of education or let them run loose upon the streets and become drifters and a burden on our communities. Semiskilled adults seek training to supplement their present occupation and to increase their earning power. Specialists out of employment because of changes in industrial processes seek training for new lines of work. These men must secure their training either under a system of public education or in the more expensive and less thorough private trade schools. K. G. SMITH, State Supervisor of Industrial Education, MICHIGAN STATE PRISON, Jackson, Mich., April 15, 1930. Department of Public Instruction, Lansing, Mich. DEAR SIR: Referring to your communication of April 12th, I am sending you a copy of our March statistical report and call your attention to page 14. This classifies over 50 per cent of the inmates who have trades and you can discount this to about 40 per cent, as we find that quite a number claim a trade, whereby they only have slight knowledge and experience; however, they are ready to state they are thoroughly versed in the occupations. Yours very truly, HARRY H. JACKSON, Warden Michigan State Prison. EXAMPLES OF TANGIBLE RESULTS FROM INDUSTRIAL EDUCATION The ultimate result of industrial education for any individual should be satisfactory placement. It is growing more and more difficult for young persons without preliminary training to secure employment. Training and intelligent placement make for industrial efficiency and good citizenship. REPORT FROM VOCATIONAL AND TECHNICAL HIGH SCHOOL, GRAND RAPIDS, MICH. 1. A number of boys are working in Berkey and Gay plant No. 2. All are making good. A former part timer is assistant foreman. This boy is now attending evening school and studying furniture designing. (BENJAMIN DYKHUIZEN, instructor in furniture craft.) 2. In the last two months we have had direct requests from three industries outside of Grand Rapids for our students and have filled the jobs. (BENJAMIN DYKHUIZEN, instructor in furniture craft.) 3. The Baldwin & Tuthill Machine Co. has asked for another boy because they are so pleased with Thaddeus Lorenski. I am sending a boy immediately. We have placed eight boys in the past two months. (JOHN C. DEBRUYN, instructor in machine shop.) REPORT FROM VOCATIONAL SCHOOL, HAMTRAMCK A student in the vocational school, Mary Boyko, employed by Jenks & Muir, was so successful as an office girl that her employer called and asked for another girl "just like Mary." (HAROLD VAN WESTRIENEN, director.) Leonard Krajenke took the trade woodworking course at the Hamtramck Vocational School and found that it helped him greatly in the two weeks' course in body servicing given at the Fisher Body plant. At the close of the course Leonard's father received the following letter from the Fisher Body Corporation: "SIR: At the close of the class of October 7 in the Fisher Body service school, your service man, Mr. Leonard Krajenke, was given a written examination, the questions of which were correlated to the work covered during this class period. Mr. Krajenke achieved a final rating of 90 per cent. The average of the entire class was 90.2 per cent, the highest grade being 90 per cent and the lowest 432 per cent. We were glad to have Mr. Krajenke with us for the two weeks' course in the Fisher Body service school. The knowledge of body construction and service methods gained by this student should prove of real value in the promotion of body servicing within your territory. Sincerely yours, FISCHER BODY SERVICE CORPORATION, . REPORT FROM PART-TIME SCHOOL, MUSKEGON HEIGHTS Last March I placed a boy as a machinist apprentice at the Brunswick. Before this time he had a lazy "don't care" attitude to all work in and out of school. He had not been there very long when he became so interested and pleased with his work that his entire attitude was changed. He is regular, on time, and wide awake on the job and in school. He was 17 last September and has enrolled for work at night school this fall. (Clara Groening, director.) Last year I placed a boy as mail clerk at Campbell, Wyant & Cannon Foundry. He made good as he has been promoted and I had a call this month for another boy. (Clara Groening, director.) REPORT FROM APPRENTICE CLASSES, DETROIT The following numbers of apprentices graduated from building trades classes during 1928-29 and were employed as journeymen : These young men are thoroughly trained skilled journeymen in their trades and an asset to the community in which they live. (E. Lewis Hayes, principal, trade and continuation schools.) [Flint Sunday Journal, April 20, 1930] PROPOSED BILL PROVIDES $3,000,000 TO BE ADDED TO FEDERAL AID OF SMITH-HUGHES STUDENTS (By HARRY A. BURNHAM, Supervisor of Industrial Arts, Flint Public Schools) Because Flint is an industrial city where vocational education is a necessity, people of this city should be interested in the bill now before Congress providing additional funds of $3,000,000 for Federal aid for schools and classes operating under the Smith-Hughes law. Vocational education is becoming one of the very important phases of education. Its development is due to the increasing number of children attending the public, junior and senior high schools, whose interests and abilities fit them more for industry than for the professions. Public schools have gone far in preparing students for professional and social life. We must give much more attention to the preparation of students for industrial life. Vocational education should be provided in a particular case by the agency which can carry it on most efficiently. Some of this education can be carried on quite effectively through industrial organizations. Other forms of vocational education would seem to be a direct responsibility of the public school system. It is not possible for any public school or industrial organization to meet all the needs for industrial education in all fields. The cost