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The teaching of vocational civics in the junior and senior high schools of the United States.

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The teaching of vocational civics in the junior and senior high schools of the United States.

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Content THE TEACHING OP VOCATIONAL CIVICS IN THE JUNIOR AND SENIOR HIGH SCHOOLS OF THE UNITED STATES A Tiiesis ^ 3 i - Presented to the Faculty jtiift of the School of Education University of Southern California In Partial Fulfillment of the Requirements for the Degree of Master of Arts In Education By Kephas Albert Kinsman June 1932 UMI Number: EP56963 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Dissertation Publ.sh*ng UMI EP56963 Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346 S ^ 0 | £> This thesis, w ritten under the direction of the \ C hairm an of the candidate’s Guidance Com- * mittee and approved by a ll members of the ^ Committee, has been presented to and accepted by the Faculty of the School of Education in p a rtia l fu lfillm e n t of the requirements fo r the degree of M aste r of A rts in Education. Date.. 4 > I ? ? ? .............. Guidance Committee F. J. Weersing Chairman G. Vernon Bennett M. M. Thompson i CONTENTS Chapter Page I. NATURE AND PURPOSE OF THIS INVESTIGATION--------- 1 IMPORTANCE OF THE PROBLEM -----— ....... 1 RELATED INVESTIGATIONS........-......... 7 SCOPE OF THE INVESTIGATION------------------ 10 METHOD OF PROCEDURE ----------------------- 12 SOURCES OF DATA -------------------------- 13 ORGANIZATION OF THIS REPORT ------- 14 II. THE HISTORICAL DEVELOPMENT OF VOCATIONAL CIVICS— 16 ORIGIN AND DEFINITION OF TERMS-------------- 17 Vocational terms------------------------ 18 Social science-------- 19 Civics---------------------------------- 19 Vocational civics--------- 20 Summary of analysis of terms----------- 21 VOCATIONAL CIVICS BEFORE THE REORGANIZATION MOVEMENT---------------- 21 The two periods before 1916------ 21 Trends in education leading to vocational civics, 1857-1907------ 22 Analysis of educational literature in this period-------------------- 22 De Garmo*s principles of secondary education-------------------------- 26 The development of vocational civics courses prior to its official recognition---------- 27 VOCATIONAL' CIVICS SINCE THE REORGANIZATION MOVEMENT-------------------------------- 33 Vocational civics after the World War— 37 Modern trends in the vocational civics field------------- 43 Conclusion------------------------------ 45 III. THE AIMS AND OBJECTIVES OF VOCATIONAL CIVICS 46 AIMS REVEALED BY LEADING EDUCATORS---------- 47 Vocational civics elevates ideals of living ----- ■------ 47 Vocational civics elevates the ideals of citizenship- -------- 47 Vocational civics helps pupils select vocational careers--------- 48 Vocational civics informs the pupil concerning society as group life-- 49 Vocational civics guides the social instincts of pupils--------------- 50 Vocational civics aims to guide the pupil educationally--------------- 51 Vocational civics gives the secondary pupil vocational guidance--------- 51 Vocational civics guides the pupil through the critical secondary school period---------------------- 54 ii Chapter TTT (cont*d) Page AIMS RECOGNIZED BY SCHOOLS OFFERING VOCATIONAL CIVICS-------------------- --- 55 Introduction---------------------------- 55 Scope of the analysis------------------ 55 Evaluation of the aims of vocational civics---------- 56 AIMS GIVEN BY SCHOOLS OFFERING VOCATIONAL CIVICS------- 63 Aims of vocational civics actually given-------------- 63 Birmingham, Alabama--------------------- 63 San Francisco, California------- 63 State of Idaho ---------------------- 63 South Bend, Indiana--------------------- 63 State of Maryland---------------------- 64 State of Missouri (1925)--------------- 64 State of Missouri (1928)--- 64 St. Louis, Missouri --------------- 64 State of New York--------- 64 Charlotte City, North Carolina--------- 64 State of North Dakota------------------ 65 Commonwealth of Pennsylvania------------ 65 State of Utah- —------------------------- 65 AIMS SUGGESTED BY OTHER HIGH SCHOOLS--- 65 Oakland, California-- --- 65 State of Connecticut---------------- 65 State of Indiana-------- 65 Fall River, Massachusetts-------------- 65 Springfield, Massachusetts------------- 65 State of Maine-------------------------- 66 Kansas City, Missouri------------------ 66 R. J. Reynolds High School, Winston-Salem, North Carolina 66 Cleveland, Ohio-------------------- 66 Pittsburgh, Pennsylvania--------------- 66 State of Vermont------------- 66 State of West Virginia----------------- 66 State of Wisconsin--------------------- 66 The aims most frequently mentioned 66 OUTCOMES AND OBJECTIVES IN VOCATIONAL CIVICS COURSES-------------------------- 69 Methods of revealing objectives and outcomes----------------------- 69 Objectives of vocational civics courses------------ 70 State of Missouri------------------ 71 State of Idaho------------------------- 71 Kansas City, Missouri------------------ 71 Cleveland, Ohio------------------------- 72 State of Pennsylvania------------ 72 South Bend, Indiana--------------------- 72 The St. Louis Missouri Plan------------ 73 The Vermont State Plan----------------- 74 iii Chapter Page The Standards of the West Virginia Plan---------------------- 75 The San Francisco, California Plan 77 Summary of outcomes and objectives 78 SUMMARY OF THE CHAPTER----------------------- 79 IV. CONTENT OF COURSES IN VOCATIONAL CIVICS-------- 81 VOCATIONAL CIVICS COURSES WITH A DETAILED CONTENT---------------------- 84 The Pennsylvania program--------------- 84 The Missouri state program: Practising American Citizenship 86 The outstanding city courses of study based on the Missouri program---------------------------- 88 The Kansas City course in Vocational Life --------------- 90 The New York program in "The Business of Living” ---- 91 Summary of the course in Business of Living ■ ------------ 95 The San Francisco, California plan "Choosing a Vocation" ---------. 95 Summary of the San Francisco unit in vocational civics---------- 105 VOCATIONAL CIVICS UNITS SUGGESTED BY STATES---------------------------------106 The course of study included------------106 The Idaho course in Occupations---------106 The recommendations of the Maryland State Department of Education 107 The North Dakota course in Citizenship and Vocations---------- 108 The Texas courses in Community Civics-- 109 The Utah course of study. Vocational Civic material ------109 The West Virginia and Vermont courses in Citizenship and Occupation 110 The Wisconsin State recommendation 110 Other state courses which include vocational civic instruction-------111 Summary of the vocational civics units suggested by the State Departments of Education----------- 112 FUSION COURSES WITH A STRONG VOCATIONAL CIVIC CONTENT--------- 114 Vocational guidance in the Birmingham, Alabama schools-------- 114 The Oakland, California, courses in junior high school civics-------115 The Denver, Colorado revision of the junior high school course 116 The Cleveland, Ohio, junior high school plan in Citizenship--------- 118 iv Chapter Page Columbus, Ohio: Vocations-------------- 119 Charlotte City, North Carolina: Community and Vocational Civics 119 Summary of the analysis of fusion courses----------------------120 SCHOOLS WITH VOCATIONAL GUIDANCE AS THE CORE OF THE CURRICULUM-------------121 The type of content included -- 121 The South Bend, Indiana vocational guidance plan---------------- 122 Guidance in the Richard J. Reynolds High School, Winston-Salem, North Carolina----------------------123 Summary of the South Bend and Richard J. Reynolds plans----------125 Summary of the chapter---------- ■ --------127 V. METHODS AND MATERIALS OF INSTRUCTION------------- 132 METHODS OF INSTRUCTION------------------------ 133 Facts influencing the methods of teaching ------------------------133 Vocational civics is a ninth grade course------------------------------ 134 Vocational civics is an informational course----------------------- 137 Vocational civics is usually a part of other social science courses---------- 138 The influence of the reorganization movement on teaching of vocational civics---------------- 140 Ideal methods of teaching vocational civics-------------------142 Dr, Howard C, Hill’s tentative methods in "Occupations"----------- 143 Dr. G. Vernon Bennett’s Occupational Exploratory Gourses------ 144 Plan reported in Gallagher’s "Gourses and Careers"-------------- 145 Methods of instruction followed by representative schools----------146 Correlation of English and Vocational Civics ------------ 146 Methods of instruction in the social studies department---------- 148 Method in fusion courses-----------------150 Method in separate courses in Vocational Civics-------------------151 Summary of methods of teaching vocational civics-------------------152 V Chapter Page MATERIALS OF INSTRUCTION-— ------------------ 154 Importance of the text and other hooks---------------------- 154 Scarcity of vocational civics hooks--- 155 Vocational civics hooks listed hy representative courses of study-- 155 Characteristics of the hooks used in vocational civics courses------ 160 VI. SUMMARY OF PROGRESS AND FORECAST OF POSSIBLE FUTURE DEVELOPMENT IN VOCATIONAL CIVICS 163 SUMMARY OF THE INVESTIGATION------- 164 The origin of the course: Its three periods of historic development----------------------- 164 The aims and objectives of vocational civics ------------- 165 The content of courses in vocational civics-------------------166 Methods of teaching vocational civics-- 168 Textbooks for use in vocational civics classes------------- 169 THE PROGRESS OF VOCATIONAL CIVICS------ 170 Value of vocational civics in relation to the curriculum------- 170 The specific goal of vocational civics-------- 173 THE FUTURE DEVELOPMENT OF VOCATIONAL CIVICS-— ------------- 175 Organization of the content------------- 175 Methods of instruction-------------------177 The materials of instruction ■-------178 CONCLUSION 179 ^ D APPENDIX 1. ANNOTATED BIBLIOGRAPHY OF TEXTBOOKS ON VOCATIONAL CIVICS---------------------181 2. GENERAL BIBLIOGRAPHY--------- 187 Vi LIST OF TABLES Table Page I. ARTICLES ON CIVIC AND VOCATIONAL EDUCATION----- 24 II. ARTICLES ON CIVIC AND VOCATIONAL EDUCATION----- 25 III. SCHOOL SYSTEMS OFFERING VOCATIONAL CIVIC INSTRUCTION--------------------------------- 57 IV. RANGE OF AIMS AND OBJECTIVES OF VOCATIONAL CIVICS--------------------------------------- 61 V. RECOGNITION OF AIMS IN COURSES OF STUDY-------- 62 VI. THE MOST FREQUENTLY MENTIONED AIMS-------------- 68 VII. SOCIAL SCIENCE PROGRAM--------------------------- 85 VIII. CONTENT OF THE NEW YORK SYLLABUS---------------- 93 IX. PROGRAM OF STUDY, JUNIOR HIGH SCHOOLS OF SOUTH BEND------------------------------------124 X. TIME COVERED IN VOCATIONAL CIVIC INSTRUCTION 126 XI. STATE PROGRAMS IN VOCATIONAL CIVIC INSTRUCTION-- 128 XII. CITY PROGRAMS IN VOCATIONAL CIVIC INSTRUCTION-- 129 XIII. GRADE PLACEMENT OF THIRTY VOCATIONAL CIVICS COURSES---------------------------------------136 XIV. YEARS IN WHICH FORTY-SEVEN TEXTBOOKS ON VOCATIONAL CIVICS WERE PUBLISHED------------ 159 XV. AN ANALYSIS OF FORTY-SEVEN TEXTBOOKS FOR VOCATIONAL CIVICS CLASSES--------------------162 1 CHAPTER I NATURE AND PURPOSE OP THIS INVESTIGATION The purpose of this investigation was to analyze, classify and summarize representative thought and practice in connection with the subject matter and teaching methods in vocational civics. The study has been organized under a number of headings, each of which deals with some important phase of the subject. First the history of the development of the course was taken up, after which a systematic search was made for information relating to such problems as, the aims and objectives of vocational civics; the organization of the course content; methods of instruction, and current trends significant for future development, IMPORTANCE OF THE PROBLEM The problem under consideration is worthy of attention because of two important movements characterizing present day education: (1) The reorganization movement affecting the social studies and (2) the growing interest in vocational education. With regard to the first, civics shares in the general interest recently evinced in research in the entire field of the social studies. The contributions of such men as Drs. Earl U. Rugg, Harold 0. Rugg and B. B. Bassett have provoked analyses among social science investigators. The importance of instruction in vocational civics, however, arises not only from its civic character hut from the fact that it seeks to bridge the gap between academic and vocational edu cation. If such terms as guidance, citizenship, civic minded ness and vocation had been mere outgrowths of war time propa ganda, the American public school would not today emphasize those features of school life connected with these terms. It is a well known fact that all recent statements of secondary school objectives give a pronounced place to social and indi vidual efficiency. This emphasis has developed within a quarter of a century of the time that vocational education attained mention in the educational vocabulary of America. Approximately two decades ago, school men were beginning to speak of the "Ethical value of vocational instruction in secondary schools”.1 In 1912, Edwin S. Todd, writing in Education^ spoke of the necessity of maintaining an economic basis for civic teaching because the real aim of civic instruction cannot be realized until the student is brought into a position where he will be able to appreciate his environment, to sympathize with that environment and thirdly, to complete the process of socialization by adapting himself to that environment. This adaptation includes vocational interests. The social studies in particular emphasize this social efficiency. The leaders of the reorganization move 1F. H. Hall, Proceedings of the National Education Association. Washington D. C., 1909, p. 492. ^Edwin S. Todd, "An Economic Basis for Civics Teaching”, Education. 32:436-444, 478-484, March-April, 1912. 3 ment featuring the social studies has not only recognized the necessity of including vocational instruction as a part of social education, but has experimented with plans for actually fusing the two together. The Committee on Social Studies of the Committee on the Reorganization of Secondary Education declared: From the nature of their content, the social studies afford peculiar opportunities, for the training of the individual.__ Unless they contribute... to the cultivation of social effi ciency...on the part of the pupil, they fail in their most important mission. This summarizes the combined view of the educator today.3 Present day educators have come to a clear conscious ness that the proper guidance of young people is a greater undertaking than merely directing them into suitable occupa tions; it is as much a method of harmonizing society in general as in satisfying the individual. Hence, it compre hends educational guidance, health guidance, moral guidance and social and civic guidance. Early movements in the reorganization of the social studies curriculum made possible the inclusion of such a course as vocational'civics. This preliminary course was the result of the movement initiated in 1919. Data regarding this historical movement may be found in nearly every number of the Historical Outlook issued since the inception of the reorganization movement. As stated before, the social studies first dealt with social guidance; civics is one of the subjects that shared in the ^United States Bureau of Education, Bulletin, No. 28, 1916, p. 9- Washington: Bureau of Education. 4 movement toward more explicit courses to fulfill the aims of social efficiency recognized by the Committee on History and Education for Citizenship in Schools, appointed by the American Historical Association in 1919. In order to initiate guidance in the junior high school, this committee included in their plans the following recommendation: It recommended for the ninth grade a course in industrial organization and civics which shall include the development of an appreciation of the social significance of all work, of the soeial value of interdependence of all occupations, of the opportunity and necessity for good citizenship in vocational life, of the necessity for social control and otherwise of the economic activities of the community, of how government aids the citizen in his vocational life and how the young citizen may prepare himself for a definite occupation.^ The foregoing recommendation for vocational civics Instruction does not imply that one specific course met the requirement; on the contrary, it was just the explicit evidence of the growing importance which guidance has achieved. The social science investigators naturally considered those phases of vocational guidance adaptable to certain specific courses to be taught in their field of the secondary school. Such courses as vocational civics were not the sole instru ments in developing interest in .the importance of social and civic welfare; the findings in connection with vocational guidance have been just as effective in pointing out that education is not just giving individuals facts about citizen ship. ^Report of the Committee on History and Education for Citizenship in Secondary Schools, Historical Outlook. Vol. 12, May., 1919, p. 92-93. 5 The growing interest in vocational education, the second factor characterizing present day education, has been ably summed up by Dr. William Martin Proctor who declared that: "Guidance as an important phase of human engineering has in recent years been recognized as deserving special consider ation in the field of educational and industrial research."5 In fact, guidance, vocational and civic, has been said to be an essential attribute of the child. It is something more than occupational. Until the last few years, investiga tion in vocational training had little in common with social science. One of the evidences that far-sighted thinkers were reorganizing the association is found in a widely distributed book issued by Gowan, Wheatley and Brewer, Occupations It was spoken of as a "pioneer in the field".7 In a later edition, the authors stated that "the subject matter in this book is one of the social studies. It should have a regular place in the curriculum".® Hence, it may be seen that investigators interested in vocational guidance were not satisfied to consider it apart from the recognized curriculum of the school. This has been due in part to the insistence and foresight of those who, like Dr. Proctor and Dr. Snedden, ^William Martin Proctor, Educational and Vocational Guid ance . Boston: Houghton, Mifflin Company, 1925, p. 2. ®Gowan, Wheatley and Brewer, Occupations. New York: Ginn and Company, 1913 > .357 pp. ^Ibid., Introduction to 1925 edition. ®rbid., p. 3. 6 recognize guidance as functioning throughout the life of the child. The growing importance of aims and objectives has resulted in programs and tryout plans to induce vocational and social guidance. An added factor which increases the possible interest in vocational civics has been the outstand ing maintenance of the organized forces for guidance, who declare that "guidance will not be accorded the place which rightfully belongs to it by reason of its importance until it is understood to have wider application than simply to the choice of a vocation".9 The heralding of aims and objectives for the secondary school by such men as Ingles, Bonser and Charters cannot fail to impress the student with the growing interest in any phase of education which fits the pupil to his social surroundings. Educators, who have no particular desire to emphasize one branch of the curriculum more than another, recognize the value of including vocational knowledge as part of the social study. J. M. Glass, in his Curriculum Practises in Junior High School and Grades V and VI, strongly emphasizes voca tional civics and similar courses.10 F. T. Spaulding in The Small Junior High School suggests social studies and guidance. He writes, "Witness the evolution of social science...and...vocational economic civics.- The work of 9john m . Brewer, "Education as Guidance", School and Society, Vol. 16, p. 714. 10Supplementary Monograph, No. 25, University of Chicago Press, 1924, p. 132. 7 grades seven and eight", he declares, "should include a general survey of occupations".11 Dr. L. V. Koos declares that voca tional guidance in the American public school is most frequent ly accomplished by a separate course.12 It would seem, there fore that the school is fully cognizant of the possibilities of fully recognizing civic and vocational education as cooper ative units in a guidance program for the twentieth century school of the masses. It is clear, therefore, that vocational civics is an outgrowth of the realization that occupational education is a part of social activity. An analysis of the objective data, the result of the foregoing reorganization, is worthy of attention. An analysis of vocational civics will reveal the aims and objectives of secondary education as it affects the individual socially, civically and vocationally. The extent to which aims and objectives have been realized is constantly kept in the foreground in the present investiga tion which presents theory and practice in connection with vocational civics instruction. RELATED INVESTIGATIONS The present investigation, although similar in content to other studies in the field of the social sciences, is ■^F. T. Spaulding, The Small Junior High School. Cambridge: Harvard University, 1927, p. 187. 12L. V. Koos, The American Secondary School. Boston: Ginn and Company, 19277 P* 566. 8 unique in that it draws upon two separate sources of inquiry. The first of these sources is that in connection with social science research; the second is that which opens before the investigator the various contributions of the specialist in vocational job analysis. Before considering either of these, it is well to state that neither field is sufficiently related to vocational civics to furnish previous investiga tions, because neither has sufficiently examined the ends and aims of social and vocational education as presented in vocational civics. Social science investigations which have been examined have one factor in common: they approach education from the viewpoint of general civic value. To the student of vocational guidance this is not enough: education to be complete must prepare the pupil adequately for his individual satisfaction as well. No investigation has been found closely enough related to the present study to fulfill this end. Furthermore, the numerous vocational analyses which have been presented in the last decade are not closely enough associated with vocational civics to warrant extended treatment here. It is not contended that research in voca tions and civic training is lacking; the monumental findings of Drs. Fugg,^ Bassett,^ and Moored, as well as numerous vocational treatises issued by Drs. Snedden-^ and Bennett^-?, are all antecedent to any study of interest to the student of citizenship, but no single study can be said to parallel an analysis of vocational civics. 9 . 0. Rugg, Do the Social Studies Prepare Pupils Adequately for Life Activities? Twenty-Second Yearbook of the National Society for the Study of Education, Part II. Bloomington, 111.: Public School Publishing Co., 1922. Earl Rugg, Studies in Curriculum Construction in the Social Studies, Teachers’ College, Columbia University, New York,.1923. -^B. B. Bassett, Civic Instruction of the American Electorate. Twenty-Third Yearbook of the National Society for the Study of Education. Bloomington, Illinois: Public School Publishing Company, 1924. B. B. Bassett, The Content of the Course of Study in Civics. B. B. Bassett, Historical Information Necessary for the Intelligent Understanding of Civic Problems. Seventeenth Yearbook of the National Society for the Study of Education, Part I. Bloomington, Illinois: Public School Publishing Company, 1919. 15C. B. Moore, Civic Education: Its Objectives and Methods for a Specific Case group. Teachers’ College, Columbia University, New York, Contributions to Education 151, 1924. Alice A. Doner, History and Other Social Studies in the Junior High Schools. Unpublished Thesis on file at the University of Chicago, Chicago, Illinois, 1925. ^David Snedden, Civic Education. 'New'York: '-WorldyBook Company, 1922, p. 245-246. ^G. V. Bennett, Vocational Education of Junior College Grade, Baltimore: Warwick and York Inc., 1928, 244 pp. W. M. Proctor, Educational and Vocational Guidance. Boston: Houghton, Mifflin Company, 1925, p. 231. 10 SCOPE OF THE INVESTIGATION Interest in vocational civics has grown increasingly until today it is not uncommon to hear the term "vocational” used in connection with courses of study in the intermediate and elementary grades.18 However, the present investiga tion will consider only those social science courses which deal primarily with vocational information adapted to the junior and senior high school level. The courses of study to he analyzed are those which recognize hoth the social and civic aims necessary to an understanding of the preparation of the individual for his life work. Previous contributions of social science authorities have provoked vocational analyses among curricular specialists. The present study will reveal to what extent these changes have been embodied in the courses of study; it is not interested in the remote reasons or methods behind these changes; sufficient research has been made, notably by Dr. Earl U. Rugg, in this field. -*-9 it is taken for granted that the forces behind the Reorganization Movement have made clear that the vitality of the school rests upon recognition of the changing forces of economic life to day. Therefore, general social science courses of study are M. Proctor, Educational and Vocational Guidance, Boston: Houghton, Mifflin Company, 1925, p. 231. -*-^Earl U. Rugg, Curriculum Studies in the Social Science and Citizenship, Colorado Teachers' College, Education Series No. 3- Greeley, Colorado: Colorado Teachers' College, 1928, 214 pp. 11 to be examined only for the purpose of discovering to what extent vocational training in the Junior and senior high school has been adequately carried out in conjunction with citizenship education. Instruction in vocational subjects or the technique of specific occupations are excluded be cause the aims of the social studies are not recognized or emphasized in such courses. The scope of vocational civics courses allows sufficient breadth of study to indicate clearly present day social science and vocational education. Through such a presentation, Dr. David Snedden*s prophecy concerning civic vocational education in the future will be partially realized. Of his book Civic Education,20 devoted a large part to this problem, ending with this statement: Much research may be expected in the near future looking to the determining of society's need for civic education, the best specific objectives of such education, and Its most effective means and methods. Present possibilities of research in the field of civic education include (a) study of general and specific needs of civic education (b) appraisal of present contributions of non-school agencies (c) appraisal of contributions of civic by education in schools through discipline, sports, reading, etc. (d) critical examination of American and other history studies as means of civic educa tion (e) critical evaluation of civics...as means of civic education (f) appraisal of other means now employed in schools ...toward civic education and (g) proposed restatement of objectives and (h) proposed new or organized means and methods.- With these possibilities open to the student of civics, the present investigation (1) excludes instruction in vocational subjects, (2) non-vocational social science courses and ^David Snedden, Civic Education.~New York: World Book Company, 1925, p. 245-246. 12 (3) all courses which fail to include both occupational and citizenship training, A representative sampling of schools throughout the United States in which vocational civics courses are given has been secured. METHOD OP PROCEDURE It is proposed to make an analysis of vocational civics courses offered in the junior and senior high schools of the United States. The method followed is chiefly that of library research supplemented by a process of detailed analysis and classification of the data found by careful examination of professional literature, texts, courses of study and magazine articles pretaining thereto. Information made available by the constant use of such publications as the Reader*s G-uide, International Index, and Educational Index may be termed preliminary. This material reveals the terminology, phraseology and general background of vocational civics. This introductory analysis further indicates to what extent vocational civics is occupational and to what degree social and civic. Subsequent findings selected from the syllabi and curricular studies of repre sentative junior and senior high schools selected with reference to their contributions and rating accorded by the leading educational organizations, complete the analysis. The following plan indicates the manner in which the analysis are collected and arranged. 13 1. The historical development of vocational civics instruction from the earliest courses taught to the present fusion type of course. In this section is considered the influence of vocational guidance as a separate and distinct movement affecting the academic curriculum. 2. The purposes of the courses, the extent to which the.courses have been adopted, and the manner in which representative schools have proceeded to utilize preceding courses In attaining the ends sought. 3- The content of courses, the units treated, and the emphasis placed on specific topics. Sample, representative courses and units are presented in this section as typical examples. 4. Methods which proved successful in teaching voca tional civics, and the leading textbooks used to present facts of interest to the adolescent student of the course. The grade placement and time allotment given is also in cluded. 5. Suggestions and criticism made in regard to the status of vocational civics, its future development, as a separate course, and value in terms bf organization, ;aims and objectives. SOURCES OF DATA The present investigation is dependent upon certain materials related to secondary school instruction in American schools. Among the preliminary sources are the Addresses and 14 Proceedings of the National Education Association, the Record of Current Publications of the Bureau of Education, and the yearbooks of the National Society for the Study of Education. These three sources, as well as such publica tions as the Historical Outlook have saved a vast amount of time in selecting and organizing materials. Although a large number of literary and educational materials, to nu merous to mention here, proved very valuable, the most extensive sources of data concerning vocational civics were the courses of study and syllabi of the large number of secondary schools offering definite information regarding social science and English courses. Prom this list, those offering vocational civics materials were segregated. Another material worthy of especial note was the plan for teaching vocational training issued by Drs. Bennett and HeroId entitled Occupational Exploratory Courses.21 Other sources, most of them very helpful, are included in the bibliography; but it is upon the foregoing materials that the present library study primarily rests. ORGANIZATION OF THIS REPORT The present investigation would be incomplete without a consideration of the important activities initiating courses in vocational civics. These events are chronicled 21G. V. Bennett and Herold, Occupational Exploratory Courses, Baltimore, Maryland: Warick and York, 1928,' 225 pp. 15 in Chapter II, "The Historical Development of Vocational Civics". A treatment of "The Aims and Objectives of Vocational Civics" is"presented in Chapter III, while Chapter IV deals with "The Content of Courses in Voca tional Civics", under a number of headings. In Chapter V is a consideration of "Methods of Instruction", followed by a final chapter entitled "Summary - of Progress and Fore cast of Possible Future Development in Vocational Civics". An interpretation of the findings with general conclusions and recommendations relating to courses in Vocational Civics is also presented in this concluding chapter. 