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The School 'And the Start in Life

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The School 'And the Start in Life UNITED STATES BUREAU EDUCATION BULLETIN, 1914, NO. 4 - a- - WHOLE NUMBER 575 THE SCHOOL 'AND THE START IN LIFE A STUDYOFTHE RELATION BETWEEN SCHOOL AND EMPLOYMENT IN ENGLAND, SC.011_,NNI),. AND GERMANY By MEYER BLOOMFIELD DIRECltR oF %OCATR)N lit:REAU BOSTON. MASS. z WASHINGTON GOVERNMENT PRINTING OFFICE 1914 :;. L 0.1.11:6 or TGI, PUHLWATION II T NE PROCCRED FROM S.;PERINTENDENT OF POCUMENT, GOVERNMFAT PRINTING loPPRI: WA,!IINGTON. AT 15 111N1S l'Elt wel." e1 ICONTENTS. Poe Lt tier nf transmit tal . c knowledg.inent 7 1.I ntrodut ion 9 I I. Fan :land ;t111 11 Ill. Liverpool . 3") I V .London 41 V.. Diriiiinghant 61 V I .Glasgow 83 .1r- 1 I. Edinburgh 91 VIII. Medical in:port ion ;it the dart in life 113 IX. Connnen s 117 X. Germany 120 XI. School and employment 127 II i iography 133 1 ndex 113 3 440 LETTER OF TR. NSNIITTAL. DEP.% irrm ENT OF T11 EI NTEBIOR, BUREAU OF EDUCATION, Washington, December 2, 1.913. SinNot only does soch ty attempt toprepare its youth for life,. for making a living and for effective service; it alsoattempts to direct them, at the end of their school period, toward those vocations tii which they seem to be best fitted and to assist them in finding profitable employment.In more than one American city this is considered a logit imat e function of the system of education.Because of increasing interest in this subject, T have asked Mr. Meyer Bloom- field, director of the Vocation Bureau of Boston,to prepaie for this bureau the manuscript submit trd herewith, embodying the results of the study of the relations of the school and employment in England, Scotland, and Germany. 1 recommend that it be published, under the titleThe School and the Start in Life," as a bulletin of the Bureau of Education.., Respectfully submitted. P. P. CLArros, Coma treivsiont r. To I Ito SECRET tItl" ok"IIIE INTERIOR. 5 No, M NOWLEDGMENT. Tit the present st tidy the writer has re( eivedSo Much cooperation wherever be sought the assistance Of school Official!, businessMelt. labor-exchange committees, social worker-, teachers, 1/1110r-1111iOn G oven onent 411011066-A that itis quite impossible to name all who have helped him.Nevertheless, special thanks are due to the Director of Education in Liverpool: to Mr. Horace Ifash-' ington. the Amictut eods7u1; and to Mr. Mayor.a public-spirited nu nufact urer: the Glasgow School Board end the I.abor Exchange officials; to the Edinburgh School Board,.t he Organ.&,er of ("outUlu- ation Classes. the Labor Exchange officials. and to the Rev. William Main: to the lion. Arnold Rowntree, M. 1'.. and Mr. Crichton, of York: to Mr. Arthur Greenwood, of the Huddersfield n.141,611 Col- lege. and to Mrs. Ogilvie Gordon. of Aberdeen, for valuablepapers and many suggestions; to Mr. Norman Chamberlain and members of tin% education con4u.i.414y of Birmingham: to 1.lr. Frederick Keel- ing.. of London; .N1r. Cyril Jackson. of the London County Council; Mr. E. G. Reiss. honorable secretary of the apprenticeship and skilled employment association: lion. Percy Ahlezt,T. P.; NIr. E. J. Pickles. of the West Bromwich Education Committee. whose per: sonal help was of great value: Miss Burnet, of the central juvenile advisory committee of London; Mr. Reginald Bray. of the Camber- well Green local advisory commit tee: Sir George Newman. Chief- med- ical officer of the board of education; n. W. R. Parks: and Mr. Arnold Freeman.Dr. 11alliwell, medical officer.and factory surgeon of Dewsbury, spent many hours in going over the medical-sec ice 'material contributed by Sir George Newman and himself.Hon. W. II. Beveridge and Mr. G. 'Pullouts, frspectively director and secre- Aary of the board of trade labor exchanges, gave generously of their time. Dr. lierschenste'mer, of Munich, and Dr. Albert Sudekum, of Bet lin, both members of the German Parliament, and well known in their fields of education and civic service, made the visit to Cerman- profit- able. 9 hi the compilation of the English bibliography. thanks are due to Mr. I.7rwik, director of the London School of Economics, and Miss 8 ACKNOWLEllumENT. Elspeth Carr, a graduate student.Likewise for the German bibli- ography, the writer is indebted to Dr. Sudekum, and Miss Fried- lander, his assistant.Dr. Kuczinsky, of Shoneberg, and Dr. Wolff, of Ilalle, contributed material dealing with the new German 1110'1'0- melt for parents' consultation hours. Dr. Claxton, tilted States Commissioner of Education, en- couraged tho undertaking of the present study. For assistance in criticising the manuscript the writer is under special obligation to Dr. David Snedden, "commissioner of education for -.Nlassachusetts, and Prof. Paul II. Hanus, of Ihirvurd University, chairman of the executive board, Boston Vocation Bureau. 1 THE SCHOOL AND THE START IN LIFE. A STUDY OF THE RELATIOf'LBETWEEN SCHOOL AND EMPLOYMENTIN A ENGLAND, SCOTLAND, AND GERMANY. 