of such an attempt would prevent the program from being carried out. On the other hand, if this vast industrial program is left to industry alone, certain valuable objectives may be neglected. Mass production, specialization, the disappearance of recognized trades, and the development of new trades due to new inventions, new processes, new materials, and attendant social and economic changes cause the problems of vocational education to be increasingly complex. The public schools of Flint might share in the operation of a program of Vocational education in which boys and girls can be given courses fitting them for jobs that they can do in industry. At the present time Flint is carrying on a program which is rather limited. Each boy or girl in Flint who leaves the elementary school, junior or senior high school before the age of 16 is compelled by the Michigan laws to attend school eight hours each week until he or she reaches the age of 17 years. This work is carried on in Flint continuation school. This type of education gives boys and girls an opportunity to remain on their jobs and attend school one day each week. Effort is being made to give out such related information as can be used on the job. Employ ment has been found for these students whenever possible. A. B. Lightfoot, director of the continuation school, says that the employment for juvenile workers has been growing steadily worse in this city for the last three years. This has been due quite largely to the merging of small firms and the unwillingness of large organizations to employ young, inexperienced workers. There are about 300 boys and girls attending the continuation school. Not over 15 per cent of these are employed. One reason is that they are untrained and unable to perform any work except common labor. Another reason is that the opportunity for the unskilled worker is continually lessening, and this means that vocational education must be provided for them at public expense. K. G. Smith, State supervisor of industrial education, points out that the age of entrance into industry has steadily increased and that young persons without training are finding more and more difficulty in securing employment. In an industrial city such as Flint and in a number of other Michigan cities the vocational type of education is an obvious necessity. Without the help of the Federal board this type of work would be too costly for many communities to maintain. It is neither fair nor just to boys and girls who leave school at 16 years of age or under to permit them to go out into business or industrial life without guidance or training for such work. Too often they seek work for which they are entirely unfitted and of which they know nothing. Preliminary training could prevent this. Many boys and girls who go to work at an early age enter industrial or business life in what may be designated as juvenile jobs. In securing such jobs the immediate wage which can be earned is often the only element considered, because some of these people are forced to work on account of financial conditions in the home or due to lack of ability to keep up with the regular school work. Many important trades pass through dull seasons when there is little or no work available. This time might be spent in a very economical way by attendIng school, taking some vocational course which will better train the individual for his job. More specific training is needed and it is hoped that this can be given in a well-organized vocational school. However, many cities are applying for Federal aid for schools of this type to such an extent that funds will soon be very limited. At the present time under the Smith-Hughes law the Federal Board of Education, through the State board, gives direct financial aid to all Vocational schools and classes. The continuation school and night school classes in Flint receive such aid to the extent of about $3,000 a year. But to carry on the vocational program that is expected in Flint within the next few years the new bill authorizing $3,000,000 additional available funds for such work would go far in promoting this work in Flint and in other communities in the State and Nation. [Muskegon Chronicle, Friday, April 18, 1930] EDUCATORS WORK FOR VOCATIONAL MEASURE Educators in Muskegon are interested in the Capper-Reed vocational edncational bill, now before Congress, and are doing everything in their power to further the measure. Muskegon received last year for the support of its industrial work $6.752 from State and Federal funds. The city will receive an inereased amount if the Capper-Reed bill is passed, as the classes maintained always have fully met requirements. The bill makes provision for additional Federal funds to be expended by the States for industrial and commercial education. Students in industrial schools are either employed or seeking employment at the earliest possible moment. Their main purpose in life is employment. not school. For this reason their attitude toward school is entirely different from that of the person whose main purpose is school and whose school expectancy is long. The age of entering industry in Michigan is rising and it is growing more and more difficult for young persons without some preliminary training, to obtain employment. The young people demand effective preparation for earning a liv ing. The funds appropriated by the Capper-Reed bill are to be devoted to this purpose and to the further training of persons already employed in industrial and commercial pursuits. Having had some experience with the management and the products of qur Holland part-time school, we wish to indorse and commend it to any or all that may be privileged to use it." (Donnelly Kelly Glass Co., per B. P. Donnelly.) "I believe in the part-time school. It is possible for pupils, sufficiently encouraged by their elders, to get information and training in the part-t me school