16 CHAPTER II THE HISTORICAL DEVELOPMENT OF VOCATIONAL CIVICS The three decades since the opening of the twentieth century have witnessed striking transformations in all branches of the school curriculum. Vocational civics is one of the several new innovations introduced during this period. The present chapter proposes to trace the develop ment of this course. Because of the close association of the social studies with vocational training in the later stages of the reorganization movement, both of these phases of modern education have been traced. Those elements of secondary education affecting vocational civics instruction have been historically presented so that the present day features of this course may be graphically and clearly perceived. The development of vocational civics falls historically into three parts: (1) The period before the World War; (2) the period of the reorganization movement; (3) the period of experimentation in vocational civics instruction. The first period is marked by the efforts of educators of advanced ideas to include vocational and civic instruction under one course. The second period, generally commensurate with the World War, witnessed a remarkably increased interest in the secondary school curriculum. Out of these changes came a reorganized course in vocational civics. 17 The third period covers the last decade or more, and the present analysis is largely devoted to an interpretation of the results of educational thought and practise so far as they affect the subject in question. The historical plan here presented has been followed in this chapter because of its simplicity. Two elements pecul iar to vocational civics should be here noted. Both of these affect not only this chapter, but those following: First, vocational civics was generated not only from the social science curriculum, but from the vocational education movement as well. This fact makes the task of determining the precursors of the present subject not only more difficult but uncertain as well. The second important consideration is that concerning the use of vocabulary. A specific terminology has been adopted by the Vocational Guidance Association, which has greatly simpli fied research. In the case of the social studies, however, no such agreements have been made. However, the most commonly accepted interpretation of words used in the present analysis has been followed. A section dealing with the origin of the terms used immediately follows, preceding the detailed develop ment of vocational civics. ORIGIN AND DEFINITION OF TERMS The most commonly used terms in connection with voca tional civics are: (1) vocational terms; (2) social science; (3) civics and (4) vocational civics. It is vital that there 18 be some agreement as to their use. The historical develop ment of these terms follows briefly. Vocational terms. The social studies program until lately has been dominated by history, with the result that the social and vocational aspects have been considered apart and under other topics. Fortunately, terminology concerning vocational guidance has been standardized to an extent which renders analysis much more simple than in the case of civics although the principles and practise dealing with vocations and life career courses date back only a quarter of a century. The vigorous and systematic movement initiated by Frank Parsons, Director of the Vocational Bureau of Boston, in 1908 influenced the teaching of the social studies to a greater extent than did the social studies influence vocational guidance. No mention of the term "vocation” or "vocational” is found in the Addresses and Proceedings of the National Education Association until 1908, at which time C. S. H. Brereton of London, England reported his address on "Voca tional Education in London". The following is considered an adequate definition of the term vocational civics: Vocational civics is a high school course, usually offered as a social study, providing the student with information regarding the importance of his life work and his part in community life. 1Cloudsley S. H. Brereton, The Problem of Vocational Education, Proceedings of the National Education Associa tion, Washington, D. G., 1908, p. 58. 19 Social science. The term "social science" itself was not mentioned in the Addresses and Proceedings of the National Education Association until 1901. That name is dealt with in an address given by Professor G-eorge E. Vincent, then professor of sociology at the University of Chicago, on the occasion of the fortieth annual meeting of the National Education Association held in Detroit, July 8-12, 1901.^ Social science or social studies is a collective term designating history, citizenship, government and other economic and community problems. Civlc3. The term "civics", almost equally new, did not succeed "civic government" until recently. It is given recognition in the Bibliography of the Bulletin of the Bureau of Education in 1909-1910 (see Index), although "The Civic Education— Abstract”, an address by William W. Folwell of the University of Minnesota is reported in the National Education Association Proceedings for 1884.3 Hence, diffi culty attendant upon any analysis of civics in whatever aspect, is primarily a matter of discovering under what names and department the material to be considered has functioned. The reorganization movement tended to systema tize the social sciences, but confusion and lack of organ ized usage has been lately reported as witnessed in the %. E. Vincent, Social Science and the Curriculum. Addresses and Proceedings of the National Education Associa tion, Chicago: University of Chicago Press, 1901, p. 124. 3w. W. Folwell, The Civic Education— Abstract, 1884, p. 261. 20 report by Dr, Earl U, Rugg in 1928.^ The term "civics1 1 should' be - understood to connote problems and facts concerning the government and the com munity , Vocational civics. The term "vocational civics" origin ated with the Committee on the Reorganization of the Social Studies, In their report compiled by Arthur Dunn, in 1916, is recommended a course in civics--economic and vocational aspects.5 There is no evidence to support the belief that vocational civics as a specialized term has gained in popularity, nor that it is an especially fitting name for the subject taught. Since it has been given official recog nition, no other single term has supplanted it. In 1923, when the social studies had undergone their greatest revision, Edgar Dawson wrote,^ One of the noteworthy tendencies in the evolution of the social studies is that which leads to breaking down the tradi tional lines of specialization so far as the school are con cerned, and the setting up of courses which offer combina tions of elements taken from several subJects..,The community vocational or economic civics of the junior high school grade has in some cases left a false impression on the minds of scholarly observers. It may be that the terminology is too ^Rugg and Dearborn, The Social Studies in Teachers1 Colleges and Normal Schools. Colorado Teachers’ College Educa- tional Series No. 4, Greeley, Colorado, 1928, p. 16-17. ^A. W. Dunn, The Social Studies in Secondary Education, p. 14^ Bureau of Education, Bulletin, No* 28, 19l6, Washington: Bureau of Education. ^Edgar Dawson, The Social Studies in Civic Education, p. 14, Bureau of Education, Bulletin, No. 23, 1923, Washington: Bureau of Education. 2 X pretentious for what is actually done by some of the best teachers. Nevertheless, that term remains in common use. However, this analysis is limited necessarily to the period since 1916, when the reorganization movement initiated this particular aspect of the social studies or to an examination of data in related fields of social study to gain knowledge of sources from which the course was created. - This uncertainty-regard ing use of nomenclature is not limited merely to vocational civics. The whole field of education, and the social sciences in particular, have changed to meet new principles of curric ular and academic construction. Summary of analysis of terms. The foregoing study of the commonly used vocabulary shows that the modern scientific distinctions between various phrases was not based on the social aspects of education. Subject matter formed the basis of differentiation. It required an outstanding change in educational theory and practise to bring about terminology based on social education rather than on subject matter. VOCATIONAL CIVICS BEFORE THE REORGANIZATION MOVEMENT The two periods before 1916. The remote origins of vocational civics are clouded. The very suggestion of voca tional training was contrary to the theory of education influencing the curriculum in the nineteenth century. The period when prejudice and formal education prevented voca- 22 tional education from entering the public secondary school, however, was not void of sign-posts leading toward vocational civics. An analysis of literature before vocational civics was recognized anywhere in the United States reveals interest ing data of this nature. Since then, about 1907, the second period in the history of vocational civics, the subject in question has had a more or less direct history. The events leading to the first course in vocational civics are worthy of note. Trends in education leading to vocational civics, 1857- 1907. Analysis of a subject as new in education as voca tional civics depends as much upon its immediate antecedent development for the student as it does upon the general causes which resulted in the reorganization of secondary education. For the purposes of the present basic survey, it has been assumed that the studies and materials which dis tinctly associate some phase of vocational guidance with citizenship or civic education were precursors of the voca tional civics recommended by the Committee on Social Studies in 1907. Analysis of educational literature in this period. The two accompanying Tables, I and II, give a statistical summary of the number of articles appearing since 1857 which deal with our field of inquiry. The publications of the National Education Association ^ar.e the. most consistent guide to the leading advanced educa 23 tional thought and practice in America. The indices issued "by the United States Bureau of Education since 1907 reveal the popular trend in educational viewpoints. As preliminary general guides to our study, these two tabular studies clearly indicate how little attention was given to vocational or civic education until the years just preceding the inaugu ration of vocational civics. These conclusions may be readily drawn from these tables. 1. Vocational education received no definite attention until 1908, but since that time it has rapidly gained atten tion of educators. 2. Citizenship education as a professional term entered about this time, 1907, and gained in widespread use with the World War. 3. The common field of opportunity, guidance voca tional and civic, was neglected and forgotten until the necessities of war enphasized the changing status of the social studies. For further support and supplement of the foregoing conclusions, several works dealing with the principles of education are reviewed. Material dealing with vocational guidance and with civics is analyzed in particular. The selected text is a popular and typical example. 24 TABLE I ARTICLES ON CIVIC AND VOCATIONAL EDUCATION IN THE ADDRESSES AND PROCEEDINGS OF THE NATIONAL EDUCATION ASSOCIATION Years History Civics Citizen ship Social Science Vocational Education 1857-60 1 ;.18j6o;65 1 1866-70 1871-75 3 1876-80 1 1881-85: 2 2 1 1886-90 9 2 3 1891-95 34 4 Y 1896-00 18 2 1 1901-05 9 2 5 1906-10 13 3 1 This table should read as follows: In the years from 1901 to 1905, the Addresses and Proceedings of the National Education Association recorded nine articles on history; two articles on civics; one article on citizenship; and five which dealt with the social sciences as such. None dealt with the topic of vocational education. 25 TABLE) II ARTICLES ON CIVIC AND VOCATIONAL EDUCATION IN THE RECORD OF CURRENT PUBLICATIONS Year Vocational Education Voc. Ed. and Civic Educ. Civic Educ. and Citizen. 1908-09 9 0 14 1909-10 26 1 8 1910-11 21 5 15 1911-12 34 1 26 1912-13 40 6 11 1914-15 208 2 28 1917-18 142 5 75 1918-19 131 2 68 This tahle should read as follows: In the year recorded from 1912-19139 the Index of the United States Bureau of Education records forty articles dealing with vocational education; six articles which link vocational education with civic education; and eleven that deal with civic education and citizenship* 26 De G-armo*s principles of secondary education. An examination of this leading educational text reveals the limited space and interest given to citizenship and voca tional training as a part of secondary education in the past prior to the reorganization movement,6k In the entire three volumes of more than 612 pages, the author cites "civics1 1 and citizenship but three times. Vocations or vocational is never once mentioned. Six years later, in 1913, at the time the reorganization movement was inaugurated, De Garmo issued a new edition.^0 He prefaced these words concerning our field of interest. Since the first edition of this volume was issued seven years ago, there has been a rapid development in some aspects of the American high school,..Much pressure...Has been brought to bear upon the high school to compel it to alter somewhat fundamentally its leading purposes, especially with respect to vocational ends.,.To meet this need for perspective, six chapters upon "Basic Ideals for Educational Progress” have been added. These six chapters were substituted for a mere twenty- three pages covering "Presuppositions Underlying American Education", which in the 1907 edition dealt with the histor ical characteristics of our growth. He had considered life preparation as an educational factor in these words, Education must, then, like industry become diversifies.... Every important form of industrial and commercial activity, as well as every phase of institutional and professional life, demands its technically trained leaders, so that we must have schools, not only for statesmen, lawyers, doctors ^De G-armo, Principles of Secondary Education, II, 84; III, 151* 116, New York: Macmillan and Co., 1907. ^cIbid., Vol. I, Introduction, 1913. 2? and divines, but for engineers...industrial workers of every grade, and even for foresters and agriculturists.? In 1913t one of the new sections in his work he devoted to f , The Implications of Civic Equality and Culture and Voca tional Education”.® He here devoted twenty pages to voca tional education. It is then to be definitely implied, therefore, that the civic and vocational phases of secondary education of which the present analysis is but one part, is a relatively modern innovation in the curriculum of the schools of the United States. Vocational civics is the direct result of the sociological changes in American Education which we term the reorganization movement. The development of vocational civics courses prior to its official recognition. Vocational civics as a curricular subject originated because of the demand and need of such' training expressed in terms of the Vocational Guidance Movement, led by Frank Parsons. The Committee on Social Studies incorporated such a course only after the pioneer ing efforts of independent students had initiated it. It is the brain child of the vocational enthusiast primarily, and secondarily the product of the social scientist. ?De Garmo, Principles of Secondary Education, New York: Macmillan and Company, 1907, Vol. I, p. 13- ®Ibid., p. 29-49. 28 Analyses have "been made not only of actual courses termed vocational civics or occupations, but of educational publications, periodicals, addresses and texts to discover every possible related course which might throw light upon the present day practises. These findings also group them selves into the three somewhat definitely distinct periods in the development of vocational civics instruction and are so presented: (1) the period prior to the vocational guidance movement (----1907), (2) the period from the founding of the Vocational Bureau of Boston (1908) to the Report of the Committee on Social Studies of the National Education Associ ation (1916), and (3) the modern period, extending from 1916 when a course on vocational civics was recommended for the ninth grade. Limited and preliminary findings of various Committees of the National Education Association reveal that instruc tion in occupational courses was neither common nor popular before 190?. Jesse Buttrick Davis, Principal of the Central High School and Vocational Director of Grand Rapids, Michigan, issued a compact manual covering occupation courses as early as 1908. Educators trained in the old classic courses came face- to-face with vocational problems at the time the Boston Vocational Bureau was established (1907). It was presented first in this form, , 1 Shall vocational studies be accepted for entrance to college?"9 The term "vocational” here ^Virgil Prettyman, Sixth Yearbook of the National Society for the Study of Education, Chicago: Chicago University Press, 1907, p. 50. 29 signified ’ ’those studies, which, either by their very nature, tend to prepare directly for specific efficiency in handi craft, business or profession”.^ Such subjects as civics and history were considered "the traditional college entrance subjects” as against vocational studies.11 No consideration at this time was given to courses both vocational and civic. The first actual mention of a course in vocational training definitely connected with citizenship is a course in vocations offered in English composition. This course was mentioned in the 1912 issue of the Addresses and Proceed ings of the National Education Association. In one of the round table conferences of the Secondary Department, Jesse B. Davis addresses a representative body, on the subject, ’ ’Vocational and Moral Guidance Through English Composition in the High School”. As the first concrete plan for civic vocational training in the secondary school, Mr. Davis declared: Every pupil who enters the high school presents himself as a candidate for some successful career in life...Realizing the need of directing the work of our pupils along this line, a plan for vocational and moral guidance was originated in the Central High School of Grand Rapids, Michigan about four years ago. The word ’ ’ guidance” has in this connection a special significance. From the vocational point of view it means the gradual unfolding of the pupils better under standing of himself; it means the opening of his eyes to the broad field of opportunity in the world...the course in English continues throughout the entire four years...Not 10Virgil Prettyman, Sixth Yearbook of the National Society for the Study of Education, Chicago: Chicago'.Qniv&rsity Press, 1907, p. 50. 11I'bid.> p. 56 30 less than three and often more...exercises are "based upon the work in vocational and moral guidance.3.2 Based upon this experiment, Mr. Davis in 1914 issued one of the most foresighted "books on the problem of occupa tional training, Vocational and Moral Guidance. 3-3 Especially in Chapter X, "Social and Civic Ethics from the Point of View of the Chosen Vocation", did he touch upon a course in civic vocational training. This was at the time that the Committee on Reorganization of Secondary Education was working on its report. Apart from the research conducted by educational agencies and vocational experts, social scientists gave such little attention to occupational study as to make one single exception outstanding. In 1910 was published a book on vocational education written not by a guidance director, job analyses specialist nor a manual training instructor, but a sociologist. John M. G-illette, in the preface to Vocational Education,3.4 declared: The following chapters were outlined in 1905, while I was teaching history and social science...In deliberating on the aim of history study, it was discovered that this could be settled only when the object of education had been determined. 3*2je sse B. Davis, Vocational and Moral Guidance, Boston: Ginn and Company, 1914, 303 pp. 13Je sse B. Davis, Vocational and Moral Guidance Through English Composition, Addresses and Proceedings of the National Education Association, Chicago: University of Chicago Press, 1912, p. 713-718. ■*Ajohn M. Gillette, Vocational Education. New York: American Book Company, 1910, iii. 31 Professor Gillette deals with both the vocational and social aspects of education at the time that both movements were gaining in public recognition* The Grand Rapids experiment of Jesse B. Davis in voca tional tryout courses gave impetus to the reorganization of the social studies. That admirable article on the work of reorganization of the history curricula, known as the "History InquiryT,15 summarizes excellently the changes in the social sciences since the first movements in 1892. An exhaustive and careful study of history civics, civil government and sociology have failed to reveal any attention given in actual practise to v ocational or occupational studies prior to the Grand Rapids Plan, which itself was in reality an innovation in the English department. The Committee of Eight in 1908 virtually recommended community civics as a part of civics in grades five and eight,^ but no reference to vocational life is suggested at all. It may therefore be safely concluded that the origins of vocational civics lie with the vocational guidance movement. Concerning the voca tional content of civics, the actual course of action is indefinite because the consistent influence of such educators as John Dewey was seldom understood as including such a vision. Gradually, however, history and civil government ^Edgar Dawson, "The History Inquiry”, The Historical Outlook. XV, June, 1924, p. 6. l6XMd., p. 8-9. 32 courses were supplanted by courses in ' ’social science” and "citizenship”, terms which in themselves cover a much broader field than the present analysis deals with. Citizen ship gradually came to include those aspects of everyday living which were much more vital than civil government. History continued, however, to monopolize the socialized curriculum. Consider the following statement; What better way to make good citizens (is there) than to teach the youth practice in knowing and reasoning upon facts connected with government and the duties of citizens toward the government?^ No room is left, in that question, for a practical occupational study as a social factor. Citizenship and governmental study are synonymous. This older disciplinary view of citizenship, however, should be contrasted with the following; History is a study of the stream of intellect and emotion flowing through the past and shaping itself in the institu tional life of the people, social, industrial, political, religious... Social science is essentially the study of the present in the process of becoming. It is a study of the individual in his group relations— the interdependence, the community of interests, the common hopes, and aspirations... Its end and aim is purposeful citizenship through regnant character...The first essential is a citizen fit to live; the second, his manner of making a living...the problem of making fit to survive.1^ Part of the specific study of the grades suggested by Mr. Welch included a consideration of analysis of various common vocations— a prophetic viewpoint which is not reflected I. Miller, Place of Modern History in the High School Gurriculum, Addresses and Proceedings of the National Educa- tion Association, 1907, Washington, D. C., p7 67&. S. Welch, A Social Science Outline— The Point1 , of View, Elementary School Teacher, May, 1906, pp. 441, 442, 443. 33 in the Report of the Committee of Eight in 1908. VOCATIONAL CIVICS SINCE THE REORGANIZATION MOVEMENT Vocational civics, as a specific course, had its incep tion when the Committee on Reorganization of the Social Studies made its report to the National Education Association in 1916. The forces which were forerunners of the present social science curricula have been indicated, and the sum total of published material prior to the World War can be listed in a few short pages. Since that time, in the last decade and a half, secondary education has been transformed into a social izing force, of which vocational training is a vital part. Every new book published on junior high school education devotes at least a mention to the importance of guidance in the school. These citations may not include vocational civics as such, but the educational leaders’ attitude is not hostile to including ’ ’occupations” as a civic matter. Here is a typical quotation: It is essential to the welfare of junior high school pupils that the importance of the individual to himself, to his parents and to society should be fully recognized...the educational and vocational future and the moral guidance of her students... Since the Junior high school makes pro vision for exploration through the establishment of electives, it must accept the responsibility for guidance. In general direct instruction concerning the courses of the school and eventual vocational outlets will be the work of guidance teachers.^9 ^%acGregor, The Junior High School Teacher. New York: Doubleday, Doran and Company, 1925, p. 187-188. 34 Vocational training is expressed in terms of the seven cardinal principles as "Associational Living”. Dr. Cox explains associational living to he, ...those activities and experinces calculated best to promote for all children habits and attitudes essential to associated living.20 Eleven years before this expression, the Commissioner of Public Schools of Rhode Island, in a report relating to Industrial Education considered vocational education solely as a part time course, and in no sense connected with the so-called "cultural course" offered in the schools of the state. Once the necessity for vocational tryout courses was made evident, the leaders in progressive education in cluded vocational preparation in their programs. In 1914 Jesse B. Davis, then Secretary of the National Vocational Guidance Association declared in these strong terms: Much of the failure and disappointment in life and possibly much of the crime may be attributed to the fact that so large a proportion of our youth go out from our public schools imperfectly prepared to meet the demands of the world in which they find themselves compelled to make some kind of a living....The fact that the public schools have failed to meet the needs of the masses is a result of antecedent con ditions from which the secondary schools have been slow to free themselves....In response to these demands the curri culum is rapidly undergoing changes that are somewhat . * revolutionary in character.2- * - He concluded his discussion of this phase in these w o r d s "What the future content of the high school curriculum will 2^P. W. L. Cox, The Junior High School Teacher, New York: Doubleday, Doran and Company, 1925, p. 187-188. 2^ Jesse B. Davis, Vocational and Moral• Guidance, Boston: (Jinn and Company, 1914, pp. 6, 7, 10. 22Ibid., p. 10. 35 be is not yet fully worked out,” This was a leading statement concerning vocational tryout courses in 1914, when education was not fully committed to life career training in the public schools. In the next year*s issue of the School Review of September (1915), Dr. Frank M. Leavitt stated, There are those who appear to believe that it is early possible to develop a system of character analysis by means of which marked vocational aptitudes can be discovered or equally marked incapacities... On the other hand are those ...who...deny both the possibilities and necessity of vocational guidance. In collaboration with Professor Brown, Dr. Leavitt that same year issued a book dealing with the fundamental necessity of general vocational preparation.24 >j0 distinguish general occupational training from vocational preparation itself, the term "pre-vocational" was used. In these days when the aims and the objectives of educa tion itself were being questioned, an analysis of citizenship and vocational courses indicates that sporadic efforts were being made to inject orientation courses in the secondary schools: 1. Professor Prosser was surveying the Boston Schools with the view toward judging whether vocational guidance was being adequately emphasized.on the other hand, we would 2^Frank M. Leavitt, "Vocational Guidance", School Review, Vol. 23, September, 1915, p. 482-483. Leavitt and Brown, Prevocational Education in Public Schools, Boston: Houghton, Mifflin Co., 1915. 25pro sser, "A Study of the Boston Mechanic Arts High School", Columbia University Contributions to Education, No. 74, New York: Columbia University, p. 195 36 be led to believe that the Chicago schools were perfectly satisfied to leave vocational training entirely in the hands of the technical high schools.^6 Wheatley reports in 1915 that the Middletown Connecticut High School was trying an experiment in a course in vocational information.27 In the same issue of the school in which the Chicago report indicated satisfaction with vocational train ing as then practised, Professor Wheatley declares that the Middletown tryout course attenpted a two-fold purpose, (1) Giving the characteristics of a good vocation, (2) Analyzing in detail certain outstanding vocations. The chief difficulty with the course lay in the lack of texts to be used. This outstanding dearth of material concerning vocational civics material no doubt held back other schools from adapting their programs to meet the awakened interest in vocational study--interest, however, that was awakened as much by contention concerning vocational preparation as by endeavor in the field. G. A. Prosser, in the National Educa tion Association meeting of 1912 d e c l a r e d :28 the beginning of the beginning of the seventh grade forms the storm center of argument between those who contend for t . McManus, "Vocational Training in Chicago Schools", School Review, Vol. 23, March, 1915, pp. 145-158. 27c. ,0. Wheatley, Vocational Information for Pupils in a Small CTity High School,. School Review, Vol. 23, March, 1915, p. 175-180 2®C. A. Prosser, Practical Arts and Vocational Guidance. Proceedings of the National Education Association, 1912, Washington, D. C., p. 656. 37 and against the admission into the...school of vocational courses or vocational motives. In 1916 that contention had not yet "been answered. Such was the newer view, however, that the Board of Education of New York provided an extensive and intensive plan of voca tional education of children of the seventh and eighth grades in five special s c h o o l s . However, just at this time the interest of the nation was directed toward the war, and peculiarly enough intensified interest in citizenship, primarily as a war time expedient. Vocational civics after the World War. The inaugura- tion of the junior high school movement and the report of the Committee on the Reorganization of the Social Studies were two important activities which were precursors of the post war development of vocational civics. Thomas H. Briggs declared that the one purpose of the junior high school was the "early introduction of pre- vocational work”. With the same ardor Professor Stetson declared that the junior high school was a definite constructive attempt to make the school serve the community.. ."by offering some form of pre-vocational work to those who can never attend high school.31 H. Briggs, "Vocational and Occupational Education in New York City", Nation. Vol. 102, June 29, 1916, p. 696-697. 3°Pifteenth Yearbook of the National Society for the Study of Education, Part III, The Junior High School. Bloomington, Illinois: Public School Publishing Co., 1916, p. 14. ^ibid., p. 14-15. 