Night classes are conducted in both of the technical high schools for two terms a year of 10 weeks each, the pupils attending four hours a week. A tuition fee of $5 a term is collected, of which $3.50 is refunded to those who maintain an average attendance of 75 per cent. No special provision is made for apprentices as distinct from journeymen, and the trade classes are attended by a considerable number of wage-earners employed in occupations unrelated to industrial work. The list of courses offered during the past year, with the number enrolled in each course at the beginning of the second term, is shown in Table 12.
A glance at the list of courses shows at once that while the vocational motive is given first importance, the schools also aim to provide instruction in cultural subjects which have only an indirect vocational application. Less than one-third of the students are pursuing courses which are directly related to their daily work. The remainder are enrolled in courses which have little or no connection with their daily occupations. In but four of the courses—machine shop, architectural drawing, printing, and sheet metal work—are more than half of the students employed in directly related occupations.
CourseNumber enrolledMechanical drawing328Machine shop222Electrical construction159Sewing103Mathematics89Architectural drawing83Pattern making73Woodworking67Chemistry59Sheet metal drawing52Cooking46Foundry work36Agriculture31Printing27Sheet metal shop23Business English20Electric motors19Arts and crafts18Millinery18Electricity and magnetism16————Total1,489
The policy of the schools is to form a class in any subject for which a sufficient number of students make application. Only a small proportion of the pupils attend more than one year, and the mortality from term to term is very high, although the tuition fee plan insures fairly good attendance during the term. The data collected by the survey indicate that the average length of attendance is approximately two terms—the equivalent in student hours of less than three weeks in the ordinary day school.
Most of the men who enroll in night school classes need a course of at least two or three years. All but a few, however, insist on having their supplementarytraining in small doses. Frequently they want only specific instruction about a specific thing, such as how to lay out a certain piece of work or how to set up a particular machine tool. They want to secure this knowledge in the shortest possible time, and very few want the same thing. A course of two or three years does not appeal to them. Another difficulty is that their previous educational equipment varies widely, and some are not capable of assimilating even the specialized bit of trade knowledge they need without a preliminary course in arithmetic. As the personnel of the classes changes to a marked degree from term to term, the courses undergo frequent modifications. Apparently the teachers and principals have made a sincere effort to adapt the instruction to the demands of the men who attend the schools, but the fact is that the difficulties inherent in such work make it impossible to organize the classes on any basis except that of subject matter, which means fitting students into courses, rather than adapting courses to the needs of particular groups of workers.
The enrollment is far below what should be expected in a city of nearly three-quarters of a million inhabitants. The total number of journeymen, apprentices, and helpers from the skilled manual occupations, receiving trade instruction in the night schools, is considerably less than one per cent of the total number in the city.
A large enrollment is necessary for efficient administration. Success in specializing courses in nightschools, as in day schools, requires a large administrative unit. The possible variety of courses is in direct ratio to the number enrolled. In a class of 200 carpenters there would probably be, for example, 10 or 15 men who need specialized instruction in stair-building. On the basis of the present enrollment of 40 or 50 carpenters the class would dwindle to three or four, with the result that the per capita teaching cost becomes prohibitive.
The relatively small result now obtained is not the fault of the schools, but is due principally to the fact that the great field of evening vocational instruction is treated by the school system as a mere side line of the technical high schools. The evening classes are taught by teachers who have already given their best in the day classes. The enrollment cannot be greatly increased so long as this type of education is handled as one of the marginal activities of the school system, manned by tired teachers and directed by tired principals. It is a totally different kind of job from regular day instruction and requires a different administrative organization, with a responsible head vested with sufficient authority to meet quickly and effectively the widely varying demands of its students. This will require the speeding-up of administrative methods in the establishment of courses and the employment of teachers, a freer hand for the principals as regards both expenditures and policy, and most important of all, the organization of all forms of continuation and night school instruction under a separate department.
In considering the general conclusions of the survey as to what should be done in the matter of trade preparatory and trade-extension training in both day and night schools, it must be borne in mind that these two types of vocational training are still in the experimental stage. Their future development will probably involve a wide departure from conventional school methods and the evolution of a special technique through trial and experiment. At the present time we can only formulate certain of the main conditions to which future advance in these fields must conform.
