Chapter 7

TRADE TRAINING DURING THE LAST YEARS IN SCHOOL

Between the end of the compulsory attendance period and the entering age in most of the trades there exists a gap of from one to two years which is not adequately covered by any of the present educational agencies of the school system.

Two years ago the Ohio State legislature extended the compulsory attendance period from 14 to 15 for boys and from 14 to 16 for girls. The result has been to force into the first years of the high school course a considerable number of pupils who have no intention of taking the complete four year course, and who will leave as soon as they reach the end of the compulsory period. That these pupils are probably not getting all that they might out of the time they attend high school is no argument against the present compulsory attendance age limit, which should be raised rather than lowered.

The study of industrial conditions conducted during the survey left every member of the Survey Staff firmly convinced that the industries of Cleveland have little or nothing worth while to offer to boys under 16. Very few of the skilled trades will accept an apprentice below this age. The general opinion among manufacturers was unfavorable to the employment of boys under 16. "They are more of a nuisance than a help," said one; "they are not old enough to understand the responsibilities of work." "They break more machinery and spoil more material than they are worth," said another. In several of the building trades apprentices must be 17 years old, as the law forbids boys under this age to work on scaffoldings. The new workmen's compensation law exerts a strong influence in favor of a higher working age limit, owing to the greater risk of accident among young workers.

The fact is that the law is still about one year behind the requirements of industrial life. If a vote were taken among employers who can offer boys the opportunity to learn a trade it would be found that a large majority favor raising the working age to 16. Employment before this time usually leads nowhere, and the pittance the boy earns cannot be compared with the economic advantage he could derive from an additional year in a good vocational school. The average boy who leaves school at 15 spends a year or two loafing or working at odd jobs before he can obtain employment that offers any promise of future advancement. These years are often more than wasted, as he not only learns nothing of value from such casual jobs, but misses the healthy discipline of steady, orderly work, which is of so great importance during these formative years of his life.

THE TECHNICAL HIGH SCHOOLS

The two technical high schools, the East Technical and West Technical, occupy an important place among the secondary schools of the city. At the present time the two schools enroll nearly two-fifths of the boys attending high school. The course comprises four years' work. In the East Technical the shopwork includes joinery and wood-turning during the first year, and pattern making and foundry work during the second year. In the West Technical the first year course includes pattern making and either forging or sheet metal work; and that of the second year, forging, pipe-fitting, brazing, riveting, and cabinet making. During the remaining two years of the course the student may elect a particular trade, devoting about 10 hours a week to practice in the shop during the last half of the third year, and from 11 to 15 hours during the fourth year.

The proportion of pupils who graduate is small and the mortality during the first two years is very heavy. This is due in part to the fact that the type of pupil who leaves school early is more likely to elect a technical course than an academic course. About 25 per cent of each entering class drops out after attending one year, and 25 per cent of the remainder by the end of the second year. By the time the third year is reached the classes are greatly depleted and the survivors as a rule are of the more intelligent and prosperous type. Only a small proportion of them expect to enter skilled manual occupations. Table 9 shows the distribution of the third and fourth year students among the different trade courses during the first semester of 1915-16.

TABLE 9.--DISTRIBUTION OF THIRD AND FOURTH YEAR STUDENTS IN TRADE COURSES IN THE CLEVELAND TECHNICAL HIGH SCHOOLS, FIRST SEMESTER, 1915-1916

Trade courses Students Electrical construction 68 Machine work 52 Printing 28 Cabinet making 22 Pattern making 12 Foundry work 1 ---- Total 183

That relatively few of these students will ultimately become journeymen workmen is shown by the records of the boys graduated in the past. The principal of the East Technical High School recently sent a questionnaire to all the students graduated up to 1915, asking for information as to their present occupations and their earnings during the first four years after graduation. Of those who replied, over 60 per cent either were attending college, or employed as draftsmen or chemists. About 28 per cent were employed in the skilled trades. The distribution in detail is shown in Table 10.

The data furnished by graduates as to their earnings during successive years after leaving school supply still more convincing evidence to the effect that the technical school graduate seldom remains in manual work more than two or three years. The complete course gives them an equipment of practical and theoretical knowledge that speedily takes them out of the handwork class. The technical high schools are primarily training schools for future civil, electrical, and mechanical engineers. To the student who cannot afford a college course they offer excellent preparation for rapid advancement to supervisory and executive industrial positions, and for drafting and office work in manufacturing plants.