38 This yearbook, dealing with the social subjects in part included, community civics, elementary economics, history and often geography...those social factors most affecting the life of the child should receive first attention...history... will be used to explain problems arising in connection with the study of present social significance.32 Vocational civics as a term for a specialized course began with the report of the Committee on the Reorganization of the Social Sciences. This committee had, after con sistent study made its report in the pressing days of war --1916. The Dawson Inquiry reports that the National Education Association, in their meeting in 1916 recommended in the junior high school cycle "Political, Economic and Vocational Civics with History incidentally"— the Addresses and Proceed ings of the National Education Association mention it first in 1922.^ David Snedden in his report to the Association in I916, forecast and urged a course in vocational guidance consisting of readings, individual conereences, and lectures for the intermediate and junior high school. 34- The Bureau of Education Bulletin, 1916, No. 28,^ placed a vocational 32Fifteenth Yearbook, op. cit., p. 63-64. 33j# m . Glass, The Junior High School Program of Studies, Addresses and Proceedings of the National Education Associa tion, Washington, D. C., 1922, p. 391. 3^David Snedden, Addresses and Proceedings of the National Education Association, 1916, p. 969-970. 35social Studies in Secondary Education, p. 27-28. Bureau of Education, Bulletin, No. 28, 1916, Washington: Bureau of Education. 39 civics course in the projected curricula of the ninth year. The chief purpose of the phase of the ninth year work now emphasized should he the development of an appreciation of the social significance of all work; of the social value and interdependence of all occupations; of the social responsibility of the work,...of the opportunities and necessity for good citizenship in vocational life, of the duty of the community to the work; of the necessity for social control, governmental and otherwise; of the economic activities of the community; and of the part that govern ment activity plays. The other aspects of community life dealt with in the earlier course should receive■attention--the family, the protection of life, health and property, education, recreation, etc. ...The term "vocational civics" has been suggested for this phase of the ninth year work...3o The report spoke in these terms concerning similar courses introduced- up to that time: "Nowhere has a course in vocational civics been found that seems fully to satisfy the requirements postulated".37 The Middletown Connecticut experiment in life career study was the outstanding example until after the war time activity was quieted. Vocational information before the World War was left to the trade school and vocational job analyst, but the war increased and redoubled interest in citizenship with the result that after the war, virtually every study and field was permeated with the study and ideals of "civics”. Vocational study and analysis has shared in this same zeal. "The field in which there has 3^Social Studies in Secondary Education, op. cit., p. 27-28. ^Ibid., p. 28. 40 been in recent years the greatest amount of productive writing by teachers and pupils is that which is commonly known as civics,1 1 declared Dr. C. H. Judd in 1919*38 Part One of the Nineteenth Yearbook dealt with "New Materials of Instruction". Three examples of new types of civics courses and materials were reported by the Committee on the Materials of Instruction. One of these pertained to the elementary school. The committee reported, furthermore, on a course in "social science" at Springfield, Illinois, required of freshmen. Mr. Kingsberg, the principal, stated that course contained eighteen units, of which one dealt with "various vocations". The Committee on New Materials of Instruction, in present ing this report, declared that new work has not been introduced up to that time because the people had been so fully occupied with war duties.39 War time endeavor, absorbing popular interest, had not prevented leaders in secondary education from engaging in controversy concerning the function of the vocational education which had been introduced a decade before. This disorganized condition is illustrated by the opposing viewpoints of Snedden and Dewey. Dr. Snedden contended that 3£%ew Materials of Instruction, Twentieth Yearbook of the National Society for the Study of Education, Bloomington, 111.: Public School Publishing Co., 1918, p. 161. 39ma., p. 175. 41 vocational education differed entirely from general or liberal education and should not be connected therewith. Dewey maintained that the educational program should pre pare throughout for the general and vocational needs of the p u p i l s . ur# Bagley attached differentiating programs at the junior high school level from the viewpoint of social solidarity.41 A rejoinder from Dr. Judd in support of the new social fusion experiments at the University of Chicago and elsewhere carried on the verbal battle,42 until Dr. Harold U. Rugg of the Committee on Social Studies demonstra ted the advisability of maintaining the reorganized curri cular program in the spirit of the Committee on Reorganiza tion, few courses similar to vocational civics were reported. In 1918 the Department of Superintendence of the National Education Association held a symposium oh the purpose of historical instruction in the seventh and eighth grades. Although the Committee on Reorganization in 1916 had recommended a course in the junior high school on economic and vocational civics, no mention whatsoever is made of such instruction in this report.43 By 1923, however, the recommen 40pOr further details see Fifteenth Yearbook of the National Society for the Study of Education, Part III, The Junior High School, Bloomington, 111. : Public School Publishing Co., p. 157. 4lIbid., p. 57. 42Ibid., p. 58. 4?Third Report of the Committee on Time in Education, Seventeenth Yearbook of the National Society for the Study of Education. Bloomington, 111.: Public School Publishing Company, 1917. 42 dations, "begun with the 1916 report, had been sufficiently tested to call forth radically different programs from those then commonly used in the -schools. Under the modern social science grouping of courses, no traditional subject (history, civics, etc.) monopolizes the curriculum. This type of curriculum calls for the problem method of study and teaching, and for this plan, the Ruggs (H. 0. and E. U.) and their assistants are largely responsible. The Committee on the Social Studies in 1923> of which Dr. H. 0. Rugg was chairman, were skeptical of the civics which "still drill children through the history of the making of the Constitution1 1 .^4 New civics books, purporting to be modern, were criticized as being "old wine in new bottles".^ Experiments tested at the Lincoln School, University of Chicago High School, for example, were recommended as following the spirit of the re organization movement. Vocational civics, one phase of community life, is included in these model experiments, in conjunction with such phases as "economic aspects of life" or some especially worthy project. It commonly represents one unit in a program or a part of several units in the work of the seventh, eighth or ninth years.46 pr< Rugg made "Problems of Contemporary Life"^7 the basis for the junior ^ Social Studies in the Elementary and Secondary School, Twenty-Second Yearbook of the National Society for the Study of Education, Part II, Bloomington, 111.: Public School Publishing Co., 1923, 343 p. 45ibid., p. 185. Ibid., Chapter TilI-XI. Ibid., Chapter XV. 43 high school course. Leon C. Marshall and Charles H. Judd worked out a detailed program emphasizing the evolution of men's living together.2^ Life career study forms one of the integral parts of the social study program of these experiments. This new outlook has greatly altered the curriculum, and vocational study in consequence has gained entry to the programs of study, not as a vocational job analysis task for the trade school, but as a civic matter. Occupations (says Dr. Franklin Bobbitt) are to be seen in their nation-wide and world-wide distribution. The means must be mainly reading. This will be largely narrative in character. As one reads concerning any occupation the aim will be the reconstruction in the imagination of the reader of an inner world of occupational experiences in which, lost to sense of time and place, he can participate, as a shadow member of the group, so to speak, and thus enter sympathetically into the experiences with an intellectual and emotional vividness not greatly dissimilar to that which accompanies actual objective observation and partic ipation. 49 Modern trends In the vocationallcivies field. Since the inception of the junior high school, a concomitant of the newer theories in education, differences in theory and practise concerning all social science courses have been reflected in the reports emanating from educational research enthusiasts. This is especially true of civics. The 48>pWenty-Second Yearbook, op. cit., 1923. 49pr. Franklin Bobbitt, The-Curriculum. New York: Houghton, Mifflin Company, 1918, p. 108-109. 44 National Subject Committee on Social Studies of the National Education Association, in th6ir report to the Department of Superintendence in 1927 investigated, in part, forty representative courses from twenty-four states.50 They reported civics to he taught in combination with other courses more often than other social studies.51 in grade nine, at that time,52 Civics...includes various combinations--community civics, vocational information, economics, civics and government ...there is no uniformity in the matter. In fact, in the forty systems, thirty-two different arrangements of civics topics were found, with twenty-seven distinctly individual programs. Of the two representative courses reflecting current practises in the teaching of the social studies, the Horace Mann plan53 and the Denver Social Science Course of Study,54 the latter distinctly placed a unit on vocational civics in the ninth grade. The committee believed there were "evidences of progress in curriculum construction. They believed that this progress must be evolutionary rather than revolution ary ". 55 5°C. E. Finch, Junior High School Social Studies, Fifth Yearbook, Department of Superintendence of the National Education Association, Chapter XII, Washington, D. C., 1927, p. 213-290. 51ibid., p. 248. 52Ibid., p. 249. 53Ibid., p. 251. 54ibid., p. 255. 55lfci'd., p. 214. 45 James M. Glass in 1924 positively stated that, Vocational civics is finding its way into the core curriculum of the eighth and ninth grade. Many elective courses in... vocational civics do not enter, into the percentage. Voca tional civics deserves recognition in the core curriculum of the junior high school far beyond its present adaption. The tendency to make vocational civics a part of the required social studies constant is evident in the average proportional time allotments that... junior high centers i n c l u d e . . .56 Coneluslon. An examination of the present day content of courses in vocational civics, reveals to what extent the recommendations of the Committee on the Social Studies have met with approval of the secondary schools of the United States. This movement of reaction against the tendency to teach material rather than individuals has been motivated by a purpose. The organization of the social studies in the schools should be determined by the purpose for which these studies are introduced. Their purpose is to enable our youth to realize what it means to live in society, to appreciate how people have lived together and to understand the conditions essen tial to living together well to the end that our youth may develop such abilities, inclinations and ideals as may qualify them to take an intelligent and effective part in our evolving society.57 Further analysis as to the specific way in which vocational civics fulfills its part in this plan is revealed in succeeding chapters. 56 j. m . Glass, Curriculum Practises in the Junior High School and Grades V and VI, Supplementary Monograph, No. 259 University of Chicago Press, 1924, p. 132. 57w. S. Deffenbaugh, Specimen Junior High School Programs of Study, Bureau of Education, Bulletin, No. 21, 1923 > p. 1. Washington: Bureau of Education. 4 6 CHAPTER III THE AIMS AND OBJECTIVES OF VOCATIONAL CIVICS In making a study of the present status of vocational civics, it is possible to arrive at some definite conclusions regarding its aims and objectives. It is the purpose of the present chapter to show what these are. Curriculum makers had certain purposes in creating the course here analyzed; these purposes are herein revealed.. Finally, the teachers and educators who have experimented with vocational and civic guidance have developed practical aims, which have been collected and presented in tabular form. The present part of the investigation conveniently falls into three natural divisions. The section entitled "Aims Revealed by Leading Educators” seems particularly necessary at this time because vocational civics is still an experi mental course. The impetus which led to the reorganization of the social studies still forcefully expresses itself \ throughout the curriculum. The aims which educators con ceived as vocationally civic are presented in the first part of this chapter. The second section of the present chapter has been devoted to the tabulated materials gathered from an intensive analysis of those courses of study and manuals for teachers which in any manner revealed the purposes and aims of voca tional civics courses. Of the total number of school systems, both state and local, which contained vocational civic material, all but a very small number furnished material 47 applicable, to the study. Objectives in the vocational civics program occupy but a small place. For that reason, the outstanding school systems which have evolved a definite method of instruction are few in number. The 'third and final part of this chapter is devoted to the objectives of those schools which grant a preeminant place in their social science program to the objectives of vocational civics. AIMS REVEALED BY LEADING EDUCATORS Vocational civics elevates ideals of living. There is a distinction between cultural education as an end, and occupational education as an end. Before pupils come face to face with this distinction, vocational civics seeks to prepare them for choices they must make in selecting life careers by setting up a standard of evaluation. Its. aim is to fulfil that cardinal principle of education which states: Education is for the sole purpose of elevating the character of human conduct above what it would otherwise be. The all- inclusive objective of education is to hold high at all times and ages the quality of human living. Vocational civics elevates the ideals of citizenship. Education of the twentieth century recognizes personal respon- 3-Dr. Bobbitt, Foundation of Curriculum Making, Twenty- Sixth Yearbook of the National Society for the Study of Education, Part II. Bloomington, Illinois: Public School Publishing Company, 1926, 41 p. 48 sibility to society to an extent of which the formal discip linarians never, dreamed. Vocational civics, offered in the secondary period of the public school, seeks to create in the pupil a desire to adequately fulfil this obligation to his community, through wise choice of vocation. The ideals of citizenship are presented by analysis of the activities of community living. This community life begins with his every day experiences, and the experiences of his fellow citizen. ...civic education should begin with the everyday experiences of the home life of the child...He comes to know the function of the policeman, garbage man, fireman, and postman...But throughout the process the emphasis has been upon the work of government...the textbook should be relegated to a subordin ate place.2 The author of this statement, Dr. Bobbitt an authority on curriculum construction, has emphasized vocational civics instruction and courses as the preeminently successful method for creating citizenship ideals. Vocational civics helps pupils select vocational careers. Post war curriculum makers clearly recognize the practical necessity of interesting students in their life choices. Not the least important of these choices is the life work or occupation in which the pupil should be predominantly interest ed. Vocational civics seeks to present to the adolescent student his possible chances. If the ideals of clean living and civic responsibility are correlated, his choice will be 2Dr. Bobbitt, op. cit., p. 41. 49 made successfully in respect to the community and to him self, I would emphasize the use of the experiences, interests and needs of the learner..,It is of course highly desirable to make the teaching and learning..,as thoroughly scientific as possible. But it is even more important to search out the purposes, motives, and actuating controls which determine the ways in^which'.people..'-act, think, and feel in life situations...In political life, social life, occipational life, and recreational life.3 Dr. Bonsor here indicates that the choice of life work involves more than vocational selection or guidance; it in cludes pointing the way toward later educational training. Vocational civics furthermore aims to socialize the school. Vocational civics informs the pupil concerning society as group life. Vocational civics is a clearing house for information on life activity. Such courses were purposely created to be informative. As an informational course it includes material which had been included in other subjects prior to the reorganization of education. As the reorganization of the curriculum proceeds... some existing subject divisions disappear as separate units...In certain quarters efforts are being made to construct curric ula in terms of purpose and activities, other than in terms of subjects...The committee heartily commends experiments now under way ih...attempting to unite in single general courses, bodies of knowledge which heretofore have been separated. For example: geography, civics and history.4 ^Dr. Bonsor, op. cit., p. 62-63. A A. W. Dunn, The Social Studies in Secondary Education, Bureau of Education, Bulletin, No. 28, Washington, D. C.: Bureau of Education, 1916, p. 14. 50 Vocational civics guides the social instincts, of pupils. The secondary school pupil is in the formative period of his social life. Vocational civics aims to meet this critical problem of social training where it can best serve to shape his character. No such course is merely informational; vocational civics, like other social sciences is frankly experimental when it seeks to elevate human character: its content is the field of all successful endeavor; its aim generically is social. The social studies .differ from other studies by reason of their social content rather than in social aim; "for the keynote of modern education is.social efficiency...yet from the nature of this content, the social studies afford pecul iar opportunity for the training of the individual as a member of society...the social studies of the secondary school should be organized and taught with reference to the activities of modern life in which the individual will engage. This is seen from the importance, attached to (vocational civics and related studies).5 Vocational civics is included in the school curriculum as a specific means of assisting pupils to develop their social behavior successfully. High school pupils need this guidance. This guidance became a necessary part of the school program when the secondary schools, after the World War, were opened to all, "regardless of purpose, wealth, length of stay or vocation".^ 5Alexander Ingles, Principles of Secondary Education. Boston: Ginn and Company, 1927, 207 p. ^Williams and Rice, Principles of Secondary Education, Ginn and Company, 1927, 207 p. 51 Vocational civics alms to guide the pupils education ally . Vocational civics proposes to serve the pupils who are coming in increasing numbers to schoolrooms. It assumes the difficult task of attempting to prepare them for their adulthood by guarding them through their school careers. According to Dr. Uhl,^ Secondary school pupils have always received guidance. Such guidance has, however, been conducted sometimes, system atically, and wisely, sometimes carelessly, and even whim sically. One of the values of systematic guidance is a tentative orientation of pupils. Such orientation leads in turn to a substitution of an academic career motive or a life career motive for a pa&sing grade motive. Vocational civics guides the pupils in the preparatory stages of his life work by giving him information on various occupations and life careers, from which he selects those he likes best. Certain occupations are used as examples for detailed study. Hie increasing number of secondary school pupils are at least introduced to a knowledge of occupations and how they may prepare for them.' vocational civics gives the secondary pupil vocational guidance. Educational guidance is only a preliminary to vocational guidance. Most life activities center around work. The wisdom with which a vocation is chosen and the energy and honesty with which it is pursued has become a matter of great civic importance. A vocation is nothing less than a type of social service.$ Tbr. Uhl, Principles of Secondary Education, New York: Selver, Burdett and Company, 1925, p. 37^ 8John C. Almack, Education for Citizenship, New York: Houghton, Mifflin Company, 1924, p. 203-204. 52 Vocational civics is motivated by the life-career purpose of the student. Vocational civics proposes to guide the vocational choice of the secondary student. Left to himself, the pupil drifts on to his adulthood hardly prepared to use his partially trained faculties efficiently. The school has long since come to the necessity of spending much of its energy in distinguishing between various abilities and assisting pupils to recognize his chances and opportunities. Vocational civics aims to guide the pupil socially through his vocational choice. To this extent it is an ad.vance be yond the older social science which imparted to the pupil a fund of information, but did not show him how to use it for his own training. This new social science course, vocational civics, was specifically established for the peculiar task of showing the secondary school pupil how he could vocation ally use his civic qualities. It is a means of systematic guidance. Until the problem of vocational guidance has been dealt with, the social studies were not able to assume the burden of becoming the core of the junior and senior high school curriculum. Vocational civics answers the criticism of those who contended that the social studies were satisfied with the acquisition of a fund of historical information. Vocational civics aims to fulfill the requirements for a course such as that indicated by Dr. Almack. A new division of social science ought to be added to the curriculum. This new course should deal systematically with current social questions and practises. It should contain elements of geography, civics, sociology, economics, current 53 events, vocational activities and other matters of human interest.9 According to Dr. Jones^ the objectives of vocational guidance are: (1) giving the individual, before he makes his choice, the information and experiences that will help him to make intelligent choice; (2) assisting him at the time of the choice; (3) helping to adjust him to it. Such a program calls for the teachers training of those who can meet the needs of pupils at differing levels; and act as counselors to share the work of guidance with administrators. Such a course as vocational civics develops the school problem of guidance from a pupi1-administrator issue to its proper place as a major aspect of the school curriculum, shared in by the faculty. Dr. Koos declares that vocational guidance is most frequently accomplished as a separate course such as "vocational ones or the life career course.11H Voca tional civics, as a high school course begins the initial stages of vocational guidance as defined by the National Vocational Guidance Association in their program adopted in 1924.12 Vocational guidance is the giving of information and advice in regard to choosing an occupation, preparing for it, enter ing it, and progressing in it. 9John 0. Almack, op. cit., p. 203-204. ^A. J. Jones, Principle of Guidance, New York: McGraw- Hill Book Company, 1930, p. 59-60. •^L. V. Koos, The American Secondary School. Boston: Ginn and Company, 1927, P. 566. A. Lee, Objectives and Problems of Vocational Guid ance , New York: McGraw-Hill Book Co., 1928, 451 pp. 54 The value of any curricular subject.is finally judged by the objectives attained as well as the aims sought. Vocational civics is based upon the newer philosophy of such educators as Bobbitt and Charters, that aims and objectives grow out of an analysis of human life into its specific activities. Such practical standards of criteria verify the necessity of vocational guidance courses in the school. Indeed, it is among the ten objectives listed by Dr. Bobbitt. Vocational civics, hence, focalizes interest and study at one time upon a major educational objective. Such instruction systematizes training in an attempt to "solve problems which have persisted through the ages". Vocational civics guides the pupil through the critical secondary school period. Vocational civics instruction is the adaptation of pupil guidance to a school subject. It meets the adolescent pupil at a difficult period in his life; because most of the major problems of vocational guidance are located in the high school; due to the fact that most pupils leave school by the end of the ninth grade, guidance must be introduced before this time.1^ This has been done successfully and very frequently by a separate course such as vocational civics or the life career course. Such had the recommendations of the National Society for the Study of Education Committee headed by Dr. Edgarton. The importance of technique in civic and vocational prep- •^A. j. Jones, op. cit., p. 285. 55 aration grows as the problem of guidance grows. The program of student activity must adapt itself to different pupils at different levels. Pupils of all levels of intel ligence are seeking courses best suited for their specific needs. Vocational civics meets these pupil needs in the critical period of the secondary school. AIMS RECOGNIZED BY SCHOOL OFFERING VOCATIONAL CIVICS Introduction. The primary purpose of this study has been to present evidence of the actual practice in teaching vocational civics. The dozen and more years since the reorganization of the social studies has witnessed the in clusion of vocational civics in more than thirty school systems of the United,. States. The present part of the library analysis reveals the aims and objectives which the courses of study and manuals of at least twenty-five of these secondary schools are including in their currieulums. Scope of the analysis. The aims, indicated either categorically or suggested, were first listed in toto. Those aims, indicated by these publications which are of sufficient frequency to be called common to vocational civics, were then summarized with a view toward establish ing uniformity and homogeneity in the mass of data. From the many different plans and purposes of study revealed by this study, an effort was made to condense and unify those aims which were found to be constant throughout the nation. 56 The accompanying Table, III, presents in alphabetical order the fifteen state boards of public education and the sixteen city school systems which offer vocational civics courses or occupational study units within other social science courses. In certain cases the vocational civics material is an integral part of the units of instruction; in other courses and school systems it is merely suggestive. Evaluation of the aims of vocational civics. There is a wide variation of opinion concerning the accomplishments set as a standard for attaimnent by the secondary school pupil. While a majority of the thirty systems specifically give aims, a very large number of those analyzed either confused procedure and unit of instruction with purposes, or else failed to reveal aims. In a few cases determination of aims was left entirely to the instructor. Variations as to number of aims is graphically presented in Table IV. The degree to which specific aims are recognized, is indicated in Table V. 57 TABLE III SCHOOL SYSTEMS CIVICS OFFERING VOCATIONAL INSTRUCTION State City Source Scope Alabama Birmingham Course of Study and Regulations 1926 City California Oakland Course of Study and Regulations 1921 City San Francisco Curriculum Bul letin 1927 City Colorado Denver Fifth Yearbook, Department of Superintendence 192? City Connecticut Hartford Course of Study, Survey of Or ganization and Administration of High Schools in Connecticut 1926 State Idaho Boise Manual and Course of.. Study 1926 State Indiana South Bend Junior High Schools, Bulle tin 101 1927 City Indianapolis Indiana High School Standards 1926 State Kentucky Frankfort • Manual Programs and Courses of Study 1926 State Maine Augusta Course of Study, Department of Education 1926 State Maryland Annapolis Teaching of the Social Studies 1928 State 58 TABLE III SCHOOL SYSTEMS OFFERING VOCATIONAL CIVICS INSTRUCTION (CONTINUED) f 1 1 1 State City Source Scope Massachusetts Fall River Kelley, Vocation al Guidance in the Technical High Sehool in School and Soci ety 6:631-640 1917 City Springfield Vocational School and Jun ior College in Springfield 1925 City Missouri Springfield Course of Study in Junior and Senior High School, Bulle tin 101 1925 State Kansas City High School Course of Study 1921 City St. Louis Course of Study No. 13 1926 City New York Albany Tentative Syl labus on Econo mic Citizenship "The Business of Living” 1929 State North Carolina Charlotte Course of Study of Junior and Senior High Schools 1925 City Winston Salem Richard J. Reynolds High School 1925 City 59 TABLE III SCHOOL SYSTEMS OFFERING- VOCATIONAL CIVICS INSTRUCTION (CONTINUED) State City Source Scope North Dakota Bismarck High School Manual for North Dakota High School 1928 State Ohio Cleveland Social Studies in the Junior High School, Teacher si1 ' Man ual and Teach ing Units 1928 City Columbus Course of Study Sheet 1924 City Oregon Salem Manual of Sug gestions and Standards for Junior High Schools in Oregon 1928 State Pennsylvania Harrisburg Manual for Junior High Schools of the Commonwealth of Pennsyl vania 1925 State Erie Proposed Pro gram of Studies for Junior High School City Pittsburgh Vocational Guid ance Bulletin and Manual for Junior High School 1922 City 60 TABLE III SCHOOL SYSTEMS OFFERING VOCATIONAL CIVICS INSTRUCTION (CONCLUDED) State City Source Scope Texas Dallas Teachers’ Hand book and Program of Studies 1927 City Utah Salt Lake City Course of Study for Secondary Schools 1923 State Vermont Montpelier Manual and Course of Study NO. High School 1 - 1928 State West Virginia Charleston Course of Study for Junior and Senior High Schools 1929 State Wisconsin Madison High School Manual Bulletin No. 22 1923 State TABLE IV RANGE OF AIMS AND OBJECTIVES OF VOCATIONAL CIVICS Number of Aims or Objectives Frequency Percentage 32 1 3.3 22 (6 objectives) 1 3.3 6 3 10.0 5 ' 3 10.0 4 (objectives) 2 6*7 3 4 13.3 2 5 16.7 1 general aim 3 10.0 Some general aims indicated 4 13.7 None obvious 4 13.7 30 Courses of Study This table should read as follows: Out of 30 courses of study sampled, 3 in number, or 10 per cent, of all listed, listed 5 aims for their course in vocational civics. Note: Three schools so interrelated outcomes and aims as to make distinction difficult. 62 TABLE V RECOGNITION OF AIMS IN COURSES OF STUDY Method Frequency Percentage Specifically mention aims 18 66.7 Specifically mention "problems” 2 Indirectly mention aims 4 13.3 Give objectives only 2 6.7 Indicate no aims 4 13.3 50 Courses of Study This table should read as follows: Out of 30 courses of study examined, 18 or more than 66 per cent, specifically mention the aims of the particular course in vocational civics offered in their schools. 