First of all, it must be recognized that such work is a big job in itself and cannot be successfully conducted as an appendix of the day school. It is worth doing well, or it is not worth doing. It needs an organization sufficiently elastic and adaptable to quickly make adjustments to unusual and unexpected conditions. It needs the supervision of a competent director who can devote to it all his time and energy, and a corps of teachers who not only know how and what to teach, but who possess a firm conviction of the value and utility of this kind of instruction. In the hands of teachers who bring to it only the margin of interest and energy remaining after a hard day's work in the high school, or who are unable to comprehend the radical difference between teaching a boy in the day school 35 hours a week and teaching a boy four hours a week in thecontinuation school or evening class, the full measure of success cannot be expected. The employment of day teachers for night school work has never been other than a makeshift, and the insignificant results attained in night schools throughout the country have been due in great measure to this cause.
Apart from the fact that the interests of adolescent workers imperatively demand the establishment of day continuation schools, an additional argument in favor of such schools is that they would provide a means for making the night trade-extension work effective, through the use of continuation day school teachers for night school work. Such a plan would mean that teachers employed on this basis would have charge of a day continuation class during one session of four hours, and a night class of two hours, making a total of six hours' work per day. A plan of this kind would make possible the establishment of the fundamental conditions for successful trade—preparatory and trade-extension training in the night schools. The present system is unjust to both teachers and students;—to the students because the man or boy who sacrifices his recreation time to attend night school has a right to the best the schools can give; to the teachers because no teacher can work a two-hour night shift in addition to seven or eight hours in the technical high school without seriously impairing his efficiency.
The development of this plan would necessitate the establishment of two centers, one located in the eastern and one in the western section of the city.In these centers should be housed the day vocational school, the day continuation classes, and the night vocational classes. This would relieve the technical high schools of a task which does not belong to them, and which by overloading the teachers seriously interferes with the work they were originally employed to do. At present a considerable number of the technical high school teachers are devoting from one-fifth to one-fourth of their total working day to elementary teaching, as most of the work in the night schools is below high school grade.
By bringing together all the trade preparatory and trade-extension work under one roof, it is possible to secure the highest efficiency in the use of equipment. Expensive shops can be justified only on the basis of constant use. If the suggestion for the establishment of a vocational school is acted upon, such future contingencies as the continuation school should be borne in mind in planning the buildings and equipment, so as to permit of extensions as they may be required. It is practically certain that universal continuation training for young workers up to the age of 17 or 18 will be made compulsory in all the progressive states of the country within the next decade. The Ohio school authorities should get ready to handle the continuation school problem before the example of other states and the overwhelming pressure of public opinion forces it upon them.
The discussions in the preceding chapters have been limited intentionally to a consideration of the needs and possibilities of training for wage-earning pursuits in which men predominate. The conditions which surround vocational training for girls are so fundamentally unlike those encountered in the vocational training of boys that a combined treatment leads to needless complexity and confusion.
Cleveland uses a relatively smaller amount of woman labor than most other large cities. In only one of the 10 largest cities in the country—Pittsburgh—is the proportion of women and girls at work smaller as compared with the total number of persons in gainful occupations than in Cleveland. In 1900, 20.4 per cent of the workers in the city were women; by 1910 the proportion of women workers had increased to 22 per cent, a shift of less than two per cent for the decade.
A consideration of the occupational future of boys and girls shows at once how widely their problems differ. The typical boy in Cleveland attends school until he reaches the age of 15 or 16. About this period he becomes a wage-earner and for the next 30 or 40years devotes most of his time and energy to making a living. The typical girl leaves school about the same time, becomes a wage-earner for a few years, then marries and spends the rest of her life keeping house and rearing children. To the man wage-earning is the real business of life. To the woman it is a means for filling in the gap between school and marriage, a little journey into the world previous to settling down to her main job.
The most radical and important difference between the two sexes with respect to wage-earning is found in the length of the working life. The transitory character of the wage-earning phase in the life of most women is clearly seen in the contrasted age distribution shown in Table 13.
Age periodWomenMen16 to 21608521 to 45269845 and over1285
Approximately 85 per cent of the boys and slightly less than 60 per cent of the girls between the ages of 16 and 21 are at work. In the next age group—21 to 45—given by the census, 98 per cent of the men are at work, but the proportion of women employed in gainful occupations drops to 26 per cent, or about one in four; in the next age group—45 andover—it falls to about 12 per cent, as compared with 85 per cent of the men. Of the women still at work in the older age group, over one-half are engaged in domestic and personal service as servants, laundresses, housekeepers, etc.