4 I.NTRODI -Cr I ON. Within recent years an imusuillly active interest hasbeen mani- fested in the after-school carerifi of the boys and girlswho, either through graduation or through droppingout, leave the elementary schools of the United States. The child - welfare organiza t ions of thecountry have for many years labored to raise the compulsory schoolage and to safeguard the moral and physical well-being ofyoung wage earners; Social and eddca- ional agencies have, through privateor through public funds; pro- vided for a limited number of children, whosecircumstances or whose natural in?linations pointed to sonic form of industrialemployment, opportunities to enter, by means of preliminary vocationaltraining and help, the higher lev:.ls of the Occupations. More recently the vocational guidance movement,w its vocation bureaus, vocational information, placement, schohirship, d follow- Up societies, has focused public attention on the hitherto .scantily recognized responsibility of the public school for thecareers of the children who haveleft it for employment. This concern of the schools for the occupational welfare of their boys and girls, new in the seise of thenew types of effort which have beili organized to Young people find themselves in life, has brought into the foreground certain questions ofmomentous impor- tance in school policy and administration. What is tlduty of the puldis.,,seluanl toward the boys and girls who drop out from theelementary gradesas soon as they can ga a/ work certificate? What special interest has the sehoolnthe kind ot work these children find to do?- In otherwords, should there be any fuhher definite relation between the school and the childWhen the decision to leave is about to be made,or when the child has already ,left for work? And if so, to what extent shall theschool help to proVido and supervise employment for such.chyren, or to furnish information, counsel, incentives, antis opportunifies inorder that the start:in life for that army of boys and girlsnow wastefully 9 10 THE SCHOOL AND THE START IN LIFE. diOw adrift during the transition from school to work rimy he made more promising ? These are some of the questions before thinking people not only in this country but in other advanced countries also.They touch not alone the professional interests of the educator and the efficiency requirements of modern industry; they affect the very foundations of our social well-being; they squarely direct attention to a slighted national problemthe conservation of adolescent youth. Interest in this vital matter has of late been quickening.Signifi- cant vocational experiments are under way throtIghout the country V by school boards, teachers' associations, and also hr a number of private societies started for the purpose of cooperating %title the public schools and their children. The object of the present study is to describe some of the im- portant enterprises carried on by public end private agencies in.«, England, Scotland. and Germany for the purpose of assisting boys and girls in their start in life.These countries have been selected for special inquiry because their work or vocational assistance, sonic tof it decades old and much of it still in the early stages of experi- mentation, possesses peculiar interest and suggestiveness for workers in similar fields in the United States.Conditions anmen vie.w-, points will be found so much at variance from our own, ofttitnes, that direct adoption of the schemes desCribed v.-ill 1:e obviously out of the question.Imitation of the foreign experiment has not been any part of the plan of this inquiry.Genuine social service, as every experienced worker- knows, is never a tran,splantation: it must grow out of local insight and necessity.This, too, should he pointed out: The countries studied differ not only with respect to one another in methods.and policies of helping the children vocationally but they differ, too, in many details within the various subdivisions of each 'country.Scotland does not follow England nor does Englandful- lbw Germany in. the work of vocational assistance. The work in Birmingham is unlikeu that in London, while Liverpool differs from both.North Germany and south Germany are widely apartin bothmathod and accomplishment. The reader, in a survey of foreign experiments, can not fail to be impressed by the elaborateness of Machinery developed; the extent and effectiveness .of the national and local support through legisla- tion and money nts; and alsoby the extraordinary development of volunteer service on the part of men and women who-are drawn from school, manufacturing, commercial, labor, civic, and social- pervice groups. THE SCHOOL AND TILE STANT IN LIFE. '11 II. ENGLAND AND SCOTLAND. Although various Scotch and English towns have foryears been carrying on some kind of juvenile advisory and placement work, frequently through members of the care Committees.
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