63 AIMS GIVEN BY SCHOOLS OFFERING VOCATIONAL CIVICS Aims of vocational civics actually given. The follow ing aims were listed by the courses of study containing vocational civics material.^5 Birmingham, Alabama: ...to prepare for more intelligent understanding of respon sibilities of American citizenship and to aid (the student) in finding his place...in our social, industrial, and pol itical organization. San Francisco, California: To develop appreciation of the importance... to the community of the wprk each person does...To broaden knowledge... To urge...need of some eventual plan of each pupils own...To develop a technique for considering every one’s educational and vocational future. To put a pupil in touch with sources of accurate information. To stimulate pupils to continue their education. State of Idaho; The course...should...provide the student with an introduc tion to all basic relationships of community life. South Bend, Indi ana: In the classes in occupations an attempt is made to furnish a background of information on occupations and occupational problems which coupled with knowledge of his own capacities and limitations will provide a basis for a wise choice of a life work. Briefly stated the aims sought in the classes in occupations are these: 1. To acquaint children with the many ways in which people earn a living, placing constant emphasis on the workers themselves, and the dignity of all useful work. 2. To acquaint them with methods of studying occupa tions so that they can make a more intelligent choice of a life work. ^5^he specific source can be found by referring to Table III. 64 3. To stimulate interest in further education and training hy pointing out the contribution education makes toward successful living. 4. To prepare children for a better understanding of occupational problems. 5. To give pupils the basis for selecting wisely their studies in either the vocational or the high school. State of Maryland: ...study of the economic or industrial aspects of our comm unity life. State of Missouri (1925): To give pupils as definite a conception as possible of post school life. To link school life with outdoor life. To help pupils know themselves better— their aptitudes, capacities, etc. To inspire in pupils the desire and the means of obtaining social, economic and vocational inform ation. To develop in pupils an honorable code of ethics. State of Missouri (1928): To...appreciate the character of vocational life. To... discover just how peoples life and work and what one must do to chose wisely and prepare for...service. To help youth discover...every person's life is built upon a vocation. To develop attitudes, ideals and havits that will be helpful in the promotion of industrial life and social welfare. St. Louis, Missouri: To gain a knowledge of how our people make a living. To recognize the relationship between work and development and use of...resource. Recognition of the necessity for unify ing and coordinating these agencies. To...become acquainted with preparation necessary. To make a study of some of the leading vocations. State of New York: To give pupils a sense of what their economic responsibili ties will be...To show how they may begin early...To get started in their life work and in the management of their life income. Charlotte City, North Carolina: To give the pupil an understanding of our economic life. To give informs/tion concerning various occupations. To furnish vocational guidance. 65 State of North Dakota: This course (citizenship and vocations) is placed early in the high school life of a student in order that he may have a better understanding of the different vocations. It is thought that through this knowledge it will better enable him to choose the type of work he wishes to follow, and since this choice is made early, his aim during the years in high school will be more definite. Courses suitable to the vocation may be selected and much misdirected effort eliminated. Commonwealth of Pennsylvania: To study several of the community vocations...To give... greater respect for all...honorable work. To help choose more wisely (their life work)...To convince (students) of the absolute necessity for a preparation before entering any vocation...To help many who otherwise would have dropped out. State of Utah: To stimulate interest in vocations, understanding of the social significance of vocations...To qualify thoroughly for a vocation as service. AIMS SUGGESTED BY OTHER HIGH SCHOOLS Oakland, California: The citizen and his economic and vocational relationship. State of Connecticut: (Study is an ) informational course in the choice of a life work. State of Indiana: (To give) vocational information. Fall River, Massachusetts: (To give) vocational advice to seniors...adjust work of the school to meet local industrial needs. Springfield, Massachusetts: ...offers the possibilities of adapting each pupils program to his individual vocational needs and preferences. 66 State of Maine: (Study of) social, economic and vocational civics. Kansas City, Missouri: 1. Value of finding ones place in the world of occupations. 2. Guiding principles in choosing life work. 3. Personal qualifications to all professions and occupa tions. R. J. Reynolds High School, Winston-Salem, North Carolina; (Guidance toward) courses to take to prepare for the pro fessions. Cleveland, Ohio: (Study of) opportunities. Pittsburgh, Pennsylvania: (How to prepare in) getting a living. State of Vermont: (Study of) importance of vocational choice. (Study of) qualifications essential to all occupations. (Knowledge of) choice of a vocation. How to prepare for a vocation. State of West Virginia: A specific list of standards listed as ultimate objectives, hereinafter explained. State of Wisconsin: (Analysis of) vocational resources. The Alms most frequently mentioned. The present analysis of aims reveals the widespread differentiation in detail and importance given to the course. Although one school system, that of West Virginia, lists as many as thirty-two specific aims and outcomes, the vast majority list from three to six. No two courses of study nor manuals gave identically the same 67 wording; now would it be possible to identify every distinct aim under a specific heading; however, from the numerous aims compiled, the following six aims were predominant: 1. Aims which emphasized preparation for community and social life. 2. Aims which emphasized guidance and choice of occupa tion. 3. Occupational information. 4. Preparation for the vocation chosen. 5. Study of leading occupations. 6. To imbue the pupil with a feeling that all worthy work is honorable and ethical. These six aims were mentioned in all courses which detailed procedure, and were frequently emphasized in social science courses that included occupational study as a part of a year’s work. The results of this condensation are presented in graphic form in Table VI, on the page immedi ately ■following. It may therefore be logically assumed from the fore going that a typically comprehensive course on vocational • civics would contain units of instruction fulfilling these six aims. 68 TABLE VI THE MOST FREQUENTLY MENTIONED AIMS G-eneral Nature of the Aim Frequency Study of occupations (general) 26 Preparation for community and social life 16 Guidance in choice of occupation 16 Occupational information 15 Occupational preparation 12 Occupational ethics such as equality in value, etc. 8 This table should read as follows: Occupational information is mentioned as an aim in fifteen school systems, state and local, offering vocational civics instruction in the United States; or, the study of occupations is indicated, in some manner or way, as the purpose of the course in vocational civics in at least twenty-six school systems, state and local, offering occupational civic instruction in the United States. 69 OUTCOMES AND OBJECTIVES IN VOCATIONAL CIVICS COURSES Methods of revealing objectives and outcomes. The major proportion of those schools offering vocational civics units of instruction expect life choices and counseling to supple ment the work. Specific outcomes in these cases are not revealed. On the other hand, such tentative syllabi as the New York plan^ frankly states that the course is formative. The femulators make no effort to set up specific outcomes. In such a case, it is assumed, outcomes are to be derived from the plan offered. The New York State course thus broad ly declares, The object of the outline on economic citizenship, The Business of Living, is to give pupils a sense of what their economic responsibility will be in life and to show how they may begin early so to manage their own personal economic affairs as to get started right in their life work and in the management of their life incomes. Such a plan of organizing objectives to a course is worthy, but not detailed, and so not of specific aid in teaching. The Oakland, California course on Economic Civics, on the contrary, lists eight direct units to be mastered as follow: The citizen and his economic and vocational relation ships. a. Things we need. b. Things we want. ^ Economic Citizenship, The Business of Living, Tentative Syllabus, Regents of the State of New York, Albany, 1931. 3-7 Ibid., p. 11. 3-8Superintendents Bulletin, No. 5 Oakland Public Schools, 12 p. 70 c. What government does for us. d. Our duty to our government. e. Machinery of government. fTrend of our national life. g. Producing things. h. Modern "business. While this plan is distinct and effectively outlined, the objectives are informational throughout. The definite objectives are not closely connected with the aims of voca tional civics. The St. Louis course of study closely associates objec tives with aims set up prior; They follow,^9 To gain a knowledge of how our people make a living. To recognize the relation between work and the develop ment of the use of our national resources. Recognition of the necessity for unifying and co ordinating these agencies. To become acquainted with preparation necessary to meet demands of a vocation. To make a study of some of the leading occupations found in the United States. The present analysis reveals several outstanding plans of instruction whose objectives and outcomes are worthy of consideration. They are presented in the order of their detail. Objectives of vocational civics courses. The courses of study hereafter quoted specifically devote some space to the objectives of the course. While in no sense exhaustive, the results were conclusive enough to be called typical and exemplary. ■^Curriculum Bulletin, Social Studies, St. Louis, Missouri, p. 52-53. 71 State of Missouri:20 Objectives of the course of study...Vocations: To give pupils as definite a conception as possible of post school life. To link school life with outdoor life. To help pupils know themselves better, their aptitudes, capacities, etc. To inspire pupils to live up to their full -capacities. To develop in pupils the desire and the means of obtain ing social, economic and vocational Information. To develop in pupils an honorable code of ethics. State of Idahot21 / The objectives of this course are four fold, 1. The self-assessing by the student of his abilities and limitations. 2.- The tentative choice of an occupation. 3. A survey of the education and training required for success in that occupation. 4. Knowledge of the conditions of work in that occupa tion. To this end a study should be made of a large number of occupations, giving particular attention to opportunities in Idaho. Kansas City, Missouri:22 ...the plan includes a unit on vocational civics. I. Introduction 1. The family. 2. The community. II• Vocational life 1. Value of finding one’s place in the world of occupations. 2. Guiding principles in choosing life’s work. 3* Personal qualifications essential to all professions or occupations. 4. Classification of occupations: a. Professions. b. Business and Commercial. ^Course of Study in Junior and Senior High Schools, Bulletin, No. 1, State of Mo., Dept. Of Education, 1925, p.98. ^Bulletin of Education, Manual and Course of Study, Boi se, Idaho ,~1926, p. -90. 22Hlgh School Course of Study, Kansas City, Mo., 1921, p. 58. 72 c. Government Work. III. Social History. Cleveland, Ohio:^3 The social studies committee has tried- to build a course of study which will affect favorably the social ideals and social practises of boys and girls now, and as mature citizens in the future. It has tried to use scien tific methods of selecting materials, and It has actually succeeded in having each unit of work taught by a number of teachers in a number of grades...the course... is... tentative... Unit 8-B-l Opportunities in some Cleveland Occupations, Our nation expands beyond the Mississippi. Winning a living from the soil. Development of transportation and commerce in America. ' Development of transportation on the G-reat Lakes. The United States becomes a World Power. G-rowth of freedom of speech and of the press in America. Race toleration. Some occupations in the business and industrial world. State of Pennsylvania:^ ...to study several of the common vocations. It is thought that such a common course besides being intrinsically in teresting to the pupils, actually give them greater respect for all kinds of honorable work, helps them to choose more wisely their life work, convinces them of the absolute necessity for thorough preparation before entering any voca tion and helps to the end of the high school many who other wise would have dropped out earlier in the race. South Be nd. Ind ianal25 In the classes in occupations an attempt is made ‘ to furnish a background of information on occupations and occupational problems which coupled with knowledge of his own capacities and limitations will provide a basis for a wise choice of a life work. ^ Social Studies in the Junior High School, Cleveland, Ohio, Teachers1 Manual and Teaching Units for G-rades Seven, Eight and Nine, 1928, p. 22. 22* Uanual for Boroughs and Townships High Schools, Harrisburg, Pennsylvania, p. 51. Bulletin of Information, Vocational Guidance Bureau, City Schools of South Bend, Indiana, 1925# p. 62. 73 The St. Louis, Missouri Plan:^ Specific Objectives To gain a knowledge of how our people earn a living and serve each other. To recognize the relation ship beterrn work and the use of our national resources. To become acquainted with, preparation necessary to meet demands of a vocation. To become acquainted with preparation necessary to meet the demands of social life. To make a study of some of the leading occupations found in the.United States: Earth occupations Manufacturing. Building trades and allied industry. Transportation Commercial occupations Government work. Professions requiring broad training. Work in home and pre paring for it. To become familiar with methods by which one can secure a position and achieve success in it. Desirable Outcomes Knowledge of important raw materials and their origin. Knowledge of methods of t transportating these articles, to localities where needed. Knowledge of the local dis tributing agencies. Recognition of the necessity for unifying and coordinat ing these agencies... Ideal cooperation*..Ability to analyze different occupations. Recognition of individual tastes and differences. Recognition of necessity for preparation of a vocation. Knowledge of how to prepare for a vocation... Desire for better education. Appreciation of what modern schools are attempting to do along vocational lines... Acquaintance with occupations both local and general. Knowledge of specific types of occupations. Acquaintance with necessity for succeeding in them... Developing in the minds of boys and girls a wholesome and sympathetic attitude to wards work of all kinds and an appreciation of work well done. Knowledge of different methods of securing a position and how to secure promotion. Recognition of factors deter mining the success of a business. 26curriculum Bulletin, Social Studies for Grddes Seven. Eight, and Nine. St. Louis, Missouri, 1926, p. 52-53• The Vermont State Plan:^7 A. Importance 1. To the individual: Choosing one's vocation is the most important choice in life, the one upon which his future usefulness and happiness depends, 2. To the community: Intelligent choice of a vocation and preparation for it by the young will largely: a. Eliminate unemployment and its problems. b. Eliminate pauperism, and old-age dependence. c. Contribute to the wealth of the community. d. Make contented and law-abiding citizens. B. Personal qualifications essential to all occupations. 1. Personality; combination of voice, dress, manner and disposition. 2. Health. 3. Intellect. 4. Character; foundation lies in right kind of habits. 5. Loyalty; simply a willingness to give yourself generously to whatever you undertake. 6. Friends; "Friends measure the man". C. Questions to ask before choosing a trade. 1. What qualities are necessary to success? 2. Do* I possess these qualities? 3. What is the healthfulness of the employment? 4. What are the opportunities for growth and progress? 5. lhat location is more desirable? 6. What trade obligation must I meet? 7. With what salary shall I start? What salary shall I expect in prime of life? 8. lhat are its advantages? Its disadvantages? D. How to prepare for a vocation. 1. Education required. a. How obtained. b. Cost. 2. Special training required. a. How obtained. b. Pay while learning. E. Individual responsibility and opportunities for service. 1. To produce something of value to the community; not to be a parasite or engage in a vocation that injures others. 2. To be loyal to employer; to be fair to employee. 3. To help better conditions of all workers. 4. To earn honestly what you receive; to spend less. 5. To make yourself worth more and thus earn advancement 6. To find opportunities for service to the community in your work. ^ Manual and Course of Study, No. High School 1, Vermont Part III, 1928, p. 17-19. 75 F. Biographies of leaders. Suggested problems: What are the requirements in this state for entering the following professions: law, medicine, teaching, dentistry, pharmacy, nursing? Why are certain requirements set by law for these professions and not for others? What are the advantages of a high school education? Of a college education? (If possible the various phases of each particular voca tion should be discussed with the class by some individual representing each of these professions or vocations.) The Standards of the West Virginia Plan:28 The syllabus issued by the state board of education of West Virginia represents a plan in which the occupational course has been developed as a direct consequence of the reorganization movement in the social studies. The objectives are specific outcomes listed. Standards for a course in Citizenship and Occupations in Terms of the Following Ultimate Objectives for Secondary Education in West Virginia. The disposition and ability--- 1. To participate with discernment, self-control and honesty in affairs pretaining to the general welfare of the State of West Virginia and the Nation. The disposition and ability-— ^ 1. To understand the health and sanitary conditions which are essential in any community and to parti cipate in those activities which will make for more healthful conditions. 2. To understand the service of education and religion to the community and to aid the school and the church in performing efficient service. 3. To understand the necessity for law and order in the commuhity and assist in*their preservation. . 4. To understand the social and economic contributions of prohibition to the welfare of the local community. ^ Course of Study for Junior and Senior High Schools for West Virginia, Charleston, West-Virginia, 1929, p. 37. 76 5. To appreciate the value of civic beauty and aid in beautifying home, school and community. 6* To appreciate the value of wholesome recreation and entertainment and to aid in providing them. 7. To understand the dangers of fire and other hazards and aid in safe-guarding the community against them. 8. To understand the problems of the handicapped and aid in their solution. 9. To read books, newspapers and magazine articles on community beautification and improvement, and apply the knowledge gained. 10. To understand the purpose of, and the necessity for government. 11. To understand the services rendered by the local, state, and national governments. 12. To understand when and how our local, state, and national governments were formed and how they have developed. 13. To understand our relation to the government of the State of West Virginia and of the United States. 14. To appreciate the fact that every person is a citizen and that as such he has large responsibilities. 15. To understand that breaking the smallest law en dangers the welfare of the entire nation. 16. To understand the duties of all local, state and national officers. 17. To understand the relation of our government to that of other nations. 18. To understand the responsibilities and duties of this country as a member of the family of nations. The disposition and ability--- 1. To understand the development of industry in commun ity, state and nation. 2. To understand our system of cooperation, specializa tion and trade development. 3. To understand the development of transportation as an agency serving producer and consumer. 4. To understand the service which both labor and capital should render to society. 5. To appreciate the effect of communication and trade on the social development of community, state and nation. 6. To understand the status of our natural resources and the necessity for conservation. 7. To understand how commerce and industry bring us in contact with people of other nations. 8. To appreciate that man has found it necessary to work for a living. 9. To understand that one will be as happy in his work as in his play if he chooses the right vocation. 10. To appreciate that all honest work is honorable work. 11. To understand that one must support himself and those who are dependent upon him and contribute something for others in addition. 77 12. To understand the opportunities offered by the various trades, professions and occupations and the preparation and abilities required for entering it. 13. To appreciate the desirability of finding one’s life work early so that he may begin training for it. 14. To understand the desirability of succeeding in one's life work. The San Francisco, California Plan. The unit in the junior high schools of San Francisco entitled "Choosing a Vocation”, lists six major objectives. Thereafter, a detailed process of analysis minutely indicates the specific outcomes. A total of sixteen predominant leading questions introduce these specific outcomes. The plan in the ninth grade, is as follows,^9 SPECIFIC OBJECTIVES: A. To develop an appreciation of the importance to the individual and to the community of the work each person does in the world. B. To broaden the knowledge of occupations and the problems of the occupational world. 1. Historical background of present occupation. 2. Modern organization of industry— diver sity, specialization, interrelation, classification. C. To urge the practical need of some eventual plan of each pupil’s own. 1. From standpoint of the individual. 2. Its relation to the community. 3. Its requirements, physical and educational. D. To develop a technique for considering each one’s educational and vocational future. 1. Discuss factors that should be considered. 2. Analyze qualities necessary for success. 3. Compare own abilities with the require ments for representative occupation. ^ C u r r i c u l u m Bulletin No. 105. San Francisco, California, 1927, p. 83: 78 E. To put a pupil in touch with sources of accurate information. F. To stimulate pupils to continue their education further as a necessary preparation for future success. 1. Explain opportunities for further train ing. a. General and specific, h. Public and private. The San Francisco course in social studies develops its content through a series of questions. Such a plan associ ates aims and content very closely. The unit "Choosing a Vocation" answers sixteen questions in developing the subject matter. This course is a predominantly strong course, and is evidently planned to do more than give pupils a general know ledge of vocational life; it attempts to make individual choice more simple for the student. Summary of outcomes and objectives. Specific outcomes differ widely among the various schools offering vocational civics. New York,and Oakland plans outline units tending to emphasize economics and business; the eities and communities of Missouri stress the objectives of vocational preparation; the state curriculum of Pennsylvania specifically indicates the importance of occupational preparation through adequate education. The objectives of the West Virginia and San Francisco courses of study were the most detailed of!any examined. Further analysis of outcomes has been presented in the chapter dealing with contents of courses. 79 SUMMARY OF THE CHAPTER Conclusions which may be drawn from the foregoing analysis have been summarized under three headings. The first pertains to the educators responsible for the course in vocational civics; the second summarizes the findings dealing with aims and purposes which these educators left as a heritage to the various schools adopting vocational civics; under the third heading is given a synopsis of the more important and worthwhile outcomes which aggressive schools have incorporated in their units on occupational and civic instruction. (1) Educators and curriculum advisors have emphasized the need for vocational guidance and occupational study. The present chapter has presented the most persisting needs in this field with a view toward finding how the vocational civics courses now in extent fulfil these needs. The purposes may be classified as: first, informational guidance; second, ethical and civic guidance; third, social guidance. According to educational leaders, vocational study in the secondary school schould accomplish these ends: (a) Help pupils select vocational careers; (b) Inform him of the needs of society as group life; (c) Elevate the ideals of living and of American citizenship; (d) Guide the secondary pupil through the critical period of adolescence. (2) The present investigation revealed that a majority of the schools reporting vocational civics courses, have 80 planned their courses with these aims in mind. The most frequently mentioned aims have been presented in a table. Pupil guidance and occupational information were those predominantly mentioned, although few courses were identi cal in plan. (3) The objectives of vocational civics instruction are less uniform among the secondary schools of the United States. The attainment standards are in some cases defi nitely detailed; in others, mere mention is made of such outcomes as, (a) knowledge of an occupation, (b) tentative choice of a vocation, or (c) knowledge of problems con fronting the job seeker. The most outstanding objectives of vocational civics courses are, (1) knowledge of various vocations, (-2) ten tative choice of a life career, and (3) study of prepara tion required. Further analysis of the specific ways to attain these ends is reserved for following chapters. 81 CHAPTER IV CONTENT OF COURSES IN VOCATIONAL CIVICS In this chapter the content of vocational civics taught in representative junior and senior high schools, is survey ed. The present analysis revealed three types of materials, first, social science courses devoting a semester to a specific subject termed Vocational Civics, Occupations, or similar descriptive names; second, courses of study which include vocational civics material as a specific unit or activity in a social science or English course; third, school curriculums which base the school program upon vocational guidance. In the case of all social science courses, the recommendations of the Committee on the Reorganization of the Social Studies have been familiar to the curriculum experts. Various plans have been adopted by junior aftd senior high schools in meeting the aims and objectives dealing with voca tional and civic preparation. The present study is here concerned with a critical analysis of the procedure and content of such instruction in representative courses or school plants. Vocational civics instruction is offered in a variety of ways such as, (1) separate social science courses, (2) units of instruction (distinct parts of other courses) in social science or English departments of junior high schools, (3) distinct informational courses in a guidance program and (4) materials for new students to master in 82 home room periods or counseling periods. Because of this broad field to be covered, it is herein assumed that voca tional civics instruction includes in whole or in part, (1) study of the qualities necessary for success in various occupations; (2) an analysis of certain vocations and what they offer the worker financially and socially; (3) training in self-analysis before a vocational choice is made and (4) information necessary to the choice of a worthwhile life-work. These objectives, previously determined as most common among the twenty-two courses of study selected as worthy of inclusion, simplify the problem of analyzing the material presented. The method of classification has been made as simple and practical as possible. Vocational civics instruction in the seventh, eighth, ninth or tenth grades of the secondary school is con veniently grouped under these four general classes: (1) The outstanding vocational civics courses, with a detailed content. The vocational civic content of the Pennsylvania, New York'state and Missouri programs have been grouped together because they include, in breadth and scope of material, aims and objectives suggested by the Committee on Reorganization of Social Studies more fully than any other school system represented.^ The San Francisco unit in "Choosing a Vocation" is admirably detail ed; it is presented in almost its entirety as a model:upon which an ideal course might be based. (2) State programs in vocational civic instruction. A dozen states devote sufficient detail in their manuals or 83 courses of study from which may he derived the basic materials taught in the states represented. In most cases, except those listed above, the main divisions of the topics to be covered are arranged to give a broad general view of the course content; text-books are listed and a suggested method of analysis proposed. Beyond this, the schools in this group are given free opportunity.to organize content, and arrange time limits. (3) Fusion courses with vocational civics material in cluded. Since the World War, the emphasis in school teaching has been upon principles and ideas rather than subject mat ter. This is especially true in the social studies. Because vocational guidance has been stressed as a part of the civic program in American schools, fusion courses in many cases include some unit entitled vocational opportunity,<vocations, etc. Representative school courses of this type are included with the outstanding features of each summarized. These city courses, in many cases, are inspired by programs from other states and the publications of educational organizations as well as the curriculum experts retained by the school boards for assistance. Such credit cannot here be given. (4) Schools emphasizing vocational guidance. South Bend, Indiana and Winston-Salem, have schools which include voca tional civic training in a distinctively different plan. Vocational guidance is the core in the school curriculum. Peculiarly enough, in neither school is occupational analysis offered as a social study. These two courses of study, how ever, have adopted vocational civics aims and objectives as a 84 core of the school curriculum; in this way they offer civic vocational study as an integral part of curricular plan of study. Of the two plans, the South Bend course of study is the more tangible for analysis. VOCATIONAL CIVICS COURSES WITH A DETAILED CONTENT The Pennsylvania program. Among those schools which earliest adapted their eurriculums to include vocational civics, Pennsylvania, in 1914 issued a definite outline of content-I- in social science. Since then, the State Depart ment of Public Instruction has adopted the fusion type of course. The Commonwealth of Pennsylvania has organized a twelve-year social science program, reproduced in part in Table VII because it exemplifies the type of social science material now common. The ninth grade course of study for the state now in force was not available. The resume of the Pennsylvania program of social studies indicates that history and civics are closely interrelated. The Pittsburgh public schools, influenced by the state, included in their ninth grade economic civics course a unit entitled, Getting a Living.2 This is also followed in the eighth grade economic ^ • Manual for Borough and Township High Schools, Harrisburg, Pennsylvania, 19147 P- 51”ff. ^Vocational Guidance Bulletin. Pittsburgh Public Schools, 1922, Pittsburgh, Pennsylvania: Vocational Guidance Depart ment, 157 PP. 85 TABLE VII SOCIAL SCIENCE PROGRAM, TWELVE YEARS Adapted from Bulletin 23, Bureau of Education, 1923 A. Elementary Schools 1. History a* Grades 1-3 Part I. Anniversary days. . Part II. Indians, Esquimaux, etc. "b. Grades 4-5 Story of American History, e. Grade 6 European Background. 