Manufacturing and mechanical industries:Apprentices to dressmakers and milliners4Dressmakers and seamstresses (not in factory)20Milliners and millinery dealers17Semi-skilled operatives:Candy factories6Cigar and tobacco factories15Electrical supply factories10Knitting mills11Printing and publishing8Woolen and worsted mills:Weavers5Other occupations7Sewers and sewing machine operators (factory)53Tailoresses25Transportation:Telephone operators19Trade:Clerks in stores28Saleswomen (stores)35Professional service:Musicians and teachers of music6Teachers (school)4Domestic and personal service:Charwomen and cleaners5Laundry operatives13Servants81Waitresses9Clerical occupations:Bookkeepers, cashiers, and accountants26Clerks (except clerks in stores)20Stenographers and typewriters62
The occupations in which the girls now in the public schools will later engage can be determined with a relative degree of accuracy by employing a method in general similar to that utilized in forecasting the occupations of boys. It must be taken into account, however, that the wage-earning period for women, except in the professional occupations, usually beginsbefore the age of 21. For this reason the 16 to 21 age group probably offers the best basis for determining the future occupational distribution of girls in school. If all women at work up to the age of 25 were included the figures would be more nearly exact, but unfortunately data for the period between 21 and 25 are not available. The figures at the right of Table 14 show the number engaged in each specified occupation among each thousand women in the city between the ages of 16 and 21. The proportions given for the professional occupations, particularly teaching, are too small, because of the fact that few women enter the professions before the age of 21.
Applying these proportions to the average elementary school unit, it will be seen at once that the number of girls old enough to profit by special training is too small in any single occupation to form a class of workable size. In such a school there would be about 80 girls 12 years old and over. Of the skilled occupations listed in the table stenography and typewriting offers the largest field of employment, yet the number who are likely to take up this kind of work does not exceed five or six.
The organization of the junior high school, where the enrollment is made up entirely of older pupils, obviates this difficulty to some extent. Instead of 80 girls there are from 300 to 500, with a corresponding increase in the number who will enter any given wage-earning occupation.
Not less than one-eighth and probably not more than one-fifth of these girls will become needleworkers of some kind. They will need a more practical and intensive training in the fundamentals of sewing than is now provided by the household arts course. The skill required in trade work cannot be obtained in the amount of time now devoted to this subject. It should be made possible for a girl who expects to make a living with her needle to elect a thoroughly practical course in sewing in which the aim is to prepare for wage earning rather than merely to teach the girl how to make and mend her own garments. As proficiency in trade sewing requires first of all ample opportunity for practice, provision should be made for extending the time now given to sewing for those girls who wish to become needle workers. This can easily be done through the system of electives now in use. The establishment of classes in power machine operating during the junior high school period appears to be impracticable, due to the immaturity of the girls and the small number who could profit by such instruction.
A discussion of the present sewing courses in the public schools will be found in Chapters XIV and XV, which summarize the special reports on the Garment Trades and Dressmaking and Millinery. In the present chapter the consideration of these occupations is limited to an examination of the administrative questions connected with training for the sewing trades.
The compulsory attendance law requires all girls to attend school until they are 16 years old. This forces a considerable number into the high schools for one or two years before they go to work. As a rule the type of girl who is likely to enter the needle trades selects the technical high school course, not because she has any idea of finishing it, but because she believes it offers a less tiresome way of getting through her last one or two years in school than the academic course. The technical course requires three and three-quarter hours a week of sewing during the first two years. The student may elect trade dressmaking and millinery during the third and fourth years.
Very few girls who can afford to spend four years in high school ever become dressmakers or factory operatives. If the school system is to do anything of direct vocational value for them it will have to begin further down. Most of them leave school before the age of 17 and the years between 14 and 16 represent the last chance the school will have to give them any direct aid towards preparation for immediate wage-earning.
For successful work in machine operating the class must be large enough to warrant the purchase and operation of sufficient equipment to give the pupils an opportunity for intensive practice. The only way this condition can be secured is by concentrating in large groups the girls who need such training. Little will be accomplished in training for the sewingtrades without specialization, and specialization in small administrative units is impossible. The teaching and operating cost in a school enrolling, say 200 girls, who want the same kind of work, can be brought within reasonable bounds. In a school where the total number who need specialized training does not exceed 10 or 15 the cost is prohibitive.