that will benefit them all their lives. Since the State requires attendance in this school it is the part of wisdom to make those hours count to the limit," (Arnold Mulder, editor, Holland Sentinel.) "Believing in education, as we do, it is our feeling that part-time school attendance for our boys is of infinite value to them, as well as to us, provided the boy is willing to learn. We urge all of our boys to take full advantage of the opportunity that your part-time school presents." (Charles Kirchen, general manager Western Michigan Furniture Co.) Mr. MILLER. The next person I am going to ask the committee to hear is Mr. John F. Arundel, Cincinnati, Ohio. STATEMENT OF JOHN F. ARUNDEL, CINCINNATI, OHIO, DIRECTOR OF VOCATIONAL EDUCATION, BOARD OF EDUCATION Mr. ARUNDEL. Honorable chairman and gentlemen, I have a double privilege here to-day. I am appearing here for the State of Ohio and also for Cincinnati. I will take Ohio and then come to my own city. Vocational education in Ohio has touched and stimulated and aided our citizens in practically all of the industries throughout the State-metal, wood, coal, clay, stone, automobiles, aviation, electrical, including radio, printing, chemicals, soap, and other trades. It has aided and stimulated those industries through our State department of education. I have a letter here addressed to you, Mr. Chairman. It is from Mr. J. L. Clifton, who is State superintendent of schools and director of vocational education of our State, in which he says: I am glad to take this opportunity to write you with reference to the Capper-Reed vocational education bill (H. R. 10821) which I understand will have its first hearing before your committee on Wednesday, May 7. Ohio has reaped untold benefits from the Smith-Hughes vocational educational act. We are already anticipating favorable results from the passage of the George-Reed Act providing further aid in vocational agriculture and vocational home economics. There is a wide field in trades and industries education which has not yet been touched due to lack of adequate funds for the inauguration of such work. We, therefore, wish to give our unqualified indorsement to the above mentioned House bill which is receiving the consideration of your committee. If I can aid you in furthering the interests of this bill in the State of Ohio feel free to call upon me. Very truly yours, J. L. CLIFTON. I would like to represent not so much the city of Cincinnati, because we feel that we, in Cincinnati, have really given opportunities that are not given in other cities. I would like to represent Mary Brown and her brother John Brown. They live across the railroad tracks in a poor section of your city. In another section of your city lives Florence Reed and Clarence Reed. They live up on the hill. In every city of our country Florence and Clarence Reed are given everything they desire to prepare them to enter life. If Florence want to specialize in French history and Italian Renaissance, she can do it at public expense; if Clarence wants to be an engineer, he goes right on through the nice beautiful high school, right on through the university, for the most part at public expense. But how about Mary and her brother John-and Mary and her brother John represent about 80 per cent of the people who live in your cities. You have not in this country taken care of Mary and John and given them the opportunities equal to the opportunity you have given Florence and Clarence, who live up on the hill. The CHAIRMAN. Now that is fine and I wonder if you have some more figures that we would like for the record. I am wondering, throughout the years, what is the proportion of the money spent, for instance, in the colleges and the higher institutions of learning, and what percentage of the school population has been directly benefited by the higher institutions. What I am trying to get at is the amount of money spent on the so-called privileged class and the amount spent, for instance, on the unprivileged class. (Mr. Miller inserted the following figures:) Day, evening, and summer schools, public___ Colleges, universities, professional schools, and preparatory schools, public - Degree granting teacher-training institutions_ 2-year State normal schools. City normal schools__. County normal schools_-_ -$2, 184, 336, 638 205, 753, 979 45, 542, 706 11, 277, 101 3, 398, 576 346, 215 2, 450, 655, 215 Estimated expenditure for public vocational education of less-than-college grade based on figures obtained from Thirteenth Annual Report of Federal Board for Vocational Education, $30,000,000. These figures indicate that less than 2 per cent of tiotal public funds expended for education above the elementary school were expended for vocational education of less-than-college grade. Mr. ARUNDEL. I can quote you those figures for Cincinnati, because they are at my finger tips. The CHAIRMAN. Thank you. Mr. ARUNDEL. In Cincinnati there are only 20 out of every 100 boys and girls who start in the first year of the elementary school who ever finish high school. And those are the figures for 1927 and 1928. The CHAIRMAN. And just at that point, millions upon millions of endowments are going into institutions for the privileged class and, if the other class is going to be taken care of, the Federal Government must help? Mr. ARUNDEL. Exactly. Mr. PATTERSON. Mr. Chairman, does this gentleman mean in the great city of Cincinnati with all the educational equipment of a progressive city, that only 20 per cent of the children there finish high school? Mr. ARUNDEL. Yes; and that is high. It is much lower all over the United States. Mr. PATTERSON. I am not speaking of the United States. I know in the cities it is much better than it is in the rural districts and smaller towns. Mr. ARUNDEL. It is absolutely true. 1 Figures from Bulletin 3, 1930. U. S. Office of Education-Statistical Summary of Education, 1927-28. |