2. Civics a. Grades 1-6 Civic Virtues. b. Grades 3-6 Community Cooperation. c. Grade 6 Vocational Cooperation. B. Junior High Schools 1. History a. Grade 7 United States History. 2. Social Science a. Grade 8 Community Civics. b. Grade 9 Vocational-Economic Civics. C. Senior High School 1. History a. Grade 10 European History. b. Grade 11 American History. 2. Social Science a. Grade 12 Problems of Democracy. 86 civics course of Erie Pennsylvania.3 In the city of Philadelphia, "The department of social studies in the Holmes Junior High School makes a distinct feature of vocational civics, and strongly emphasizes vocational guidance in the ninth year. This course includes: 1. A survey of local industries to serve as a back ground for personal and occupational analysis. 2. Studies of type vocations stressing essential requirements, financial and promotional possibili ties, social advantages, effect upon health... 3. Self-analysis, preparatory to choice to insure joy and efficiency in service. 4. Life contacts. 5. Study of industrial legislation.n^ Other schools in Pennsylvania follow the same practise, initiated by the state recommendations' made since 1914. The Missouri state program: Practising American Citizen? ship. The social science course of study, of Missouri, de votes the third year of the junior high school to a course in "Practising American Citizenship". Four weeks are devoted to vocational study in this recommended plan:3 The Third Year Junior High School Practising American Citizenship. Division I. Introduction (two weeks) A. Living Together 1. We and our neighbors. 2. Some things we ought to know. 3. What we should know about government. 4. Social relations. ^Proposed Program of Studies, School District of the City of Erie, Pennsylvania. ^Thomas, Tindal and Myers, Junior High School Life. New York: Macmillan Company, 1924, p. 78. ^Course of Study. State of Missouri, Bulletin No. 10, 1928, p. 55 ff. 87 B. Society and G-overnment 1. Society and institutions. 2. Different ideas of society. 3. G-overnment as related to society. 4. Democratic government and society. C. Individual and Society 1. Necessities of life. 2. Science and life. 3. Importance of health. 4. Education. 5. Recreation. 6. Vocations. 7. Individual expression and democracy. Division II. Social Organization of Society (three weeks) * « Division III. Economic Phases of Social Life (? weeks) * * . . * % # * Division IV. Political Organization of Society (four weeks) Division V. The Vocational Phases of Social Life .{four weeks) A. Vocational Guidance 1. Purpose of education. 2. Comparisons: Pioneer days, industrial era, specialization. 3. Problem of choosing a vocation. 4. Girls1 work. 5. Boys* work. 6. General conditions. 7. Government aid. * 8. Opportunitie s. B. Choosing a Vocation 1. Need of definite plans. 2. Factors to consider. 3. Importance of knowledge of' vocations and one’s own abilities. 4. Importance of personal characteristics. 5. Getting a job to suit your abilities. G. Distribution and Pay of Workers 1. What is the right vocation? 2. How many workers are now in each vocation? 3. Manufacturing and mechanical industries. 4. Agriculture, forestry and animal husbandry 5. Trades. 6. Domestic and personal service. 7. Clerical positions. 8. Transportation. 9. Professional service. 10. Extraction of minerals. 11. Public service. 12. Dignity of work. 13. Rewards. Division VI. Ideals as an Important Phase of Social Life (four weeks) 88 The social studies course for the ninth grade, accord ing to the Committee appointed by the Missouri State Teachers* Association in 1928, was organized to devote a more intensive study to the means of maintaining social life. The work of this year, therefore, includes provision for detailed analysis of the social institutions and practise most essential to the maintenance and further development of our common social life. This course also suggests experience that will assist in the development of desirable interests, attitudes and habits connected with working for thecommon good.^ The outstanding features of the Missouri State program are: 1. The social phases of vocational civics are empha sized. 2. The time devoted is rather short— four weeks. 3. The vocational material is of the fusion type. 4-. The topical outline plan is utilized. 5. ^he state program has been strongly endorsed by JL ■ the leading cities of the state. The outstanding city courses of study based on the Missouri program. The cities of St. Louis and Kansas City have adapted the state material to their particular needs. In neither the St. Louis course nor the Kansas City course does the term "Vocational Civics" occur. The fusion mate- ^State of Missouri, op. cit., p. 84 89 rials of history, civics and geography have influenced the syllabi developed. The St. Louis social science course. "The content of the course was determined in conclusions based on three main factors, namely, curriculum practice as it exists in St. Louis and elsewhere; second, judgment of experts, or those who have given careful study to this particular field, and third, research which has been done."7 St. Louis Plan8 Seventh Grade B I. Expansion and development. Seventh Grade A II. Growth of population. III. Development of transportation and communication. Eighth Grade B IV. Making a living. 1. Relation between work and development and use of our national resources. 2. Preparation necessary to meet demands of a vocation. 3. Leading occupations found in the United States. 4. Methods by which one can secure a position and achieve success. Eighth Grade A V. Recreation, public health and education. Ninth Grade B VI. Conservation. VII. Indu s tri al dev elopment. Ninth Grade A VIII. Government. IX. How our Nation cooperates with other Nations The St. Louis schools devoted the entire first term of the eighth grade social studies course to "Making a Living". A dozen pages in the Gurrieulum Bulletin for junior high school social studies present the contents of this unit.9 ^G. E. Finch, Junior High School Social Studies. Fifth Yearbook of the National Education Association, Department of Superintendence, Chapter 12, Washington, D. C., 1928, p. 262. 8Ibld., p. 263. ^Social Studies for Grades VII, VIII, IX. Curriculum Bulletin No. 13, Board of Education of the City of St. Louis, p. 52-63. 90 The outstanding features of this course are: 1. Occupational analysis is emphasized, 2. Eight genera.1 classes of vocations are specifically studied. 3. Definite procedure and classroom activities are presented, 4. "Making a Living” is the central theme. 5. The Ben Blewett Junior High School is an example of the success of this plan.3*0 The Kansas City course in Vocational Life. The schoo1s of Kansas Oity include in the first year of high school a unit in the outlined course of study entitled Vocational Life. This civics course in the high school is based on the belief that the social studies "must take cognizance of the concrete facts of the everyday life of the young citizen”.3-1 The freshman course is as follows: Civics I and II I. Introduction. 1. Family. 2. Community. II. Vocational Life. 1. Value of finding one * s place in the world of occupations. T O ■ LWIyman and Cox, Junior High School Practises, Chicago: Laidlaw Brothers*, 1925, p. 75. Hcourse of Study of Public High Schools of Kansas City, Kansas City, Missouri, I92I, p." 57. 91 v 2. Guiding principles in choosing life’s work. 3. Personal qualifications essential to all professions or occupations. 4. Classification of occupations a. Professions, h. Business and commerce, e. G-overnment work. 5. Trained worker and his relation to the family and the community. III. Local History and State Government * # * •* IV. National Government # -a- - * The Kansas City program is adapted to meet the needs of the four-year high school course in civics. The course emphasi' zes the need of orientation in vocational life. The New York program in "The Business of Living”. The State Education Department, the University of the State of New York, included no vocational civic instruction in the state courses of study in History or Civics until 1929. At that time, A Tentative Syllabus in Economic Citizenship, The Business of Living.^ was issued. It was presented "in response to a wide request for material of a social science character emphasizing individual and group economic respon sibility and adapted to the needs of hoys and girls in the earlier levels of the secondary school period...The present tentative syllabus material has been planned primarily for the use of ninth year pupils”.^3 The Assistant Commissioner l^The Business of Living, Tentative Syllabus in Economic Citizenship. Albany, New York; University of the State of New York Press, 1929» 90 pp. p. 7. 92 for Secondary Education, George M. Wiley, responsible for its adaptation suggests, (1) that it be offered five periods a week in the second half of the ninth year of the regular course in civics; or, (2) that it be offered in the seventh or eighth grades of the junior high school. (3) This course in economic citizenship is offered as a complement of the outline dealing with community civics. (4) The material is strictly optional. The New York program, summarized in Table VIII, is more comprehensive than a specific, vocational civics course. It is a fusion of civics, elementary economics, and vocational guidances. Four major units comprise the content of fourteen problems; the whole being completely outlined with economics the core. The syllabus undertakes to divide economic life into three general divisions: 1. The period of educational training the years of preparation for independent economic action. 2. The period of work the years of greatest productive effort in which money must be earned and so managed and conserved as to provide not only for the imme diate needs of life but for the needs of later life. 3. The period of retirement and economic independence. Two problems "Finding life work” and' ” Succeeding a at;, the life job” in the contents of the course, reproduced in Table VIII, are in whole similar to vocational civics courses, although the New York tentative outline otherwise includes material based on other objectives than those of the present study. 93 TABLE VIII CONTENTS OF THE NEW YORK SYLLABUS THE BUSINESS OF LIVING I. Introduction to the business of living. A. Manfs economic opportunity gradually changed, and improved with progress of civilization. B. We are living now in a new economic age. C. The new industrial democracy. II. Preparation for the business of living. A. Education. 1. Meaning and purpose of education. 2. Value of an education. 3. Economic advantages of an education. 4. Things to be remembered in planning one!s educational career. 5. Ways of acquiring an education. 6. Advantages of sound council in planning education. 7. Education never ends. B. Finding life work. 1. Life work and the individual. 2. Life work and the community. 3. Occupations of mankind. 4. Problems to be considered in various types of occupations. 5. Essentials of success. 6. Consulting with experts. III. Management of the business of living. A. Succeeding at the life job. 1. Personal requirements. 2. Necessity and value of work. 3. Management of the job. 4. Cooperation. B. Succeeding in the management of the income. 1. Planning use of income. 2. Spending of income. 3. Saving of income. 4. Using financial institutions. 5. Investment. 6. Life insurance. 7. Home ownership. TABLE VIII CONTENTS OF THE NEW YORK SYLLABUS THE BUSINESS OF LIVING* (CONCLUDED) IV. Economic independence in the business of living. A. Standard of living depends upon earnings. B. How men live when they retire from work. G. What would one’s needs be at retirement? D. Why should one look ahead to economic indepen dence? E. Consuming the entire life savings vs. leaving something for others. F. How about leaving an estate to others? G-. A backward glance. List of associations and companies from which current information on practical problems of economic citizenship may be obtained. General bibliography. & Reproduced from, A Tentative Syllabus in Economic Citizenship. The Business of Living. Albany, New York: University of the State of New York Press, 1929, p. 5-6 95 Summary of the course in Business of Living. 1. The tentative syllabus correlates elementary eco nomics, family problems, civics and vocational study. 2. The historic approach is applied to the analysis. 3* The plan if recommended for the ninth grade. 4. This orientation course has vocational economics as a core to a guidance program. 5. The New York plan is different from any other social science course known to those responsible for its organization. 6. Although detailed throughout, the plan is entirely optional. 7. Because the course is very new, no available school organizations have included it in their curriculum of instruction. The San Francisco. California plan. 1 1 Choosing a Voca tion” . The first of three units in the high ninth grade course in social science, taught in the San Francisco junior High schools is entitled Choosing a Vocation. The professed purposes of this vocational civic unit are: (1) apprecia tion; (2) knowledge; (3) individual planning of life careers, and (4) stimulation for further education. 96 The San Francisco Unit^-4 Unit One — Choosing a Vocation Introduction: This unit, if studies intensively, is comprehensive enough to take a whole term in itself. Since only six weeks is alloted to it, the treatment of each topic must necessarily he "brief. At the same time, the pupils them^ selves must he made to work. Foreword: The approach to this subject should he through informal discussion, the object being to explain the purpose of the course and lay plans for the study of an occupation, while indicating definitely just what is to he expected of each pupil. Me thod: Besides preparing the lesson assigned for each day, each pupil should make a concrete study and report of one skilled and one unskilled occupation, should visit and report on at least one industry, and should read carefully and outline at least two hooks listed in the bibliography. Each pupil should keep a note hook in which he should paste clippings from current literature concerning all phases of occupations, draw graphs and make comprehensive notes on his readings, etc. Other suggested pupil activities are interviews, field trips, motion pictures, posters, bulletin hoards, three-minute talks, debates, dramatization. Go over the outline for the study of occupations (G-owan, 98-100) pointing out what the pupils should he looking for in their reading. After a few days, each pupil should report to the teacher the names of the occupations he in tends studying carefully, the teacher taking care that the distribution is as wide as possible. Early in the course have each pupil decide which in dustry he wishes to visit. A. Why must I work? Readings: 1. Value to the individual. Hepner, pp. 208-213 2. Value to the community. Hill, pp. 329-330 Hughes, pp. 300-302 Toland, pp. 1-2, 8-26 Lyon, pp. 34-50 Bates & Wilson, pp. 39-48 ^ Curriculum Bulletin No. 105. San Francisco, California, 1927, p . ' . 97 B. Contrast past and present in industry. 1* Simple wants of the Pilgrim Fathers and their means of supply ing them, and the complicated division of labor which sup plies our wants today. 2. Career of any old person who is in trade or business. a. What was his train ing? b. How did he choose v his job? c. What were his wages and hours of work? d. How did he advance and Why? e. What improvements -took place during his lifetime? 3. Progress of any trade during the last fifty years. a. Methods of training. b. Methods of living. c. Hours and regularity of work. d. Wages. e. Union regulations. 4. Change in occupations of women since 1875. a. Kinds of work. b. Number of women em- c. Attitude toward women in professions. 5. Occupations that have almost disappeared during your father’s lifetime. Suggested Activities: Stress 'fact that every one should be prepared to do something well-- girls as well as boys-- (self-respect, uncertain future, middle age). Emphasize status and dignity of work. Readings: Bates & Wilson, p. 90-103 Lyon, p. 57-105 Hill, p. 338-71 Abbot, E., Women in Industry Bennett, Helen, Women and Work G-oodse 11, The Education of Women Ross, E. A., Woman in Industry and Changing America Penny, Virginia, Employ ments of Women. 1863 Atlantic Monthly, Vol. 110, 116-124, July 1921 Ladies’ Home Journal, Sept. 1927 Suggested Activities: Every pupil should prepare the first topic and one of the others. Examine news paper want ads to list types of labor demanded and amount of experience required for each. Draw charts to show com plexity of modern industry. Five-minute dramatization of day of Pilgrim Fathers and one of today. Consult some acquaintance sixty or seventy years of age about his career. Draw graphs to show changes. Consult father for reasons for and against his choice of occupation. If he had his life to live over again 98 C* How may occupations be classified? 1. According to U, S. census• 2. Interrelation of occupations. D. What could I do if I left school after graduating from the ninth grade? 1. Compulsory education law and child labor law. 2. Wages and opportunities of workers under six teen years of age. Show what such wages will furnish of present needs, (foods, shelter, clothing, pleasure), and of future needs. 3. What some boys and girls who have left school are doing. Have they had many jobs since leaving? What are their future opp ortuni tie s ? 4. What are blind alley occupations? E. Why should I plan my career? 1. Six steps to success. 2. Dangers a. Misfits b. Drifting c. Blind Alley jobs. would he choose the same vocation? Suggested Activities: Each pupil should choose some specific industrial or commercial organization and list all the jobs he can find out about under the different heads, with a brief atatement of the duties of each; e. g., department store, mail order house, manufacturing plant, printing plant, telephone company, gas and electric company. Readings: Bloomfield, Youth, School and Vocation, p. 9-13> 158-170 Census Report, 1920 hist of positions offered by Juvenile Employment Bureau. Suggested Activities: Debate: Boys and girls should be allowed to leave school before they are sixteen years of age. Debate: Part time educa- tion should be entirely voluntary. Interview some boy or girl has left school and gone to work. List jobs of boys and girls wanted in newspaper advertisements. Illustrate and show why such limitations occur in blind alley occupations. Readings: G-owan, Chapter II. 99 3» Advantages of chang ing positions. a. During apprentice ship . b. Later. 44-Loss when person does not do work for which he is best fitted. a. To the employer. b. To the worker. c. To society. F. What are the difficulties in selecting a vocation? 1. Variety of occupation open. 2. Complexity of modern business and depend ence of each worker’s t&sk on those of others. 3. Variety of factors in volved in choice. a. Personal. b. Family. c. Lo c ati on. Giles, p. 1-5 Ziegler & Jacquette, p. 15-17 Hill, p. 74-76 Suggested Activities: Cite specific instances of advantages of changing positions. List arguments for and against planning. Show that it is necessary to plan your career even though you may change your plans later. Readings: lyon, pp. 115-124, 178-183 lyman & Hill, Book II, pp. 581-683 Suggested Activities: From textbook make a list of occupations. Bring out difference be tween an occupation and an industry. Draw plan of industry to show different de partments and their relations: e. g., telephone company. Cite two different occupa tions which are limit ed to people with definite qualifications e. g., musician. What would my family like me to be and why? Name one industry for which there is no opening in San Francisco, e. g., mining. Use 1920 census report (furnished at room 400, City Hall). 100 G. How may I learn the truth ahout any specific occupa tion? 1. How to acquire know ledge . a. Observation. 1. Of places and conditions• 2. Of employment and process. 3. Of operations. b. Reading. 1. Occupation it self. 2. Biography of a successful person. c. Interviews 1. With employer. 2. With workers. d. Working on the job. 2. Detailed study of one occupation. a. Standpoint of in dividual. b. Its relation to the community. c. Its requirements, physical and educa tional H. What opportunities does San Francisco afford? 1. Commerce. a. External transporta tion. b. Internal transporta tion. 2. Industry. ■ 3. Business. a. Department stores. b. Real estate. 4. Communication. a. Telephone. b. Radio. c. Telegraph. 5. Marketing. a. Wholesale. b. Retail. 6. Hotels, restaurants and institutional management. Readings; Gowan, pp. 15-17, 88-110, 127-336. Toland, p. 52 Weaver, Girls, p. 57-187 Weaver, Boys, p. 91-271 I#on, pp. 109-392 I^ron & Butler, pp. 551- 554 Suggested Activities: Think of any one occupa tion and write down all methods by which you could find out the truth about it. Analyze outline which has been given to pupil and have him actual ly use it in making report on one un skilled occupation. Take ten or fifteen min utes each day for reports on occupations. Warn against putting too much confidence in interviews. Suggested Activities: Three-minute talks— -each pupil on one topic previously decided upon. Visit a large passenger steamer. Go to the wharves to watch shipping of goods. Study an exporting and importing establish ment. Inspect railroad and street car systems. Report on one of five types: Ghirardelli*s Western Sugar Refining Company Union Iron Works Cannery Printing Plant 7* Amusement. a. Theaters. b. Dance halls. c. Tourist service. 8, Social Service. a. Churches. b. Health centers. c. Community houses. d. Clubs. 9. Trades. 10. Professions. 11. G-overnment Service. a. City and county. b. State. c. Nation. What are the principal factors to be considered in selecting a vocation? 1. Liking for the work. 2. Preparation required. 3. Demand. 4. Remuneration. 5. Opportunity for advance ment. 6. Qualities necessary for success. 7. Opportunity for social service. What qualities are essential to success in all occupa tions? 1. Personal. a. Voice. b. Dress. c. Tact. d. Good manners. 2. Health. Make a study of one phase of a department store. Outline departments of real estate, e. g., sell ing, leasing, insur ance, searching titles. Visit telephone company. Give talk on any series of departments. Visit early morning mar kets. Milk depart ment. Fish market. Explain modern chain store system. Outline dayfs work of manager of one of these. Examine guide books to learn extent. See Community Chest list. Moving pictures of some industries. Get bulletins of San Francisco and Calif ornia Commissions. Gather charts from Chamber of Commerce. Visit City Hall. Visit Federal Buildings. Readings: Giles, p. 6-11 Gowan & Wheatley, p. 12-17 Ziegler & Jaquette, pp. 7- 24. Readings: Bates & Wilson, pp. 33-38 Lyon, pp. 1-34, 563-673 Gowan, pp. 118-126 Suggested Activities: Teacher should stress the fact that qualities 102 3. Abilities. a. Initiative. b. Judgment. c. Accuracy. d. Cooperation. e. Reliability. f. Perseverance. g. Skill h. Leadership. 4. Fundamental character traits. a. Honesty. b. Industry. c. Thrift. d. Courage, e. Loyalty. f. G-ood Habits. K. How have these qualities been embodied in out standing individuals? 1. Six great Americans. a. Andrew Carnegie. b. James J. Hill. c. Wilbur Wright. d. Elbert H. G-ary. e. G-e o rge We st i nghouse. f. G-eorge W. G-oethals. 2. Other successful men and women. a. Science, Michael Pupin, Luther Burbank. b. Literature and art, are the results of habits and can be changed. Picture right and wrong way. In parallel columns list ten courtesies and ten discourtesies commonly met with in the business world. List ten health habits essential to physical fitness. Explain change in employer’s attitude toward health habits due to Indus trial Compensation. Justify Henry Ford’s plan of discharging men absent because of drunkenness. Show how these qualities are measured in school and later in the business world. Draw up chart. Ask questions like the following: Do I want my druggist to be accurate? Why? Is skill the only requi site for an automobile driver? How about judgment? What can I do to strengthen my character? What part would I like to play in school? Readings: Value of a Fixed Purpose, Overcoming Handicaps, American Magazine Series. In the Public Eye, Forbes Magazine. Pupin, From Immigrant to Inventor. Forbe s, Men Who Are Making America. Booker T. Washington, Up From Slavery. Mary Antin, Promised Land. • F. E. Coe, Heroes of Everyday Life. 103 Rudyard Kipling, Rosa Bonheur. c. Business, Henry Ford Hetty Green. d. Education and religion, Cardinal Mercier, Booker T. Washington. e. Public life, Winston Churchill, Julia Lathrop. f. Miscellaneous, Helen Keller, Daniel Boone. 3- Notable characters in fiction. L. Of what use is my school work in training for a vocation? 1. Going to school really is a vocation. 2. General purposes arrived at by schooling. 3. Specific purposes of various subjects. 4. Occupations that do not require elementary education. 5. Occupations that require only high school educa. tion. 6. Occupations that require only elementary educa? tion. 7. Benefits to be derived from school activities. 8. Specific vocational training. a. Trade schools. b. Apprenticeship. c. Night school. d. Correspondence. e. Extension courses. M. What are the local opportun ities for training? 1. General education. a. Public schools. b. Private schools. Suggested Activities: Select one whose char acter you do not admire and tell why. Give a three minute talk on one of the men in the first group. Prepare a brief character sketch of one of those named in the second group. Stress factors entering into choice of occu pation, opportuni ties seized, factors making for success. Readings: Gowan, pp. 1-15, 24-45, 349-363 Ziegler & Jaquette, pp-. 26-34 Bates & Wilson, pp. 129- 135. Suggested Activities: Show that most of reasons for leaving school are without founda tion. Stress need of training, beyond junior high school Does the character of one 1s companions affect his school work? Debate: Is it better for a girl to go into domestic service than,into a factory? Debate: No student should be allowed to hold office or play on a team who is below scholarship required. Readings: High School Opportunities in San Francisco (Board of Education Manual). 104 2. Special training. a. Public schools. b. Private schools. c. Apprenticeship. N* What type of work do I now think I would like to do? 1. Self-analysis. 2. Individual and commun ity means of overcoming existing difficulties. 0. How may I get and keep a position? 1. Getting a position, a. Locating vacancies. 1. Want ads. 2. Employment agencies. 3. Friends. 4. Inserting ads in paper* Suggested Activities: Explain opportunities in San Francisco beyond junior high school. Examine newspapers and magazines. Select some one occupation and list subjects offered in senior high school which are necessary in its preparation. Interview teachers of special subjects to find just what oppor tunities are open to their graduates. Examine some advertisement in the newspaper or magazine offering to teach you to do wonder ful things in a few lessons. Headings: Lyon, pp. 563-573 Gowan, Chapter.VIII, XX Suggested Activities: Aid pupil in checking his own abilities and opportunities against the require ments of occupa tions which appeal to him. Have each pupil draw up a plan of his future education necessary for his chosen career. Readings: Gowan & Wheatley, pp. 11- 12. 401-413 Giles, pp. 265-280 Lyon, pp. 320-330 Bates & Wilson, pp. 136- 148 105 b. Making application Suggested Activities: 1. Written. 2. Keeping a position. a. Preliminary steps. b. Successful beginning c. Readjustments for 2. Personal. Write a want ad for specific position. Write application in answer to specific ad. 2. Opportunities offered outside the industry. promotion. 1. Opportunitie s offered within the industry. Dramatize right and wrong way of applying. Review six steps neces sary to success. This topic is optional if time permits. P. What are some of the problems and conditions which confront workers in different occupa tions? 1. Seasonal nature. 2. New Inventions. 3. Changes in demand. 4. Trade restrictions. Summary of the San Francisco unit in vocational civics. The San Francisco plan is different in organization from any of the foregoing; its chief features being: (1) The pupil problems are individual; in question form. (2) Procedure and material are inextricably combined. (3) The historical development of vocations in the United States is the method of approach. (4) The plan virtually requires the pupil to make a tentative choice of a vocation. (5) The course is comprehensive rather than intensive. (6) Pupil participation in the development of vocational choice is strongly urged. (7) Limitations of this plan which may be listed are: . (a) limitation in time to be spent on the unit,. 106 (b) optional nature of the unit, (e) insufficiency of study of typical vocations. VOCATIONAL CIVICS UNITS SUGGESTED BY STATES The course of study included. Several courses of study differ from those exemplified in the foregoing section in that the state department of education submits a general plan for the local schools within that state. In these cases vocational civics material is a unit within other courses of the social science program. In each case, the cities and schools adopting the vocational civics material are expected to follow the outline and suggestions present ed, if any. Furthermore, the material belongs to the regular curriculum in social science, or civics. The Idaho course in Occupations. The ninth grade course of study entitled General Social Science, offered in every high school of the state, is composed of two distinct sub jects; the first is Citizenship; the second a semester course called Occupations. The high school manual indicates that, A study should be made of a large number of occupations, giving particular attention to opportunities in Idaho...The major work should consist of«..occupational studies made by each student working independently, of his first and second choices of life work...We suggest that the boys be required to give detailed study to those occupations large ly restricted to men, and the girls make a similar study to those restricted to women with a discussion of both types conducted before the class as a whole...^5 ^Manual and Course of Study for the High Schools of Idaho, Boise7 Idaho, September, 1926, p. 90. 