a class in any trade for which sixteen or more boys will apply.
The part-time course is primarily educational and secondarily vocational. Since it may determine the character of the shop-work, the school is in a position to insure its educational value. Again, the academic training is still received in the school, while the technical work, heretofore done in school rooms, is carried on in the fields of real industry. As a supplement of the old time system of apprenticeship, the part-time school is an undoubted success, because it adds to shop apprentice work all of the essential elements of a high school education.
XI Fitting the High School Graduate Into Life
The high school has not done its full duty when it has educated the child,—it must go a step farther and educate him for something; then it must go a step beyond that and help him to find himself in his chosen profession. This vocational guidance which is filling so large a place in public discussions, may mean guidance to a job or it may include guidance in the job. In either case children must be led to decide upon the kind of work for which they are fitted before they leave the school.
Jesse B. Davis, Principal of the Central High School at Grand Rapids, furnishes a brilliant example of this vocational directing. Mr. Davis begins his work through the theme writing and oral composition of the seventh and eighth grades. The purpose of the pupils’ reading and discussion is to arouse their vocational ambition and to lead them to appreciate the value of further education and training for life. This study upon the part of the pupil is supplemented by talks given by Mr. Davis, prominent business and professional men and high school boys who have come back to finish their education after a few years of battle with the world.
The high school classes in English are small—never more than twenty-five, and the work is so arranged that the teacher may get a good idea of the capability of each student. To facilitate this, the English Department has prepared a series of essay subjects in the writing of which the pupil gives the teacher a very definite idea of himself. Beginning with “My Three Wishes;” the pupil next writes a story about his ancestry; an essay on “My Church,” which explains his belief; an essay on “The Part I’d Like to Play in High School;” a study of “My Best Friend,” and finally an essay on “The Work of My Early School Days,” which shows the pupil’s likes and dislikes. In addition to this, the teacher notes any physical defects—eyesight, hearing, and the like—which might incapacitate the pupil for particular vocations. This data, together with reports from all departments on neatness, sincerity, ambition and other qualities is filed in the office.
During the second term of the freshman year papers are written on approved biographies, dealing in each case with the qualities, opportunities and education of the great one. These essays, read in class, form the basis for a compilation of the elements necessary for success in life.
The work of the sophomore year begins with the preparation of a class list of professions, semi-professions and trades,—a list which is checked with the permanent list kept by the department. Succeeding classes thus discover the breadth of the vocational field, besides adding to the knowledge accumulated by their predecessors.
After completing this list, the pupils write a letter to the teacher, choosing a vocation and assigning reasons for the choice. When the pupil cannot decide, the teacher assigns the vocation apparently best suited to the pupil’s capacity. An essay on his vocation is then prepared by each pupil, showing first, what kind of activity and what responsibilities the vocation involves; second, its social, intellectual and financial advantages; third, the corresponding disadvantages; fourth, the qualifications and traits necessary to success in the vocation; and fifth, the reasons for choosing the vocation. Then, under the advice of the teacher, the pupil writes to some man well known in the profession of his choice—some lawyer, mining engineer, doctor or contractor—explaining what he is doing, and asking for advice. The generous responses given by men in all walks of life do much to confirm the pupil in his faith, or to make him see that his choice is an unwise one.