In the opinion of the Survey Staff a one or two year vocational course in the sewing trades should be established. The entrance age should not be less than 15. Courses should be provided for intensive work in trade dressmaking, power machine operating, and trade millinery. A conservative estimate of the number of girls who could be expected to enroll for courses in these subjects is 500. A trade school might be established where only this type of vocational training would be carried on, or it might be conducted in the same building with the trade courses for boys recommended in a previous chapter. In either case the number of pupils would be sufficient to warrant up-to-date equipment and a corps of specially trained teachers.
Training for the sewing trades consumes more material than any other kind of vocational training. For this reason economical administration requires some arrangement for marketing the product. During the latter part of the course the school should be able to turn out first-class work. The familiarity with trade standards the pupils obtain through practice on garments which must meet the exacting demands of the buying public has a distinct educationalvalue. The Manhattan Trade School for Girls in New York City and other successful schools in the country operate on this basis. There is reason to believe that there would be little difficulty in making arrangements with the clothing manufacturers in Cleveland to furnish a good trade school as much contract work as the classes could handle.
From one-fourth to one-fifth of the girls in the school will later enter employment in commercial and clerical occupations, as stenographers, typists, clerks, cashiers, bookkeepers, saleswomen, and so on. Their needs will be considered in Chapters XII and XIII, in which the findings of the special reports on Boys and Girls in Commercial Work and Department Store Occupations are summarized.
A relatively small number will become semi-skilled operatives in industrial establishments, such as job printing houses, knitting mills, and factories making electrical supplies, metal products, and so on. As a rule such work requires only a small amount of manual skill or deftness. Not much training is needed and it can be given quickly and effectively in the factories.
About one-ninth of the girls in the school will enter paid domestic or personal service of some kind. The household arts courses probably meet the needs of girls who may be employed in such occupations as far as they can be met under present conditions.The woman domestic servant occupies about the same social level as the male common laborer, and a course which openly sets out to train girls to be servants is not likely to prosper. The load of social stigma such work carries is too heavy. At some time in the future it may be possible to ignore the traditional and universal attitude of our public toward the so-called menial occupations sufficiently to consider training servants. At present such a possibility seems remote.
Very few of the army of young people who become wage earners each year take up the occupations in which they engage as the result of any conscious selection of their own or of their parents. They drift into some job aimlessly and ignorantly, following the line of least resistance, driven or led by the accidents and exigencies of gaining a livelihood. They possess no accurate or comprehensive knowledge of the advantages and disadvantages of different types of wage earning occupations, and frequently take up work for which they are entirely unfitted or which holds little future beyond a bare livelihood.
The plan now followed in the technical high schools of the city, by which one teacher in the school specially qualified for such work is charged with the duty of advising pupils who leave school and aiding them in securing desirable employment, could be adapted to the junior high school, where the need for service of this kind is even greater than in the technical high schools. Such work requires men who havehad some contact with industrial conditions, and who possess sound judgment, common sense, and a fairly comprehensive knowledge of the local industries. If the curriculum embraces the course in "Industrial Information" suggested in a previous chapter, the teacher of this subject might well be designated as vocational counselor for the boys in the school. A course similar in nature should be provided for the girls and a woman teacher selected to advise them when they leave school. Considerable difficulty probably will be experienced in securing women teachers competent to assume this task, but any wide-awake teacher who will devote some attention to published studies of industrial conditions and get in touch with the local organizations engaged in the investigation of wage earning employments, such as the Consumers' League and the Girls' Vocation Bureau, can soon acquire a fund of information that will enable her to offer valuable suggestions and advice to girls who expect to become wage earners.
The vocational counselor must guard against conventional thinking and the mass of "inspirational" nonsense which forms the main contribution to the vocational guidance of youth provided in the average schoolroom. The ideals of success usually held up before school children seem to have been drawn from a mixture of Sunday school literature and the prospectuses of efficiency bureaus. Boiled down the rules prescribed for their attainment are two: first, "Be good;" and second, "Get ahead." The pupils are told about well-known men who became famousor rich, usually rich, by practicing these rules. Occasionally there is some prattle about the "dignity of labor," as a rule meaningless in the light of our current ideas of success. We do not think of a well-paid artisan as "successful." His success begins when he is promoted to office work, or becomes a foreman.
The inherent difficulty with ideals of success which demand that the worker become a boss of somebody else is that the world of industry needs only a relatively small number of bosses. Theoretically it is possible for any individual to reach the eminence of boss-ship. In real life less than one-tenth of the boys who enter industrial employment can rise above the level of the journeyman artisan, at least before later middle age, because only about that proportion of bosses are needed.