107 The outstanding features of the Idaho course are: (1) Job analysis studies submitted by the pupils form the core of the problem. (2) Vocational psychology is included. (3) The historical and civic nature of vocations is omitted. (4) The course in occupations is closely connected with the antecedent course in citizenship. (5) It is intensive rather than comprehensive. The recommendations of the Maryland State Department of Education. In regard to the social studies, the State of Maryland believed that civic teaching should be cumula tive throughout the school life; because of this desire for continuity, two plans for the junior high school were rec ommended for the schools of the state. The plans submitted in neither case include a distinct course in vocational civics. The curriculum advisor declares,^ As a separate course in Vocational Information or Guidance, sometimes referred to as Vocational Civics...the Department concluded that the actual values that would be likely to accrue from such a course are doubtful, the preparation of teachers for this social work and the availability of suit able texts each being taken into consideration. The Maryland alternatives are: Ninth Year (1) Civics, containing the civics of the preceding years, but with more emphasis upon state, national and world ^Maryland State Department of Education, Teaching of the Social Studies, p. 27. 108 aspects— one half year. Civics, economic and vocational aspects— one half year. History taught incidentally in its relation to the topics of the above courses. Or (2) Civics, economic and vocational. Economic or industrial history, one year in sequence or parallel. v..teachers in counties or schools who feel that...a larger proportion of the course should be devoted to the consider ation and study of the economic or industrial aspects of our community life may give a half unit course to what may be termed Economic Civics abbreviating to a corresponding degree the time on the other division of the course...17 The North Dakota course, in Citizenship and Vocations. According to the High School Manual, Every high school in North Dakota is required to offer Citizenship and Vocations...This course (in vocations) is placed early in the high school life of a student in order that he may have a better understanding of the different vocations. It is thought that through this knowledge, it will better enable him to choose the type of work he wishes to follow and since this choice is made early, his aim during the four years in high school will be more definite. Courses suitable to the vocation may be selected and much misdirected effort eliminated. The North Dakota course is recommended for the ninth or- tenth grades. ^Maryland State Department of Education, Teaching of the Social Studies, p. 113♦ ^ High School Manual for North Dakota High Schools, Bismarck, North Dakota, pp. 2b, 95. 109 The Texas courses in Community Civics. The Bu11etin of the Texas High School Course of Study gives no mention to vocational civics nor occupations. However, since the 1925 syllabus, the course in community civics declares: Although it has been extended in recent years to include vocational civics, economic civics and social civics, the term community civics represents the most commonly accepted phase of the subject.* * * 9 In keeping with the state program, the Dallas, Texas Board of Education include occupations in the community civics course offered by the schools of that city.^0 ] \ j Q other available Texas course mentioned vocational material or occupational texts. The Utah course of study. Vocational Civic material. One of the units in the community civics course offered in the ninth year of the Utah junior high schools, proposes to stimulate interest in vocations, understanding of the social significance vocations and desire to choose wisely and qualify thoroughly for a vocation as a means of service. Giles, Vocational Civics, an early textbook in the subject used as its title apparently forms the substance for the unit in question. ^Bulletin No. 196, Texas High School Course of Study, 1925, P. 45. ^ Teachers1 Handbook and Program of Studies, Dallas, Texas, 1923. ^•kltah Course of Study for Secondary Schools. Salt Lake City, Utah, July, 1923, P, 70-71. 110 The West Virginia and Vermont courses in Citizenship, and Occupation. The comprehensive syllabus issued by the State Board of Education of West Virginia declares that, "the term social studies...includes history, citizenship, education and vocational guidance..."22 One of the ninth year social studies courses is com posed of community civics, state civics, industries and occupations. The fourth and final unit is entitled "Voca tions". The extent to which the state course has been utilized is not available, but the state plan is both aims and objectives are particularly complete.23 The Vermont Plan is similar.2^ The Wisconsin State recommendation. The^Manual for the High Schools of Wisconsin indicates that the department of social science has been largely influenced in its choices by the Pennsylvania plan. The civics courses recommended include, "topics... intended to be suggestive of what the nature of the work should be: vocational resource".24 The 22Course of Study for Junior and Senior High Schools for West Virginia, Charleston. West Virginia, 1929, p. 143. 23Ibid., p. 143. 2^^Manual and Course of Study;, No. High School I, Vermont, 1928, Part III, p. 17-19. ^^Bulletin No. 22, A Manual for the High Schools of Wisconsin, 1924, p. 47. i Ill fact that the State Department of Education has been working on the newer course prevents further conclusions from being drawn. Other state courses which include vocational civic instruction. Several other states mention occupational studies. Of these, none offer plans or suggestions in re gard to content. The high schools of Connecticut, declares a survey reported in the 1927 course of study, recognize r,a suggested informational course in the choice of a life work...to be combined and correlated with Civics, English, etc”.25 An examination of several high school courses of study in that state failed to indicate the nature of the course as adopted by the high schools. The states of Indiana,2^ and Kentucky2? mention half year courses in vocational information suggested as first year (ninth) high school subjects, but offer no additional information regarding the nature of the work. In the ninth grade social science course of study, the Department of Education of the State of Maine, offers a plan of community and vocational civics. The semester course recommended, entitled "Community Civics", includes the 25course of Study, Survey of Organization and Administra tion of High Schools in Connecticut, 1927• 2^Course of Study, Indiana High School Standards, 1926, p • 34. 2?Manual-of Program and Courses of Studies for Kentucky High Schools, 19267 P. 15. 112 "practical topics of government, social economic and voca tional civics".According to further analysis, it is suggested that vocational guidance in the ninth grade be carefully explained in this course.29 Whether the schools of the states here mentioned actually teach vocational civics, is doubtful, if a survey of the city courses of study of several schools within these states is a worthy criterion. Evidence points to a lack of adaptation of these recommendations. If a sampling of at least two city courses of study from each of these states is trustworthy, these regions, excluding Indiana, have done little to lead one to believe that vocational civics is in cluded as a social study in the secondary schools. Indiana is an exception: The South Bend program of vocational guid ance is included hereafter. Summary of the vocational civics units suggested by the State Departments of Education. Several states include in struction in occupations, either: (a) as a unit of instruc tion in a community civics course, (b) as a part of a general citizenship course or (c) as a second semester part of a year course in ninth grade social science. 2&Course of Study. State of Maine Department of Educa tion , "T92FT^T^fOT"^ 29Ibid., p. 52. • 113 The State Departments of Education, in recommending courses of this type emphasize vocational study as a necessary part of citizenship training, and preparation for life work. The specific materials to he taught are in these cases determined by the local schools, with the particular local problems assumed as paramount to any plan submitted by the state authorities. The main divisions are arranged to give a broad view to the content, little detail being presented in the syllabi. The Idaho course emphasizes job analysis, Maryland offers vocational civics as a unit in either of two alternative courses. The North Dakota Department of Education requires citizenship and vocations as a guidance course. Texas includes vocational study as a necessary part of community civics. West Virginia and Vermont emphasize personal analysis and qualification for occupational service. Utah considers vocational information essential for high school pupils. Wisconsin believes that vocational resource should be included in the state program of education. Other states mention vocational civics but otherwise give exceedingly little to throw light on contents offered, Oregon for example. Because these state programs, to a great degree, leave details for the local communities to develop, they do not equal, as vocational civics courses, the courses suggested by the New York and Missouri curricula. 114 FUSION COURSES WITH A STRONG VOCATIONAL CIVIC CONTENT Several school systems have an independent fusion type of curriculum. Such curriculums in most cases tend to em phasize some phases of education more strongly than others. The manuals of study or outlines issued "by those schools, which consider vocational civics as an integral basic part of the curriculum, In most cases organize the work around the social studies. In a few cases,..English is the medium. The group of schools presented in this section emphasize vocational civic guidance through some particular method of organization. Vocational guidance in the Birmingham, Alabama schools. In the upper grades of the Birmingham schools, corresponding to the Junior high grades, the civics course, apparently a strong subject, includes a unit on Occupations. According to the school manual, "Earning a Living" is the descriptive name. In this course industries and occupations of Birmingham are studies, and discussions of trades and their preparation are held. As a whole, The course in civics is intended to prepare for a more intelligent understanding of the responsibilities of American citizenship and to aid the student in finding his place and doing his duty in our social, industrial and political organization.30 3OManual and Instructions for Elementary Schools, Birmingham, Alabama, 1924, p. 17. 115 The high schools of Birmingham, in following up the vocational civics of the seventh grade, offer a course in "English and Citizenship1 1 as a requirement and prerequisite to all courses. Their citizenship course, apparently, is closely allied to community civics.31 The strong feature of the Birmingham plan is the vocational content of the general curriculum. There is no evidence that vocational civics is included as a single subject taught. The Oakland. California, courses in junior high school civics. The social studies in the last three semesters of the Oakland junior high schools have an economics core. Civic H8 is called Community Civics; the L9 and H9 year course, based on Hughes Economic Civics, deals with Economic and Vocational Civics. Following is the ninth grade out line ,32 Civics L9 The citizen and his economic and vocational relationships. (This course is based upon Hughes, Economic Civics) a. The things we need b. The things we want c. What government does for us d. Our duty to our government ^ High School Course of Study. Birmingham, Alabama, 1927» p. 26-27. ^ Superintendent Bulletin. Course of Study, Ho. 5> Oakland, Public Schools, Oakland, California, 1921, p. 12-13. 116 e. The machinery of government f. Foundations of our nations life g. Producing things h. Modern basis Civics H9 The citizen and his economic and vocational relationships, (This course is based upon Hughes, Economic Civics) a. The producers b. Carrying goods c. Convenience of trade d. Making living conditions better e. Making industry better f. Making government and society better g. Earning a living These courses in Civics should be closely correlated with the work in Occupations and Vocational Guidance. In fact they should serve as a background for that work. These lessons may be made very suggestive and practical by con tinual reference and study of social and industrial con ditions in Oakland, the bay section and California. From the point of view of vocational civics, the Oakland plan emphasizes economics at the expense of voca tional preparation. The course, a strong fusion course, implies rather than mentions vocational civics. Its value lies in the undercurrent unity of the two year's work in the phases of civics. The Denver, Colorado revision of the Junior high school course. As reported in the Fifth Yearbook of the Department of Superintendence, the Denver secondary schools made a drastic revision of the social studies in 1924. As a direct 117 result of the work of the Committee on the Reorganization of the Social Studies, the fusion course is developed in this manner. 33 7B Unit 1. Commerce and Development of the United States. 2. Interdependence of Modern Industrial Nations. 7A Unit 3. Changing Agricultural Nations. 8B Unit 4. Westward Movement. 5. Industrial History of the American People. 6. Growth of American Democracy. 9B Unit 7. Group Life. 8. Social and Civic Problems in the Community. 9« Economic Problems of the Community. 9A Unit 10. Vocational Civics. 11. Government Civics. 12. International Relations. In this fusion course containing* history, geography and civics, vocational civics occupies approximately a third of the last junior high semester. However, the fundamental classroom work for occupational analysis is logically de veloped in the preceding unit; it is not a mere separate course. The unit dealing with Vocational Civics^ is developed with these five leading problems: Problem 1. How is school work of service in training for a vocation? 55j?jfth Yearbook of the Department of Superintendence, National Education Association, Washington D. C., 1926, p. 258. 34njia., p. 259. 118 Problem 2. Under what general classes may all occupations he listed? Problem 3. What are the principle factors to be considered in selecting a vocation? Problem 4. How may one acquire knowledge in regard to a specific occupation? Problem 5. What general personal qualifications are essential to all occupations? The Denver plan is an outstanding example of the fusion type of social science course. Vocational civics teaching is interwoven in the general plan and occupies a position of individualizing the economic problems of the school, state and community. The Denver type of course occupies less space and detail in the curriculum because all material not defi nitely stated is included in other closely related units of the junior high school course. The Cleveland, Ohio Junior High School Plan in Citizen ship. Cleveland has attempted an organization based on needs of pupils rather than subject requirement. According'to the Teachers* Manual,35 The social studies committee has tried to build a course of study which will affeet favorably the social ideals and social practises of boys and girls, now, and as mature citizens in the future. It has tried to use scientific methods of select ing materials, and it has actually succeeded in having each unit of work taught by a number of teachers in a number of grades...In spite of the care taken in its preparation, the course is offered as something tentative certain to be super- ceded in the end by a tool better adapted to secure the social thinking and behavior needed to make the world a better place to live in. 35<3ocial Studies, Junior High Schools, Teachers* Manual and Teaching Units for Grades VII, VIII, IX. Cleveland, Ohio, Public Schools, 1928, p. 22. 119 Eighth Year --First Half Unit 8B 1. Opportunities in some Cleveland occupations, especially the metal industries, 2. Our nation expands beyond the Mississippi. 3. Winning a living from the soil. 4. Development of transportation and commerce in America. 5. Development of transportation on the Great Lake s. 6. The United States becomes a World Power. 7. Growth of freedom of speech and of the press in America. 8. Race toleration. 9. Some occupations of the business and industrial world. The Cleveland plan correlates occupational studies throughout the eighth grade course with geography and history. Vocational analysis forms the core of the nine units of the semester. The vocational training of the Cleveland schools is an outstanding feature of their curriculum. Columbus. Ohio: Vocations. A neighboring city in the same state, Columbus requires a course in "Vocations", in the English department. Unlike most of the school systems, the Columbus course is offered in the tenth year. The nature of the work is not explained by the course of study.36 Charlotte City, North Carolina: Community and Voca tional Civics. Among the. schools of the southern states, North Carolina schools offer vocational civics instruction. Charlotte City junior high school pupils are required to include a course in community and vocational civics in their 36genior High School Course of Study, Columbus, Ohio, 1924. 120 eighth grade programs, the nature of which is "to give information...and to furnish the vocational guidance neces sary to...each pupil”.37 Summary of the analysis of fusion courses. Unlike the states programs, the city courses in instruction of voca tional civics reveal a definite content. Of those fusion courses in social studies which were carefully analyzed, the Birmingham, Alabama, course represented the traditional four year high school. (1) This southern city begins vocational guidance in the seventh grade. In the ninth grade, citizenship, offered in all trade and English courses is correlated with vocational guidance. (2) The junior high schools of Oakland, California, base the social study on economic civics, rather than on vocational civics, with which it is, however, closely associated in the high ninth semester. (3) The Denver, Colorado revision offers a well balanced social study program thruout the junior high school. With historical, economic and geographical content strongly cor related, vocational civics introduces the 9A semester unit. (4) The Cleveland, Ohio program, on the other hand, correlates the geographical, vocational social studies in the eighth year. 37floUrse Qf study of the Charlbtte City Schools, Charlotte City, North Carolina, 1926, p. 18. 121 (5) The Charlotte City, North Carolina type of course emphasizes vocational guidance with community civics as the medium. (6) To these courses might he added the type of social study offered by the schools of St. Louis, Kansas City and San Francisco. In all of these social science courses with a strong content, vocational civics in nearly every case is explained in terms of "junior high school aims", social study objec tives, rather than as a distinct, separate course wholly apart from other related studies. SCHOOLS WITH VOCATIONAL GUIDANCE AS THE CORE OF THE CURRICULUM The type of content-included. Several secondary schools offer an attractive program of vocational guidance which serves as a basic foundation around which the entire school curriculum and course of study rotates. In such cases, if vocational civics is not offered as a social science course or part of a course, it can not be said that such schools strictly comply with the requirements, for the present study. However, two examples are presented, (1) because vocational guidance is offered as a necessary preliminary to complete citizenship; (2) these schools are attempting to offer vocational orientation guidance in a manner which may be as effective as a formal course; (3) the content instruction, and guidance of such plans has led to the reorganization of social studies so as to include vocational civics. 122 The South Bend, Indiana vocational guidance plan. The School City of South Bend gives a pre&iinent place to occu pational guidance. Classes in occupational information, however, are hut one of the several methods of imparting vocational civic instruction to the junior high school pupil of South Bend. In the South Bend junior high schools, a very definite plan of pupil guidance is provided. Our guidance program includes individual counseling, classes in occupational information and educational guidance, besides the various phases of social and ethical guidance carried on during the home room period.38 The guidance program is in charge of counselors, two in number in the large schools, who in addition to their duties as individual counsellors, teach the classes in occupational information. This class meets twice a week in the 8B semester; three times weekly in the 8A semester; and five days a week throughout the ninth year. Because the core of the South Bend program of studies is guidance, it cannot be said that the occupational information course is any more a part of the social science department than any other. As an integral part of this program, the Vocational Guidance Bureau prepares a "Bulletin of Information to Assist Boys and Girls in Plahning Their High School Courses".39 Occupational Information is listed as a separate unit in the sequential table of the "Program of Studies”. The South Bend plan is distinctively ^Bulletin No. 1, Junior High School. School City of South Bend, Indiana, 1928, p. 17. 39School City of South Bend, Indiana. 1928. 123 unique in that vocational citizenship is taught as a part of none of the regular departments. The place occupational information occupies in the South Bend program of studies is reproduced in Table IX. Guidance in the Richard J. Reynolds High School.' Winston-Salem, North Carolina. The required social science course in the freshman (ninth) year of all courses is Citizen ship, offered both semesters. One of the units, Vocations, is explained as follows in an attractive bulletin issued by the school. A former student explained this part of the subject in a letter:^ Many prominent men come to give lectures on their particular vocation...In order to give the students a better acquaintance with the institutions of their own community, representatives of all citizenship classes are taken on a series of visits to places of interest. Among those visited, are the banks, the court house, the tobacco factory and the knitting mills ...the field of vocations is laid before each pupil. Each one writes a paper on his vocation, making it in a booklet form with pictures on the subject. Thus the school is trying in every way to make better citizens that the government of the people, by the people, for the people, may not perish from the earth. Edith Haven f27 This school bulletin seeks to orient the new pupil in school, and prepare him for his later career. The pupil is urged to determine early his vocation through the citizen ship class period. Furthermore, a table is prepared with these headings:43- Vocation High School Course Suggested to be selected Elective ^The R. J_._ Reynolds High School, Winston-Salem, North Carolina, 1925, p. 31-32. ^Ibld., p. 13. 124 TABLE IX PROGRAM OP STUDIES Junior High Schools of South Bend* 7B English.... Mathematics. Geography... American History.. Physical Education Music............. Art.......*....... Household Arts^ General Shop..... Electives...... 2 Eighth 8B English............... 5 Mathematics-. . . . .......... 5 General Science .....5 Community Civics.........3 Occupational Information.2 General Shop ........... v Household Arts........... Physical Education...... .2 Music.....................1 Art....................... 2 Electives . . . ......2 Ninth 9B Required English...................5 Mathematics...............5 Physical Education.......2 Occupational Information.1 Electives Biology...................5 Early European History...5 Foreign Languages........5 Vocational Education 5 Music ....... 1, to 5 Art .............1 to 5 Penmanship .......... 5 Typewriting.............. 5 Mathemati cs.............. 5 Geography....... ■........ 5 American History.........5 Physical Education.......2 Music.....................1 Art..................... . 2 Household Arts## ' * General Shop*'* ......... Electives.................2 Year 8A English...................5 Mathematics.............. 5 General Science.......... 5 Community Civics......... 2 Occupational Information.3 General Shop ^ Household Arts........... Physical Education.......2 Music..................... 1 Art....................... 2 Electives....... 2 Year 9A Required English...................5 Mathematics.............. 5 Physical Education.......2 Occupational Information.1 Electives Biology........ .5 Early European History...5 Foreign Languages........5 Vocational Education.....5 Music........ 1 to 5 Art..................1 to 5 Penmanship........... 5 Typewriting. . ........... 5 Seventh Year Periods Periods Per Week 7A Per Week 5 English............ .5 5 5 5 2 1 2 *The Program of Studies offered in the Junior High Schools of South Bend is of the type known as the "Constant with Variables”. That is, there are in all grades, regards less of the type of future work the pupil expects to do, certain prescribed studies; aside from these, the student may choose the remainder of his work. 125 The title page, urging high school study and prepara tion reads, ^ Prominent Men in Our Community Life Advise You to G-o to High School, Read What They Say What Courses Should You Pursue in High School? Read the Following Pages Carefully! They Will Help You Decide. Summary of the South Bend and Richard J. Reynolds plans. Outstanding features of these plans are: (1) Vocational guidance is emphasized as an integral part of the whole school course; (2) Vocational, civic and scholastic guidance are closely correlated; (3) Vocational civics, although a secondary unit in the school program in the North Carolina high school, forms a foundation for civic, vocational pre paration for all high school programs, similar to the South Bend plan; (4) Both of these types of school courses require the teaching of vocational civic instruction; (5). Vocational and civic guidance, exploratory forces in'the junior high school, are attractively presented in "bulletin form for the pupils; (6) Specific administrative forces in both schools are devoted to the fulfilment of the aims of vocational civic instruction; (?) The schools are not trade or vocational schools; they belong to the regular secondary school system of the city in which they are located; (8) The method of presenting the school plan is graphic from the pupil point of view. ^ Richard J. Reynolds High School, op. cit., p. 1. 126 TABLE X TIME COVERED IN VOCATIONAL CIVIC INSTRUCTION* STATE RECOMMENDATION Time Suggested A Semester Course in Social Science 5 A Semester Course in English 1 Several Semesters — Independent 1 A Unit in Community Civics 6 A Unit in Citizenship, etc. _2 16 CITY COURSES OF STUDY A Semester Course in Social Science 3 A Semester Course in English 1 Several Units in Social Science 1 A Unit in Community Civics, etc. 5 Several Semesters — Independent 2 A Unit in Guidance 2 14 *This table is based upon an original study of thirty - five representative courses of study in the social studies of the secondary schools of the United States. 127 Summary of the chapter. The content of courses in voca tional civics has "been grouped for convenient analysis into four divisions: (1) The leading courses which detail the material offered; (2) programs suggested by states; (3) fusion courses adopted by cities; (4) administration plans which involve vocational guidance. Of the thirty courses examined as representative through out the United States, a majority of schools offer vocational civics as a social science. Table X reveals that twenty-three out of the thirty courses are of this number. Ten school systems include vocational civics in some form as a semester course. In other words, vocs/tional civics as a semester course is less common than other arrangements and combinations. Vocational civics is often included as a part of Commun ity Civics; eleven schools manuals so report. A perspective view of representative school outlines and courses as presented in Tables XI and XII reveal wide differ entiation as to methods of organizing vocational civic in struction. School programs which are noteworthy because of their detail of content are: (a) The Missouri plan: Vocational Phases of Social Life. (b) The adaptations of this plan by Kansas City and St. Louis. (c) The San Francisco program: Choosing a Vocation. (d) The New York syllabus: Business of Living. 128 TABLE XI STATE PROGRAMS IN VOCATIONAL CIVIC (Listed as Analyzed) INSTRUCTION State Year in School Time Recommended Name of Course Pennsylvania 9 semester Vocational Civics Missouri 9 a division or unit Vocational Phases of Social Life New York (elective) semester or less Economic Citizen ship Idaho 9A semester Occupations Maryland 9 semester Civics, economic and vocational North Dakota 9 or 10 semester Citizenship and vocations Texas 9 a unit part of Community Civics Utah 9 a unit part of Community Civics Vermont 9 a unit part of Community Civics West Virginia 9 a unit part of Community Civics Wisconsin ? a unit topic in Civics Connecticut ? semester Life-work Indiana 9 semesters Vocational Information Kentucky 9 semesters Vocational Information Maine 9 a unit part of Community Civics Oregon a unit part of Community Civics 129 TABLE XII CITY PROGRAMS IN VOCATIONAL CIVIC INSTRUCTION (Listed as Analyzed) Community Year in School Time Recommended Name St. Louis, Missouri 8B semester Making a Living Kansas City, Missouri 9 unit Vocational Life San Francisco, California 9 unit Choosing a Vocation Birmingham, Alabama 7,9 semesters Earning a Living and Occupations Oakland, California 8A,9B,9A units in three semesters The citizen and his economic and vocational relationships Denver, Colorado 9A unit Vocational Civics Cleveland, Ohio 8B unit Opportunitie s in Occupations Columbus, Ohio 10 semester(?) Vocations Charlotte City, North Carolina 8 semester Vocational Civics South Bend, Indiana 7-9 six semesters Occupational Informational Richard J. Reynolds Winston-Salem, North Carolina 9 unit Vocations Fall River, Mass. 12 unit (?) Springfield, Mass. 9 unit (?) Erie, Pittsburgh, Pennsylvania 9 semester Economic Civics 130 These school systems plan vocational civics courses as an economic problem, affecting the state, the community, the family and the individual. Seventeen courses of study present vocational civics as a series of problems or units of instruction within other courses, or as parts of different subjects. The tendency, in these cases, is to include the choice of the analysis and the ethics of occupational study as but one phase of citizenship in the present age of industry. The New York and Ban Francisco syllabi have been largely quoted from to emphasize these facts. Of the school courses which do not include vocational civics as a part of the social studies, two include it as an English course, and the other.five have an independent guid ance plan. Of this later number, the South Bend, Indiana plan is worthy of note. These facts are graphically presented in Table X. Vocational civics has not yet won a place in the curric ulum as a content course. The variety of courses, both as to content, method of organization and time devoted to instruc tion reveals little that is uniform. Few courses of study are alike: the central principle of offering guidance vocationally to the young adolescent is found in all courses, but no single plan has been revealed so far. The State of Pennsylvania and Missouri have made the greatest advances in establishing vocational civics as a regular course of instruction. 