TABLE 10.--DISTRIBUTION BY OCCUPATION OF CLEVELAND TECHNICAL HIGH SCHOOL GRADUATES

Occupation Number Attending college 111 Draftsmen 51 Electricians 33 Machinists 32 Chemists 8 Pattern makers 7 Cabinet makers 6 Printers 3 Foundrymen 1 Unclassified 32 ---- Total 284

The output of the schools falls into two main divisions: those who leave at the end of the second year or earlier, and those who graduate. The records show that most of the pupils who reach the third year complete the course, but nearly half drop out during the first and second years. The benefit they obtain from these two years' attendance is problematical. The course was designed on the basis of four years' attendance, and the work of the first two years is to a considerable degree a preparation for that of the last two.

The principals of both schools are fully alive to the disadvantages of the course for the large number of pupils who drop out within a year or two, and admit that such students would derive greater benefit from more practical instruction aimed directly toward preparation for the industrial trades. Both believe that the only practicable solution is a two-year trade course in a separate school, covering a much wider range of shop activities than the present high school course.

To the only alternative--the institution of a short course within the technical schools to be conducted either as a part of or simultaneously with the four year course--they present objections of considerable weight. They point out that a preparatory course for the trades and a preparatory course with college as the goal differ not only in length but in kind. The work in mathematics for the future civil engineer, for example, must conform to college entrance standards and involves an amount of study that is quite unnecessary for the boy whose aim is to become a carpenter or machinist. The first needs a thorough course in algebra, geometry, and trigonometry; the second needs industrial arithmetic, with only such applications of higher mathematics as may be of use to him in his trade. The same principle holds with respect to other subjects.

What boys who expect to enter industrial occupations most need at this period is instruction that will be of practical value to them for future wage earning. It is doubtful whether high school courses which have been formulated in the first instance to prepare pupils for a college course can furnish such instruction and it is still more doubtful whether the trade training required by the future mechanic and the broader preparation required for the professions can be given effectively in the same school.

A TWO-YEAR TRADE COURSE

It is the opinion of the Survey Staff that a separate school in which direct training for the industrial trades is emphasized would result in more profitable use of the pupils' time and probably induce many of them to remain in school up to the apprentice entering age. Such a school, with a curriculum embracing vocational training for all the principal trades, would easily command an enrollment sufficient to justify the installation of a good shop equipment and the employment of a corps of teachers qualified by special training and experience for this kind of work. Even if only one-half the number who enter the skilled trades each year attended the school, the enrollment would reach at least 800 boys.

A trade school of this kind would relieve the first and second year classes of many pupils that the technical high schools do not want and cannot adequately provide for. The minimum entering age should be not less than 14, and no requirement other than age should be imposed. This would draw part of the over-age pupils from the grades and take from the junior high school a certain number of boys who could profit by the greater amount of time given to shop work in the trade school.

A good many will stay only one year, and every effort should be made at the time of entrance to learn the intentions of the pupil. If it seems fairly certain that he will not remain longer than a year he may well omit such studies as have no direct bearing on the trade he wishes to learn. The courses should follow the lines laid down in the general industrial course recommended for the junior high school, but with a greater proportion of the time devoted to practical shopwork. As the number of pupils for each trade class would be relatively large, a closer correlation could be effected between the academic subjects and the work in the shops than is possible in the junior high school.

Both general and special courses should be provided. Many of the pupils will wish to specialize on a particular trade. Others who have not yet reached a decision need a general course that will give them a wide range of experience with materials and processes. The organization of classes should be planned so as to permit transfers, whenever desirable, from the general to the special courses, or vice-versa.

By the time the pupil has reached the second year he usually will settle down to steady work on the trade he selects, although here again the organization should be sufficiently elastic to allow transfers when there seems to be good reason for making them. It is to be expected, however, that nearly all the pupils will devote their time during the second year to practice and study limited to single trades. The success of the school in holding boys to the age of 16 or 17 will depend on its ability to convince them that the extra time in school is a paying investment, and this cannot be done unless they stick to one line of work.