The task of the vocational counselor will consist in putting the pupil's feet on the first steps of the ladder rather than showing him rosy pictures of the top of it. For the great majority the top means no more than decent wages. This, after all, is a worthy ambition, frequently requiring the worker's best efforts for its realization.
The Girls' Vocation Bureau, for the placement of girls and women in wage-earning employment, has been in operation about six years. At present it is under the general charge of the state and municipalemployment bureau, although part of the funds for the support of the bureau is raised through private subscription. From July, 1914, to July, 1915, the Bureau secured positions for nearly 11,000 girls and women. Of these approximately 12 per cent were girls under 21. In many instances only temporary employment is secured, although efforts are made to place the girls in permanent positions. More girls are placed in office positions than in any other line of work, but a considerable proportion take employment in factories, domestic service, restaurants, and stores.
A careful record is kept of each applicant's qualifications, home conditions, the names of employers, etc. The Bureau endeavors to keep in touch with the girls after they are placed through follow-up reports and visits by members of the office staff or by volunteer investigators.
This spring every school in the city was visited by representatives of the Bureau in the endeavor to interest principals in the work of placement, and arrangements were made for sending to the Bureau lists of the girls who were expected to leave school permanently. This effort met with slight success, as only about 100 girls were reported from all the schools in the city, although the number of girls leaving school each year from the elementary grades alone is over 2,000. In all cases the girls were visited by a representative of the Bureau and urged to return to school, or if they were determined to seekemployment the advantages of registering in the Bureau were brought to their attention.
It is to be hoped that more effective coöperation between the Bureau and the schools can be established and that plans for a placement bureau for boys similar in method and aim to the Girls' Bureau may be realized. The matter of placement is the most difficult part of the vocational counselor's duties, and an arrangement whereby the vocational guidance departments of the various schools might serve as feeders to a central placement bureau would probably in the long run give the best results. Both guidance and placement are new things in the public schools and efficient methods of administration can be worked out only through trial and experiment.
1. The future occupations of the children in school will correspond very closely to those of the native-born adult population. The occupational distribution of the city's working population therefore constitutes the best guide as to the kinds of industrial training which can be undertaken profitably by the school system.
2. Industrial training in school has to do chiefly with preparation for work in the skilled trades. Training for semi-skilled occupations can be given more effectively and cheaply in the factories than in the schools.
3. As a rule, industrial training is not practicable in elementary schools, for the reason that the number of boys in the average elementary school who are likely to enter the skilled trades and who are also old enough to profit by industrial training is too small to permit the organization of classes.
4. The most important contribution to vocational education the elementary schools can make consists in getting the children through the course fast enough so that two or three years before the end of the compulsory attendance period they will enter anintermediate or vocational school where some kind of industrial training is possible.
5. The survey recommends the establishment of a general industrial course in the junior high school, made up chiefly of instruction in the applications of mathematics, drawing, physics, and chemistry to the commoner industrial processes. The course should also include the study of economic and working conditions in the principal industrial occupations.
6. One or two vocational schools equipped to offer specialized trade training for boys and girls between the ages of 14 and 17 are needed. At present a gap of from one to two years exists between the end of the compulsory attendance period and the entrance age in practically all the skilled trades, which could well be employed in direct preparation for trade work. Such schools would relieve the first and second year classes of the technical high schools of many pupils these schools do not want and cannot adequately provide for. General as well as special courses should be offered, although pupils should be encouraged to select a particular occupation and devote at least one year to intensive preparation for it.
7. The survey favors the extension of the compulsory attendance period for boys to the age of 16. The industries of Cleveland have little or nothing worth while to offer boys below this age.
8. The best form of trade-extension training is that provided in a few establishments which maintain apprentice schools in their plants. This plan is feasible only in large establishments. It will never takecare of more than a small proportion of the young workers who need supplementary technical training.
9. Plans for trade-extension training of apprentices depending on the coöperation of employers have met with slight success. The principle difficulty is that the sacrifices they involve are borne by a relatively small number of employers while the benefits are reaped by the industry in general. Either the industry as a whole or the community should bear the cost of such training.
10. The vocational interests of young workers and the social interests of the community demand the establishment of a system of continuation training for all young people in employment, up to the age of 18 years. The classes should be held during working hours and attendance should be compulsory.