131 The cities of Oakland and San Francisco are typical school systems which devote time to Vocational Civics as a unit within other Social Science fusion courses. CHAPTER V METHODS AND MATERIALS OF INSTRUCTION It is the purpose of the present chapter to deal with two closely related features of vocational civics; First, the methods of teaching vocational civics both as separate courses or as units in other social studies. Second, the texts and other books used in the teaching of vocational civics. The first of these considerations is the more important. The method of teaching a subject determines its usefulness. It is one thing to include provision for some subject in a curriculum; it is another to use this oppor tunity for really efficient teaching. At the present time, much attention is being directed to the teaching technique in the field of academic subjects. Because of the practi cability of vocational civics, it can become a most worthy means of attaining more than a mediocre place in the school course. For that reason, several situations most likely to result in effective teaching of vocational civics have been analyzed. Peculiar factors which may limit the use and adaptation of better methods are also presented. That part of the chapter dealing with the materials used in vocational civics classes includes several bibliographies. That part of the chapter presenting methods of instruc tion has been arranged to present the findings in this order; (1) The leading characteristics which influence the ways in which it has been taught. Three conditions are shown to make vocational civics distinctive. (2) The influence of the 133 reorganization movement upon vocational civics teaching since the World War, (3) Ideal methods which may serve as models for teachers of vocational civics, (4) Methods of teaching vocational civics as an'English course and, (5) Worthwhile methods of teaching vocational civics in the Social Science department, either as a separate course, or as part of other subjects. The second part of the chapter is devoted to a study of the findings in regard to the text books and reference books in the field. Not only have the facts in regard to the importance and scarcity of materials been interpreted, but two other important findings have been analyzed as well. From the thirty courses of study used in American junior and senior high schools such representative lists of books have been selected and presented as may serve as a fair basis for judging the value of the more commonly used text books in vocational civics. Finally a group of approximately forty-seven books, more or less closely associated with voca tional guidance have been classified according to scope, purpose and value in relation to vocational civics. A bibliography of these books has been reserved for Appendix A. METHODS OF INSTRUCTION Facts influencing the methods of teaching. Vocational civics is a new course. The proved success of vocational civics must come in the future. At the present time, because the subject is hardly more than a dozen years old, three out- 134 standing factors characterize the problems of teaching vocational civics, each of which are considered in turn, because they determine the very nature of the subject. First, the fact' that vocational civics was intended by the reorganizers of social science to be a ninth grade course. In this matter, it has followed the plan for which it was intended. Second, the fact that occupational inform ation has been one of the primary purposes of the course. Information requires reading and acquaintance with guidance literature. Third, the fact that vocational civics is more often taught as a part of some other social study than as a separate course. These three facts influence the type of instruction of the subject more than any other single agent. These findings concerning: (1) grade placement, (2) inform ational nature of the work and (3) organization of material are summarized as most likely to show why vocational civics requires newer materials than are common today. (1) Vocational civics is a ninth grade course. The educational forces which advocated the extention of the junior high school based their reasoning on the need of the adolescent boys and girls for subjects and instruction adapted to their age.^- Vocational civics, hitherto hardly known, was suggested as a subject for the ninth year, and with few exceptions, it is included as a course or unit in ^A. W. -Dunn, Social Studies in Secondary Education, Bureau of Education, Bulletin, Uo7 28, 1916, p. 26-28. 135 social science for the final junior high school year. Several leading text books on secondary education mention this speci fic fact. Dr. Leonard V. Koos, for example writes,^ (In the) development and present status of social studies ...it should be stated that a course in community civics, a half year or a full year length, sometimes accompanied by what is called vocational civics...found a place in the ninth grade. The implication and evidence that vocational civics was primarily developed as a ninth grade subject is further borne out in Dr. Alexander Ingles work, Principles of Secondary Education.3 Of the thirty vocational civics courses examined and analyzed, in the present study, a predominant majority, at least sixty per cent, are offered in the ninth grade. The grade placement of the courses heretofore analyzed, is given in the accompanying Table XIII. From it may be concluded these facts: Although eighteen courses are solely ninth grade courses an additional four are either partially or alternatively suggested for the ninth year. In other words, only four courses listed are positively not ninth grade sub jects. This Table XIII therefore indicates that if the courses here sampled are a 'dependable criterion, more than eighty per cent, of vocational civics courses are taught in the ninth grade. The first important conclusion, therefore, in vocational civic instruction, is that it is a final ^Leonard V. Koos, The American Secondary School, Boston: Ginn and Company, 1927, p. 401. 3Alexander Ingles, Principles of Secondary Education, New York: Macmillan Co., Table CXXXVIII, p. 546. 136 TABLE XIII GRADE PLACEMENT OF THIRTY VOCATIONAL CIVICS COURSES Year in school recommended Frequency Per cent. 7 0 8 3 10. 9 18 60. 7 and 9 1 7, 8 and 9 1 i _i • 8 and 9 1 9 or 10 1 4. none indicated 4 13. T ot al 30 100 137 exploratory course in the junior high school, and fulfills that outstanding aim and objective which made the junior high school movement successful and dominant. (2) Vocational civics is an informational course. Vocational civics has been usually considered largely ninform ational"• Table XIII, heretofore analyzed shows that inform ation is the most commonly mentioned aim of the course. A University of Virginia study in the social studies^ indicates that the teaching of vocational or occupational civics should include a "suggestion of guidance toward occupational efficiency" through information. Because vocational civics followed the suggestions of the vocational guidance movement, information has been emphasized. Indeed, the National Voca tional Guidance Association in 1924 declared, Vocational guidance is the giving of information and advice in regard to choosing an occupation, preparing for it, and progressing in it.5 It might therefore be accepted as true that the third chapter in the present analysis would seem to prove that the giving of vocational information has been commonly accepted as the chief means of pupil guidance. Dr. Howard C. Hill, professor at the University of Chicago, further writes, ^-'Swindler, The Curriculum in the Social Studies in University of Virginia Extension Series, Secondary Education in Virginia, 3j Richmond, Va., September, 1928, p. 61 ^E. A. Lee, Objectives and Problems of -Vocational Guidance. New York: McGraw-Hill Book Company, 1926, 451 pp. 138 "Occupations...comprises a survey of basal lines of work and is intended to provide information about various occupations11.^ In summary, therefore, the presentation of information has been considered an outstanding method of teaching guidance in vocational civics classes. (3) Vocational civics is usually a part of other social science courses. A previously analyzed graphic study, Table XIII, shows that vocational civics instruction is more often taught as an integral part of some unit or fusion course in social science than as an independent course. Consequently, methods of teaching vocational civics are probably somewhat similar to other social studies in that school, or are likely to be influenced by more commonly taught subjects, notably history. Individual guidance has been the chief means by which an outworn curriculum has been made adaptable to the needs of individual students since the reorganization move ment interested the public. In dealing with this particular factor of combination of courses, Miss MacBurney in an un published masters1 thesis, at the University of Southern California, 1930, reports these pertinent conclusions,7 The analysis of professional literature relating to recom mended changes, to reports of experiences, and to statistics on current practises and tendencies in instruction in citizen- ^Howard C. Hill, The Teaching of Civics in the Junior High School. Historical Outlook, Vol. 17, Jan., 1929, P. 7. 7uaomi MacBurney, The Reorganization of Social Studies in the Secondary Schools. Unpublished Masters1 Thesis in Education, 1930, p. 72-73. 139 ship...has revealed, (1) the increasing prevalence of a new type of civics with emphasis upon community relationships and vocational aspects rather than upon mere structure of government, (2) new methods and materials of instruction involving investigations and practical activities t<b type="" high="" for="" method="" selected="" clear="" required="" summary="" value="" list="">id., p. 217. 37ibid., p. 217. 157 The Oakland, California schools require, in Economic and Vocational Civics— Hughes, Community Civics and Economic Civics.38 Schools specifically recommending G-owan and Wheatley’s,- Occupations in addition to the above, are Texas, Pennsylvania and Utah. Some schools merely suggest that adequate books are available upon further inquiry. The- San Francisco unit, "Choosing a Vocation’ 1, reproduced in part in the preceding chapter, skillfully includes specific citations from several books .in the field. San Francisco’s bibliography on vocational civics lists a total of seventeen books.39 I. References for Pupils1 Readings 1. Bates, William G-., and Wilson, E. A.: Studies in Vocational Information. .1926. Longmans. 2. Board of Education: High School Opportunities in San Francisco. 3. G-iles, Fred Iff., and G-iles, Imogene K.: Vocational (Civics. 1923. Macmillan. 4. G-owan, Enoch B., and Wheatley, W. A.: Occupations. 1923. G-inn. 5. Hill, H. C.: Community Life and Civic Problems. 1922. G-inn. •6. Lyman, Rollo L., and Howard G. : Literature and Living. Books I, II, III. 1925. Scribners. 7. Lyon, Leverett S.; Making a Living. 1926. Macmillan. 8. I^yon, Leverett S.*: and Butler, Marie A.: Vocational Readings. 1927. Macmillan. 9. Sowers, J. S.: The Boy and His Vocation. 1925. Marshall Arts Press. 10. Ziegler, Samuel H., and Jaquette, Helen: Choosing an Occupation. 1924. Winston. ^ S u p e r i n t e n d e n t s Bulletin, No. 5j August, 1921, Oakland, California, p. 12-13* 39rbid., p. 12-13. 158 II.. References for Teachers1 Readings 1. Bloomfield, Meyer: Vocational G-uidance of youth, 1911. Houghton. 2. Bloomfield, Meyer: Youth, School and Vocations. 1915. Ginn. 3. Brewer, John M.: Vocational Guidance Movement. 1918. 4. Brewer, John M.: Case Studies in Educational and Voca tional Guidance. 1925* Ginn. 5. Moore, Harry H.: The Youth and The Nation. 1926. Macmillan. 6. Newfang, Oscar: Harmony Between Labor and Capital. 1927. 7. Rosengarten, William: Choosing Your Life Work. 1924. McGraw. 159 TABLE XIV YEARS IN WHICH FORTY-SEVEN TEXTBOOKS ON VOCATIONAL CIVICS WERE PUBLISHED Year last published Frequency Prior to World War, (1909) 1 1914 1 1915 • 0 1916 1 1917 2 1918 0 1919 0 1920 2 1921 4 1922 1 1923 2 1924 6 1925 4 1926 3 1927 3 1928 5 1929 2 1930 3 1931 2 Uncertain (all since World War) 6 Total 47 160 Characteristics of the books used in vocational civics courses, In order to determine the general characteristics of books on occupational information and guidance, the annotated bibliography was examined which had been compiled by the Committee on Vocational Counsel and Placement at the University of Michigan in 1928. Although that committees complete report was ostensibly prepared for the use of university students, Mr. W. E. Parke, executive secretary of that body stated that "the needs of high school students for such information were kept in mind".^ The forty-seven books listed by the committee.have since that time been augmented by newer texts, yet the list then made serves as a fair basis for analysis. In few cases only were the books in the bibliography not available for the present investigation. The forty-seven books were grouped into five classes, accord ing to their probable value in terms of ninth grade vocational civics instruction. Findings have been presented in as simple terms as possible in the accompanying Table XV.« Only that group of books found by the committee to be useful for high school students were analyzed. The following conclusions may be drawn from this tabular presentation. First, approximately a third of the books in the field are complete enough to serve as general texts for a class in vocational civics. ^Official Publication, Bibliography of Occupational Information for High School and College Students, University of Michigan, Volume 30, No. 15, 1928, p. 225-23§. 161 Second, almost a fourth of all occupational hooks for high school pupils are devoted to women’s occupations. Third, the same number of books, eleven, are limited to some specific vocational group, either (a) the professions, (b) business, (c) trades or (&) outdoor occupations. Fourth, the remainder, none out of forty-seven in total, may be listed as inadequate as a means of satisfying the aims and objectives of vocational civics. The facts presented in Table XV have been made as im partial and objective as possible. For that reason, such data as readability, relative popularity of the books, value as a text or completeness of detail can not be included. A list of textbooks and reference books for use in vocational civics elasses, has been compiled, and will be found as Appendix A. It is not to be presumed that the bibliography is exhaustive. 162 TABLE XV AN ANALYSIS OF FORTY-SEVEN TEXTBOOKS FOR VOCATIONAL CIVICS CLASSES* Types of books Frequency Per cent A general text giving information on all leading vocations 16 34.0 A general text for Women’s occupations only 11 23.5 A text for professions, or business, or both 8 17*1 A text dealing with outdoor, life and the tra.de s 3 6.3 An inspirational work, with little specific d.etail 9 19.1 Total 47 100 • *These books were those listed by the Committee on Voca- tional Counsel and Placement at the University of Michigan in the Bibliography of Occupational Information for High School and College Students, University of Michigan Official Publi cation, Volume 30, No. 15, 1928, p. 226-236. 163 CHAPTER VI SUMMARY OF PROGRESS AND FORECAST OF POSSIBLE FUTURE DEVELOPMENT IN VOCATIONAL CIVICS It is the purpose of this chapter to summarize the findings previously presented in regard to the teaching of vocational civics, and to forecast certain changes dependent upon present developments. It is assumed that future instruction must necessarily endeavor to Improve upon the methods and materials which precede it. Even as society changes, so is there need for the social studies to gain new educational viewpoints. In regard to the teaching of voca tional civics, these recommended improvements are most vital and valuable. Vocational civics is still in its formative state. In its short history are developing questions ??hich may determine whether it will gain recognition as a specific course or lose its identity as the trend in curriculum con struction is continuing toward unified fusion courses rather than distinct separate subjects. Having shown in summary order the results of the investigation in regard to vocational civics instruction, the writer presents a critical estimate of the subject as a whole. This is followed by a series of sug gestions which, it is believed, may increase and augment the value of the vocational civics which educators are interested in developing. This concluding chapter falls naturally into three separate parts. (1) nA Summary of the Present Investigation” briefly and 164 succinctly explains the objective findings in regard to the curricular organization of vocational civics. This part considers the origin, development, aims and objectives, content, methods and finally the materials of instruction. This summary attempts to include the memorable features without duplicating the conclusions of each previous ehapter. (2) Believing that the central theme of a curricular A subject is finally judgedvin terms of aims sought and objec tives attained, the investigation critically reveals the extent to which the course (or units includes as vocational civics) have attained the goal set for it. This is explained under the caption, "The Progress of Vocational Civics"• (3) Finally, in conclusion, the "Future Development of Vocational Civics" suggests ways in which the course and subject may be made more useful for the future generations of American secondary schools. SUMMARY OF THE INVESTIGATION The origin of the course: Its three periods of historic development. The present investigation has shown that the teaching of vocational civics originated some years prior to the World War, at a time when vocational education was first gaining impetus. The difficulties of vocational civic train ing accentuated by a formal history curriculum, were faced in the period of the reorganization movement. Since 1918, the course in question has been slowly gaining general recognition. The first period ended about this time. The pre-war era was 165 the day of awakened interest in social study. The second period, that of reorganization, was characterized by a tremendous impetus towards the increased development of all subjects emphasizing practical efficiency. Vocational civics seemed to answer the needs of those who foresaw the value of subjects emphasizing civic betterment through voca tional fitness. The same educational leaders who created the junior high school included vocational civics as a recommended subject in the ninth year. The third and present period of vocational civics is characterized by intensive analysis as to those features of adolescent life which may be adequately carried over to the student for aiding in his civic development and in the selection of his vocation. A somewhat unforseen factor which has made the investigation less decisive than in the case of such subjects as history, is that of the organiza tion of the materials taught. Many schools offer instruction in vocational civics in connection with other social studies, such as history, economics, or community civics. Ihen taught in these new type fusion courses, almost invariably the voca tional civic is reduced to a series of units covering a month or less. The extent to which this is done is probably more wide spread than the present investigation has revealed. The aims and objectives of vocational civics. The present analysis of representative courses of study offering vocational civics shows that six general aims have been kept in mind by curriculum makers. In the order of frequency observed, these 166 aims were listed. 1. To study the field of occupations. 2. To prepare the student for community and social life. 3. T o guide the student in the choice of a life work. 4. To give, information about occupations. 5. To help prepare the student for an occupational choice. 6. To extend the knowledge and appreciation of vocational ethics, and such related topics. The fact that the course is usually taught in the junior high school means that vocational civics is not intended to (1) present details of occupations, (2) give technical analysis of vocations, nor (3) present a formal content of vocational materials for pupil mastery. Objectives established for a course or unit in vocational civics differ more widely in uniformity than aims. Standards to be attained depend upon local school situations, and class room methods. The more commonly recognized objectives are: 1. Knowledge of various occupations. 2. The tentative choice of a life career. 3. Familiarity with the elementary principles of v o c a r tional choice. 4. Appreciation of the value of all honest toil. The content of courses in vocational civics. No part of the analysis revealed the widespread differences in vocational civics more than the findings concerning the contents of courses. Similarity virtually ended, once the aims and objec tives were established. Of the thirty eourses of study from 167 every part of the nation represented, twenty-three were ex clusively a social study. However, a mere third, ten, offered vocational civics as a separate individual course. In the others, the materials examined were included either as (1) units in fusion courses, (2) a unit in community civics, (3) a series of units in several subjects or (4) part of some administrative arrangement of which vocational civic instruc tion is the core subject. However, there is really not a great deal of difference among schools as to the actual materials to be taught or grasped by the pupils. In practically all, vocational inform ation, guidance, and civic training, are included as a series of distinct units in the' junior high school semester accepted by the school system. Such being the nature of instruction, the larger aims, the more fundamental facts from which voca tional civics derives its importance are identical. Among representative types of materials taught, the Pennsylvania program is the most historic, and from its plan, the ideals and standards of many other courses have been derived. It represents the semester plan. The Missouri schools, repre senting the unit fusion type, base the content on choice of a vocation. The South Bend, Indiana schools are exponents of the principle that vocational civics is part of a larger program of school needs best met in terms of guidance, and from this assumption the programof vocational and civic preparation is organized. 168 The content core of vocational civics is three-fold: (1) vocational information, (2) vocational preparation and (3) vocational welfare as part of life in society. Beyond these fundamentals there is a great deal of diversity among schools offering it. Methods of teaching vocational civics. Teaching methods in regard to vocational civics are simplified by these facts: 1. It is usually taught in the junior high school— the exploratory, adolescent years of pupils. 2. It is usually taught in the third year of the junior high school— preparatory for ultimate subject and life career choices. 3v It is predominantly an informational course. 4. It is seldom a strictly textbook subject. 5. It is seldom taught as a separate distinct course apart from other social studies. 6. There is no established way in which educators agree the subject should be taught. Vocational civics, therefore, is most often taught under these conditions: 1. It is offered in the final semester -of the junior high school, or first semester of the four year high school. The pupil has come in contact with vocational terms and needs prior to this time. 2. The pupil is given information about the families or group occupations, the nature of each, and expected to 169 select some one for individual study. 3. If the vocational civics is a part of another course or one of several units in a fusion course, no method differ ent than that common in the school is used. Vocational civics, however, is the medium through which research, socialized recitation and special report are most easily carried on. 4. Vocational civics, because it requires individual effort, tends to improve instruction and make possible the introduction of socialized recitation, independent study and individual analysis. 5. Vocational civic teaching is practical because it can be made adaptable to school and life situations. Textbooks for use in vocational civics classes. Voca tional civics has lacked a definite method and a traditional content in part because there is a scarcity of published material for classroom use. Several books, notably Giles, Vocational Civics and Gowan and Wheatley’s Occupations, have attained wide use and these were practically the only worth while books until the last decade. Out of a group of forty- seven books in the field, only a third, or sixteen may be considered avisable as a class text. An analysis of the leading books on occupational study reveals that none is comprehensive enough. It may be true that textbook teaching is not necessary or vital; however, vocational civics may have failed to expand and grow in some communities because textbook teaching has been so long considered necessary as a eodrdinating factor In a subject THE PROGRESS OF VOCATIONAL CIVICS It is evident that so long as the schools of our democracy face the problem of educating pupils to find successfully their place in society, so long will the element of vocational training and citizenship education be a part of the secondary school curriculum. From the facts which have been previously summarized it is evident that vocational civics seeks in part to meet these needs in one subject. There is little unity in methods and content of courses on the subject. The present survey is here con cerned with a tentative study of the ways in which vocational civics may be increased in efficiency and value. A pertinent evaluation of vocational civics in terms of educational stan dards is followed by an interpretation of the ideals tha,t should characterize further investigation. These important features are submitted in the form of three questions. Value of vocational civics in relation to the curriculum. The adaptation of vocational education, recognized as one of the cardinal principles of education, had been limited prim arily to manual activities, prior to the reorganization of the secondary school system. The passing of the frontier and the challenge of civic betterment increased interest in newer means of making the public school effective. At the time of the re organization of the American school and its curriculum, the 171 following adjustments were considered emminently necessary: 1. Adjustments to the physical world. 2. Adjustments to economic situations. 3- Adjustments to family situations. 4. Adjustments to social situations. 5- Adjustments to civic situations. One of the more important administrative changes characterizing the American school system in the last de quarter of a century was the creation of the junior high school. Its functions, more successfully to adapt the school child to the new world, have been declared in a leading textbook to he, .... (a) to continue to provide without a sharp break, but on a high level, experiences and instruction designes to foster the major objectives of general education, (b) to make this instruction adaptable to the capacities and vocational pro spects of different individuals, (c) to explore further individual talents and vocational fitness and (d) to provide vocational guidance for all pupils completing the elementary school. For a certain number who will complete their full time schooling during the high school period and then take their places in society the school must assume the following func tions, (a) to provide in a measure vocational information; (b) to round out education in such a way as to smooth and make successful the transition from school to life; (c) to vitalize the functions of the school in such a way as to make pupils desire to continue to utilize educative facili ties in adult life. Vocational civics has been created to give guidance to secondary pupils. This was a challenge to the school. Once the need of guidance was foreseen, the question facing educa- -4?horndike and G-ates, Elementary Principles of Education, New York: Macmillan and Company, 1929, p. 316. 172 tlonal leaders was the means to employ. As indicated in Table VI, nThe Most Frequently Mentioned Aims", the course in question is concerned mainly with vocational guidance. To that extent it is voluntarily limited in purpose. Another factor characterizing the nature of vocational civics is that concerning its junior high school location. At least eighty- three per cent, of the courses in vocational civics analyzed in the present study are taught in the junior high school years. Such is the conclusion drawn from figures presented in Table XIII (page 136). At present, therefore, vocational civics gives vocational information and guidance to junior high school pupils. The ambitious curriculum advisor may then ask, "Should it do more in order to fulfil a legitimate place in the school curriculum?" A leading authority in vocational guidance declares, that guidance, differing by periods has three purposes in the secondary school: (1) giving the individual, before he makes his vocational choice, information of the facts and experiences that will help him make an intelligent choice; (2) assist him at the time of his choice and (3) help him to adjust himself to it. A. J. Jones thus pertinently notes the importance of guidance at this time.2 By the nature of the case, most of the major problems of vocational guidance are:located in the junior high school. This is true because the majority of pupils who leave school do so before the tenth grade is reached and because curricular choices that involve broad selection of,occupations must be made at the beginning of the ninth grade of during the ninth grade.3 ^A. J. Jones, Principles of Guidance, New York: McG-raw- Hill Book Company, 1930, p. 255. 3rbid., p. 296. 173 Evidently much is expected of the public school in the critical adolescent period, One of the greatest needs of today is the devising of ways by which the occupational information we have may be used to advantage by the teacher and counselor.4 However, these vocational authorities suggest vocational civics as an effective means of realizing the aims they in dicate. In this way classroom procedure, as well as adminis trative functions may give the required vocational guidance. As the list of studies warrant attention has been directed to two distinct needs in subject teaching: one, that occupa tional information must be presented to meet the needs of pupils of differing levels, the other, that teachers, counsel ors and others who share the work of guidance and counseling need help in using occupational information effectively.5 Vocational civics attempts to give each pupil a general view of the present world of industrial life, thereby stimula ting him to plan his own future, encouraging him to use his native abilities and resources in maintaining an honorable place in the social, civic, and vocational world of his day. The specific goal of vocational civics. The chief concern of the investigator in vocational civics, as in other subjects is the answer to the question previously asked, "Should it do more than it does under existing circumstances?" The ultimate ^F. E. Clark, The Use of Occupational Studies in the Classroom and the Personal Interview, Vocational Guidance Magazine, 7:294-301, April, 1929. ^G -leo Murtland, Occupational Studies, Vocational Guid ance Magazine. 7:217, February, 1929. 174 goal or aims of a subject may be objectively determined in two ways, first, by the analysis of purposes for which it was established, and second, by an investigation of represen tative schools offering the subject to determine the aims and objectives they recognize. In the ease of vocational civics, investigated in the present study, five leading groups of aims were found commonly suggested by educational leaders: 1. The elevation of the ideals of better living. 2. The,assistance of pupils, (guidance), in selecting vocational careers. 3. The imparting of vocational information to secondary school pupils. 4. The guidance of the social instincts of pupils. 