11. The enrollment in the trade classes of the night schools is far below what it should be in a city as large as Cleveland. The relatively small result now obtained is not the fault of the schools, but is due mainly to the fact that the field of vocational evening instruction is treated by the school system as a mere side line of the technical high schools.
12. The survey recommends the organization of all forms of continuation, night vocational, and day vocational training under centralized full-time leadership. Only in this way can there be secured a type of organization and administration sufficiently elastic and adaptable to meet the widely varying needs of the working classes.
13. Industrial training for girls will consist in themain of preparation for the sewing trades. Practically no other industrial occupations in which large numbers of women are employed possess sufficient technical content to warrant the establishment of training courses in the schools. The survey recommends a practical course of needle instruction in the junior high school and the introduction in the vocational schools of specialized courses in dressmaking, power machine operating, and trade millinery for the older girls who wish to enter these trades.
14. The present experiment in vocational guidance and placement should be extended as rapidly as possible. Courses in vocational information should be offered in the junior high school and vocational counsellors appointed to advise pupils in the selection of their future vocations and aid them in securing desirable employment when they leave school. The full measure of success in this work demands better coöperation with outside agencies on the part of teachers and principals than has been secured up to the present time.
Particular attention is given throughout this report to the differences which exist between boys and girls in commercial employment with respect to the conditions which govern success and advancement. The majority of boys begin as messengers or office boys and subsequently become clerks or do bookkeeping work. As men they remain in these latter positions or, in at least an equal number of cases, pass on into the productive or administrative end of business. The majority of girls are stenographers, or to a less extent, assistants in bookkeeping or clerical work. Boys' work may be expected to take on the characteristics of the business that employs them; girls' work remains in essentials unchanged even in totally changed surroundings. Boys' work within limits is progressive; girls' work in its general type—with individual exceptions—is static. Boys as a rule cannot stay at the same kind of work and advance; girls as a rule stay at the same kind of work whether or not they advance. Boys in any position are expected to be qualifying themselves for "the job ahead," but for girls that is not the case. Boys mayexpect to make a readjustment with every step in advancement. Each new position brings them to a new situation and into a new relation to the business. Girls receive salary advancement for increasingly responsible work, but any change in work is likely to be so gradual as to be almost imperceptible if they remain in the same place of employment. If they change to another place, those who are stenographers have a slight readjustment to make in getting accustomed to new terms and to the peculiarities of the new persons who dictate to them. Bookkeeping assistants may encounter different systems, but their part of the work will be so directed and planned that it cannot be said to necessitate difficult adaptation on their part. The work of clerical assistants is so simple and so nearly mechanical that the question of adjustment does not enter. These girl workers do not find that the change of position or firm brings them necessarily into a new relation to the business.
Even moderate success is denied to a boy if he has not adaptability and the capacity to grasp business ideas and methods; but a comparatively high degree of success could be attained by a girl who possessed neither of these qualifications. A boy, however, who has no specific training which he can apply directly and definitely at work would be far more likely to obtain a good opening and promotion than a girl without it would be.
The range of a boy's possible future occupations is as wide as the field of business. He cannot at first be trained specifically as a girl can be because he doesnot know what business will do with him or what he wants to do with business. The girl's choice is limited by custom. She can prepare herself definitely for stenography, bookkeeping, and machine operating and be sure that she is preparing for just the opportunity—and the whole opportunity—that business offers to her. Her very limitation of opportunity makes preliminary choice and training a definitely possible thing.
Diagram 1Diagram 1.—Boys and girls under 18 years of age in office work in Cleveland.Data from report of Ohio Industrial Commission, 1915DiagramList
Diagram 1.—Boys and girls under 18 years of age in office work in Cleveland.Data from report of Ohio Industrial Commission, 1915DiagramList
The difference between boys and girls begins at the beginning. Boys are given a larger share of the positions which the youngest worker can fill. Diagram 1 illustrates this and the figures of the United States Census for 1910 clearly corroborate it. Boys are taken for such work and taken younger than girls, not merely because the law permits them to go to work at an earlier age, but also because businessitself intends to round their training. Girls, on the contrary, are expected to enter completely trained for definite positions. This fact alone would in most cases compel them to be older. Furthermore, because boys in first positions are looked upon as potential clerks, miscellaneous jobs about the office have for them a two-fold value. They give the employer a chance to weed out unpromising material; and they give boys an opportunity to find themselves and to gather ideas about the business and methods which they may be able to make use of in later adjustments.