5. The educational guidance of pupils. The present analysis further revealed that the school systems throughout the United States, judged by a representa tive group throughout the nation, commonly include these six aims in connection with vocational civics: (1) general study of occupations; (2) preparation for life in the economic age; (3) guidance in vocational choice; (4) information; (5) pre paration for occupational analysis and (6) appreciation of the democracy of all work. However, uniformity in actual subject matter ends once information and guidance is accepted as the central theme. The question as to whether vocational civics should do more, may be answered negatively: there is no restricted field to which teachers of vocational civics are required to limit their task. A progressive study of a live subject must then 175 deal with the subsequent question, "How may vocational civics more effectively accomplish the ends set for it?" THE FUTURE DEVELOPMENT OF VOCATIONAL CIVICS A forecast on tomorrows trends in educational progress assumes value and weight if the suggested recommendations are based upon sound facts at hand. It is for this reason that certain recommendations have been given in connection with vocational civics. The present limitations of instruc tion may be transformed into assets, making the subject more adaptable to the needs of all secondary pupils, regardless of station, ability or purpose in life. To the particular school and its instructors, three factors determine the suc cess of a course, (1) the organization of the subject matter; (2) the methods employed in classroom procedure and (3) the materials used in instruction. Progress dependent upon each of these factors will be considered in turn. Organization of the content. Only a, third of the school systems offering vocational civics as a subject, include it as a distinct course. It is, therefore, evident that in those communities where vocational civics is taught as a unit in com munity civics or as an independent element in a guidance pro gram, the subject in question is limited and curtailed in value if: (1) other units in the same course are emphasized or (2) the vocational civics units are made solely elective or (3) materials and units in the course crowd out the vocational 176 civics. Table X (page 126), "Time Covered in Vocational Civics Instruction", graphically reveals that such factors are a danger to effective teaching of the subject in ques tion. Until the various plans of organizing school curri- culums in regard to vocational civics have reached a greater degree of uniformity, it will be difficult to insure effec tive training and analysis as to further needs. Plans vary all the way from "vocational aspects of community civics” to semester courses covering several years. Time devoted to the subject is just as varied, the same Table X reveals. For example, the San Francisco unit is complete in detail, the syllabus reveals; its thoroughness, however, is limited by the fact that a period of only six weeks is devoted to the unit so clearly outlined. On the other hand, the state of Idaho provides for a semester course in "Occupations". In this case there seems to be few details of subject matter recommended by the school educational system. In such instances, it is difficult to determine in any sense the effectiveness of the course. However, there may be danger that local needs and geographical factors might render a restrictive standardization of questionable value. Recognition has been made by the Miss ouri schools of the fact that although life career courses should not be too rigid to crush local requirements, a suggest ed procedure is usually welcomed by schools offering the course. The following recommendations seem advisable for progress in vocational civics courses: (1) The recommendation of the Committee on Reorganization of the Social Studie~s~~that vocational aspects of civics be 177 adapted as a half-year subject, should be followed by school " systems offering the subject. (2) The successful curricula of such systems as Missouri or Pennsylvania should be widely adapted by other schools. (3) More closely integrating the entire social study sequence from elementary through high school, would render vocational civics vital in each pupils school program. (4) Vocational civics should emphasize individual guid ance rather than matter-to-be-studied. Methods of instruction. Teaching methods have changed in the last generation. There is no single standard of judg ment other than results. Nevertheless, the success of a subject in many cases depends upon methods or new ideas suggested by school advisers. Because vocational civics is a social study in most cases, it is usually taught like other related subjects. However, vocational civics ranks better than the average school course in interest and method because (1) it is taught by school systems progressive enough to adopt the recommendations of the Committee on Reorganization of the Social Studies;-(2) its subject matter and objects require the teaching to approach local needs and pupil plans — there is no traditional material transmitted from the dead past; (3) it has been forced to pioneer energetically as a course because the teacher can not depend upon abundant text books, helps and deadening dreary routine processes— there is a lack of published material on vocational civics. 178 The subject most commonly is taught under these circum stances: (1) As a unit or topic in a fusion course; (2) as a subject closely allied with pupil counseling and guidance; (3) in conjunction with a school counseling program adapted to meet pupil planning and vocational advice. The effective vocational civics course, then, will not be taught (1) as a textbook learning process or (2) as a job analysis course, or (3) as a pupil learned recitation to the teacher of some inform ation he will never need, nor (4) as something to be forgotten at the end of the term, once it is completed. On the positive side, therefore, vocational civics should progressively seek (1) to meet the direct needs of pupil regard to vocational and curricular choices, (2) to satisfy a large proportion of the pupils with whom it contacts more than any other single school course. This requires inspired, well trained, practi cal minded instructors. The course should be practical in the better sense of the word. The materials of instruction. Vocational civics has progressed and gained exponents, but until the last decade, textbooks for use were very scarce. This outstanding limit ation has resulted in curtailing the widespread growth of the subject. Table XIV (page 159)* "Years in Which Forty-Seven Textbooks on Vocational Civics Were Published", shows that exceedingly few books on the subject had come from the press in the years before 1920. Several courses of study, admitting the limited effectiveness of vocational civics, declare the course needs books. This dearth of books and other reading 179 materials has resulted in lack of coordination and misdirected effort in teaching. Materials needed to make vocational civics more helpful are: 1. Collected readings from which pupils may gain inform ation about the general characteristics of training required for trades and businesses. 2. Readable materials on vocational activities for pupils of junior high school age. 3» Interesting books which emphasize the advantages of entering occupations other than the overcrowded professions and businesses of like nature. The materials for vocational civics classes today which are predominant in the secondary school field are: 1. Books giving a glimpse of a large number of vocations, but not specific enough about any. These are not very useful. 2. Books intending to show that all occupations are worthy and helpful. Most of these books fail to do so because they are not of the junior high school level. 3. Books and pamphlets which include charts on education al earnings, technical information and similar analyses. These materials, although helpful, are more useful for trade or vocational schools than for junior high schools. They do not answer the purpose for such an introductory course as vocational civics. 4. Books which are intended to be vocational civics text books or for fusion social science courses including vocational civics. These books, notably G-iles, Vocational Civics; Proctors, Vocations and the Macmillan Social Science Series 180 are the best books at present published; they are pioneer efforts in an educational field that needs further experi mentation and results. It may therefore be concluded that in the matter of accomplishing its most vital and commonly recognized aim, the giving of vocational information, vocational civics has but partially attained the goal. For a vast majority of pupils who will in the future need guidance and inform ation before making effective choices in school subjects and life careers, much is yet to be written. CONCLUSION The present analysis of vocational civics has been based upon published materials in the field and courses of study of representative schools. The subject itself is taught in a number of ways. Insofar as these various methods are attempts to meet peculiar needs of various communities, they are recommended. However, the value of vocational civic instruction cannot be adequately adjudged until there is an evaluated plan adopted to which the school courses in voca tional civics may conform. The foregoing study is believed to have established some fundamental basis upon which future study and analysis of vocational civics may rest. 181 APPENDIX A ANNOTATED BIBLIOGRAPHY OF TEXTBOOKS ON VOCATIONAL CIVICS Allen, Fred J., A Guide to the Study of Occupations, Harvard University Press, Cambridge, Mass., 1925, 197 p. A selected critical 1)11)11 ography of the common occupa tions with specific references included. Antin, S. S., The Worker and His Work (Readings in Present Day Literature) PhiladeIphia, J. B. Lippincott, 1920 350 p . A series of readings determining and suggesting means for livelihood. Barnard, J. Lynn, Getting a Living: A Vocational Civics Reader, Philadelphia, Franklin Publishing and Supply Co., 1921, 203 P. A well written text for vocational civics; clearly presented the educational standpoint containing good up to date material without statistics or salaries. Bate, Wm. G., and Wilson, E. A., Studies in Vocational Information:__Preparing to Live to Earn, New York, Longmans, Green and Co., 19 2&, l68 p. A short elementary text. It considers social aspects of vocations from the inspirational viewpoint; little specific information. Bernay, Edw. L., Outlines of Careers: A Practical Guide to Achievement by Thirty-Eight Eminent Americans, New York, Doubleday, Doran and Co., 1927, 431p. Compiled by specialist in each field; journalistic style; mature for junior high school age. Brewster, Edw. T., Vocational Guidance for the Professions, Chicago, 111., Rond, McNally and Co., 1917, 211 p. Excellent in the field considered; an interesting portrayal of relationships of the professions to other kinds of work. Brewster, Training for the Professions and Allied Occupa tions^ Bulletin of the Bureau of Vocational Inform ation, New York 1924. 182 A thorough survey of vocational information prepared by a committee of experts emphasizing training necessary for each occupation. One of the most ex haustive published. Center, Stella S.; The Worker and His Work; (Readings in Present Day Literature Presenting Some of the Activi ties bv Which Men and Women the World Over Make a Living), Philadelphia, J. B. Lippincott and Company, 1920, 350 p. A collection of excerpts from books, magazines, and poems depicting a vast number of activities. Mature. Davis, Frank G-., Guidance for Youth: A Textbook. Boston, Ginn and Company, 1928, 387 p. A textbook for high schools, specifically dealing with guidance. Davis, J. B., Vocational and Moral Guidance, Boston, Ginn and Company, 1914, 303 p. A rather old, yet worthwhile, work on early methods of giving guidance. Hot a pupil book. Donnelly, Harold I., What Shall I Do With My Life: (A Study Course for Pupils of Junior and Senior High School Age), Philadelphia, We stm ini s te r Press~, 1924, 248 p. Strongly religious in its basic scope. Doxse, Herald M., Getting Into Your Life Work: (A Guide to the Choice and Pursuit of~a Vocation), New York, Obengdon Press, 1923, 169 p. Contains nine portraits, inspirational. Fryer, Douglas, Vocational Self-Guidance: (Planning Your Life Work), Philadelphia, J. B. Lippencott, 1925, 385 p. As good a single guide for selecting a career, its demands and opportunities as can be found. The social significance of'occupations.analyzed as well as job analysis. Filene, Catherine, Careers for Women, Boston, Houghton- Mifflin and Company, 1926. A good study of the field of occupations open to women. Feminine authorities discuss each one. Gallagher, Edw. J., Vocational Guidance and Success, New York, Bruce Publishing Company,'1931, 201 p. 183 Aims to assist the student in the discovery and development of his natural talents. Gallagher, Ralph P., Courses and Careers, New York, Harper and Brothers Publishers, 1930, 404 p. A plan used by the author in a class in vocational guidance. Giles, F. M., and I. K ., Vocational Civics: ( A Study of Occupations as a Background for the Consideration of a Life CareerT, New York, Macmillan and Co., 1922, 284 p. One of the first really outstanding books applicable for vocational civics classes. Complete for the junior high school class. The result of Mr. Giles experiment at De Kalb, Illinois. Gowan and Wheatley, A Textbook in Vocational Guidance, Boston, Ginn and Company, 1926, 357 p. Similar in purpose and originality to Giles text. Used by more classes, probably, than any other single book. Scope is not best for all occupations. Hill, H. C., and Sellers, D. H., My Occupation: (A pupils Work for the Study of Vocational Life), New York, Ginn and Company, 1930, 229 p. Designed, according to the foreword, to develop "a realization of the importance of work in the community, to give an intelligent ideal of the varied vocational opportunities in industry, business and the professions; and to develop or stimulate in pupils a desire to know the requirements... of the main lines of human endeavor." Hill, Howard C., Readings in Vocational Life, New York, Ginn and Company, 1930, 640,p. Devoted to occupations, as an accompanying book in vocational classes. Informative, interpretive and imaginative. Holbrook and McGregor, Our Junior High School, New York, Allyn and Bacon, 1928, 211 p. One of a series of "Guide Posts for the Junior High School". 184 Jackson, B. B., and Others, Opportunities of Today for Boys and Girls, New York, Century Company, 1921. A clear and concise treatment of the fields of business particularly. Good descriptions. Professional aspects of business are dealt with chiefly in their relation ship to business. Adaptable to junior high school level. Loive, F. M., Religious Vocations, Boston, United Society of Christian Endeavor, 1921, 230 p. A textbook for church classes in occupations. Lyon, Leverett S., Making a Living: (An Introduction to Vocational Business Civics and the Problem of the Community), New~~York, Macmillan and Co., 1926. This textbook of the Macmillan "Social Science Series" deals specifically with vocational.training both past and present. Lyon and Butte, Vocational Readings. New York, Macmillan and Company, 1907, 371 p. A companion reader to the above. Marshall and Iyon, Story of Human Progress, New York, Macmillan and Company, 1927, 310 p. Not specifically vocational, but an effective social science text dealing with the industrial and vocational progress of the human ract. One of the Macmillan "Social Science Series". Merton, Holmes W., How to Choose the Right Vocation, New York, Funh and Wagnalls Company, 1917, 300 p. Written by nineteen vocational counsellors, and there by surrenders some of that unity most desired in sequence in a book of vocational guidance of junior high school level. A thorough attempt to tabulate analytically dominant vocational abilities and per sonal characteristics, supplemented by lists of 1400 jobs analyzed with references as to abilities and characteristics. Committee on Vocational Guidance and Placement, Vocational Information: (A Bibliography for College and High School Students) f t . University of Michigan. Official Publication, Volume 30, No. 15, October 13, 1928. Annotated by trade and profession. Forty-seven general texts listed. 185 Parsons, Frank, Choosing a Vocation, Boston, Houghton- Mifflin and Comp any, 1909, lS5 P. An outline on guidance by the man most responsible for interest in vocational guidance. One of the first issued on the subject. Platt, Rutherford, The Manual of Occupations. New York, C. P. Putnams SonsT 1929, 477 P* A reference book giving good descriptions of many jobs with analyses of each. Pressy, Park, A Vocational Reader, Chicago, -Rand, McNally and Company, 1916. Replete with interesting stories and biographies. Entirely inspirational yet worthwhile reading. Proctor, Wm. M., Vocations: (The fforlds1 Work and Its Workers), Boston, Houghton-Mifflin and Company, 1928, 382 p. A textbook for junior and senior high schools. Proposes to give reliable information about the various ways in which the majority of people make their living. Rogers, Esca G-., Careers, New York, D. Appleton and Company, 1928, 187 P. Nine chapters on various vocations; a "Talk It Over" Y/ith a leader in each field. Rather inspirational. Rosengarten, William, Choosing Your Life Work, New York, McG-raw-Hill Book Company, 1924, 373 P* A thorough study of problems confronting those about to enter upon a life work. Develops the question of choosing a vocation by considering respectively the problem of choice, vocational self-analysis, occupa tional analysis, and plans for career. "Object of this book is to present... in...a simple way...planning of a career" Preface. Smith and Blough, Planning a Career: A Vocational Civics), New York, American Book Company, 1929, 470 p. Deals separately with an analysis of occupations for women and men. Includes questions, exercises and similar aids. 186 Sowers, J. I., Boy and His Vocation, Peoria, Illinois, Manual Arts Press, 1925* 195 P* Written in popular style by a counsellor with the purpose of giving and sympathy for the problem of guidance vocationally. Toland, Edw. D., Choosing the Right Career, New York, D. Appleton and Company, 1925* S-ives illustrations from life. Chiefly inspirational. Ziegler, S. H., and Jaquette, H., Choosing an Occupation: (Vocational Civics), Philadelphia, J,. B. Lippincott, 19247 344 p. Includes these units, 1. Why go to school? 2. How to choose your vocation 3. Preparing for a vocation 4. Success in a vocation 5. Analysis of various vocations 187 BIBLIOGRAPHY Almaek, John C., Education for Citizenship, New York, Houghton, Mifflin Company, 1924-, 2&7 p. Considers the relative values of education, especially as a means of increasing usefulness toward the state. A very valuable contribution, thought-provoking for the student of education. Bassett, B. B., Historical Information Necessary for the Intelligent Understanding of Civic Problems, Seventh Yearbook of the National Society for the Study of Education, Part I, Bloomington, 111., Public School Pub 1 i shi ng Comp any, 1919. The results of a library research study and analysis as to the valuable materials which citizenship courses should contain. Bennett, G. V., Vocational Education of Junior College Grade, Baltimore, Warick and York Inc., 1928, 2^*4 p. Deals exclusively with the study of vocational education beyond high school. Many tables and charts. Bennett and Older, Occupational Orientation, Los Angeles, Los Angeles Society of Occupational Research, 1931, 609 p. A more extended analysis of the practical means for teaching vocational resources than Dr. Bennett’s seminars. Bobbitt, Dr. Franklin, The Curriculum, New York, Houghton, Mifflin Company, 1918, 295 p. Several years old, -yet a valuable pioneer effort to indicate the trends of curriculum making since the reorganization movement started. Briggs, T. H., Vocational and Occupational Education in New York City, Nation, Vol. 102, June 29, 1916, p. 696-697. Records the efforts made in New York’s experimentation program in occupational preparation. Brereton, C. S. H., The Problem of Vocational Education, Addresses and Proceedings of the National Education Association, 1908, p. 58. One . of the f rr-st positive statements made in educational circles regarding the need that the American schools give attention to giving vocational education for all. 188 Brewer, John M., Education as Guidance, School and Society, Volume 16, p. 714. Declares that education guides and is not informational in essence. Courses of Study: Birmingham, Alabama, Manual and Instructions for Elementary Schools, 1924. "Earning a Living” studies in the upper grades corres ponding to the junior high school years. Birmingham, Alabama, High School Course of Study, 1927. English and citizenship required— study of vocations hut possibly not as a fusion course. Cleveland, Ohio, Social Studies, Junior High Schools, Teachers’ Manual and Teaching Units for Grades Seven, Eight and Nine, 1928. Opportunities in occupations included not as a distinct entity hut as part of fusion course in social studies. State of Connecticut, Course of Study, Survey and Administration of High Schools, 1926-1927. Vocational studies correlated with English and civics in some schools. Columhus, Ohio, Senior High School Course of Study, 1924. Vocational civics offered in the English department as part of a fusion course. Dallas, Texas, Teachers’ Handbook and Program of Studies, 1923. Occupational study included as a part of community civics. Erie, Pennsylvania, Proposed Program of Studies, School District of the City of Erie. Mentioned in conjunction with economic civics. Boise, Idaho, Bulletin of Education, Manual and Course of Study for the High Schools of Idaho, 1926. The second semester of a ninth year course in General Social Science is devoted to Occupations— -formally studied. 189 Courses of Study (continued): State of Indiana, Course of Study, Indiana High School Standards,192&. Semester course in vocational information strongly urged. Kansas City, Missouri. Course of Study of Public High Schools of Kansas City, 1921. Adopts the state program to the fusion social study program of that particular city. State of Kentucky. Manual of Program and Courses of Studies for Kentucky High Schools, 1926. Vague reference to vocational information. Adoption by localities doubtful. State of Maine. Course of Study, State of Maine Department of Education, 1926. Topics in vocational civics are supposed to be taught in Community Civics. State of Maryland,- Maryland State Department of Education, Teaching of the Social Studies. Either of two alternatives required in the ninth grade includes vocational aspects of civics. State of Missouri. Course of Study, Bulletin, No. 10, Department of Education, 1928. The state program recommends American Citizenship for all junior high schools of the state. Vocations is an important unit. State of New York, The Business of Living, Tentative Syllabus in Economic Citizenship, University of the State of New York Press, Albany, 1929. A new optional course in economic civics with certain vocational elements, results not known. Charlotte City, North Carolina, Course of Study of the Charlotte City Schools, 1926. Vocational guidance emphasized in Community Civics course. Bismarck, North Dakota, High School Manual for North Dakota High Schools. 190 Courses of Study (continued): Citizenship and vocations is required of every high school in the ninth grade. Oakland, California, Superintendents Bulletin, Course of Study, No. 5, 1921. The entire junior high school social science plan is "based on economic and vocational resource. Harrisburgh, Pennsylvania, Manual for Borough and Township High Schools, 1914. The .oldest existing program for Vocational Civics. A pioneer course, now supplanted. St. Louis, Missouri, Social Studies for G-rades Seven, Eight and Nine, Curriculum Bulletin No. 13, Board of Education of the City of St. Louis. Program has been based on experiences study. "Making a Living" included in eight grade or a semester course. San Francisco, California, Curriculum Bulletin, No. 105, 1927. Outlines a full six weeks course in "Choosing a Vocation". South Bend, Indiana, A Bulletin of Information, Voca tional Guidance Bureau, City Schools of South Bend, 1925. The program is complete— the school administration gives full and adequate attention to vocational guidance. State of Texas, Bulletin, No. 196, Texas High School Course of Study, 1925. Mention given to vocational civics as a part of community . , civics. Salt Lake,City, Utah, Utah Course of Study for Secondary Schools, July, 1923. Vocations taught in ninth grade of four year high schools. State of Utah, Courses of Study for Secondary Schools, Junior High Schools, 1923. Community Civics includes vocational civic study. 191 Courses of Study (concluded): State of Vermont, Manual and Courses of Study, No. High School 1, Part III, 1928. Complete analysis of aims and objectives for the teacher is an outstanding feature.. Charleston, West Virginia. Course of Study for Junior and Senior High Schools for West Virginia, 1929, 37 p. A unit in ninth grade Social Studies is entitled Vocations. Winston-Salem, North Carolina, The Richard J. Reynolds High School, 1925. Vocations is an important unit of the required course in Citizenship. State of Wisconsin, A Manual for the High Schools of Wisconsin, Bulletin, No. 22, 1924. . Vocational resource considered necessary— vague reference. Cox, Phi lip , W ?, L • The Junior High School and Its Curriculum, New York, Scribners, 1928, 474 p. A general text dealing with the plant, the program and problems. Davis, Jessie B., Vocational and Moral G-uldance Through English Composition, Addresses and Proceedings of the National Education Association, Chicago, University of Chicago Press, 1912, p. 713-718. Reports of an experiment conducted at G-rand Rapids, Michigan in giving vocational guidance in an English course. Earliest record of such a fusion course. Davis, Jessie B., Vocational and Moral G-uldance, Boston, Ginn and Company, 1914, 303 p. An extended account by the author of the possibilities of giving guidance in the regular school program. Dawson, Edgar, The History Inquiry, The Historical Outlook, XV, June, 1924, p. 6. The report of an exhaustive study to determine the status and values in the social studies throughout representative schools of the United States. 192 Dawxon, Edgar, The Social Studies in Civic Education, Bureau of Education, Bulletin, No. 23, 1923. Declares that one of the chief ends of the social studies is for citizenship. Deffenbaugh, W. S., Specimen Junior High School Programs of Study, Bureau of Education, Bulletin, No. 21, 1923, p. 1, Washington D. C. Sample junior high school curriculums are included. Several types are offered; does not claim to be exhaustive. Little vocational civics indicated. Be*Grarmo, Principles of Secondary Education, New York, Macmillan Company, Three Volumes, 1908. The earlier edition of this textbook series if tradition al in approach. The newer edition takes cognizance of citizenship as a school aim. Dickerson, Robin, What Social Science Textbooks Contain, Historical Outlook, Volume 15, December, 1924. A report of a library and questionaire study into the materials found therein. Representative books in various fields used. Doner, Alice A., History and Other Social Studies in the Junior High Schools, Unpublished Thesis on file at the University, of Chicago, Chicago, Illinois, 1925. A general study of the actual kinds of social studies found. Tends to show that more reorganization is needed. Douglass, A. A. et al., The Junior High School, Fifteenth Yearbook of the National Society for the Study of Education, Part III, Bloomington, 111., Public School Publishing Company, 1916, 157 P. Issued at-the beginning of the movement for the exten sion of the junior high school movement. A compila tion of several secondary school leaders. Dunn, Arthur W., The Social Studies in Secondary Education, A Report of the Committee on Social Studies of the Commission on the Reorganization of Secondary Education of the National Education Association, Washington, D. 0., 1916, 63 P. On this report is based the entire fabric of reorganiza tion in the social studies. Herein is included the first mention of the ninth grade course in vocational and civic education. 193 Finch, Charles E•, Junior High School Social Studies, Fifth Yearbook of the Department of Superintendence of the National Education Association, Chapter XVI, Washington, D. C., 1927, 562 p. The entire yearbook presents the situation and recommen dations in the junior high school. The twelfth chapter is a series of library studies and course of study analyses in the -various subjects taught in the field in question. Gallager, Ralph P., Courses and Careers. New York, Harper and Brothers Publishers, 1930, 404 p. An original study— the report contains the results obtained in teaching vocational civics in the home room period. Gathany, Madison J., The Teaching of the Social Science Studies in the Junior High Schoo-l, Historical Outlook, Recommendations in methods— valuable new means of making the social studies more valuable. Glass, J. M., The Junior High School Program of Studies, Addresses and Proceedings of the National Education Association, Washington, D. C., 1922, p. 391. Considers in critical analysis problems faced in the junior high school of today. Giles, F. M., Guidance by Systematic Courses of Instruction in Vocational Opportunities and Personal Characteristics, Bureau of Education, Bulletin No. 14, Washington, D. C., Government Printing Office, 1914. Presents plan of giving vocational guidance through analysis of individual needs of the community. Would make vocational guidance local affair, Gillette, John M., Vocational Education, New York, American Book Company, 1910, 303 p. Now antedated. A general text on the problems and practises. Glass, J. M., Curriculum Practises in the Junior High School and Grades Five and Six. Supplementary Monograph, No. 25, University of Chicago Press, 1924, p. 132. Contains graphs and charts showing the most common ways in which courses of study are established. Vocational civics reported. - 194 Hatch, R. W., Social Studies in the Horace Mann Junior High School, Publication of Teachers1 College, Columbia University, 1926, 50 p. Reports the way in which the New York experimental school carried on the activity program. Hill, Howard C., The Teaching of Civics in the Junior High School, Historical Outlook, Volume 17, January, 1926. Reports the better means of giving civic education. Condems the routine plan of the older civic government. Ingles, Alexander, Principles of Secondary Education, Boston, Ginn and Company, 1927 , 74l p. A general textbook, one of the newer ones. Jones, A. J., Principle of Guidance, New York, McGraw-Hill Book Company, 1930, 385 p. A fundamental treatise on educational, vocational and civic guidance. Koos, L. V., The American Secondary School, Boston, Ginn and Company, 1927, 755 P. Presents the philosophy and the development of the present day school, of the junior and senior high school, Leavitt, Frank M., Vocational G-uidance, School Review, Vol. 23, September, 1915, p. 482-483. Gives the need of giving vocational guidance in the school program. An early article. Leavitt and Brown, Prevocational Education in Public Schools, Boston, Houghton-Mifflin Company, 1915, 245 p. Limited to the period in the life of the pupil before life career choices are to be made. Declares planning needed from childhood. Lee, E. A., Objectives and Problems of Vocational Guidance, New York, McGraw-Hill Book Company, 1928, 120 p. Designed as a first course in vocational education thirty lessons to introduce students to problems and objectives of vocational education. Lyman and Cox, Junior High School Practises, Chicago, 111., Laidlau Brothers, 1925, 215 p. A collection of articles dealing with junior high school. 195 MaeBurney, Naoima, The Reorganization of Social Studies in the Secondary Schools, Unpublished Master* s The siskin Education, Los Angeles, University of Southern California, 1930. A library study in the changes characterizing the curriculum of representative schools of the United State s• Macgregor, The Junior High School Teacher, New York, Double- day, Doran and Company, 1929, 284 p7 Qualifications, needs, type of pupils in the class; problems facing the school are included. McManus, J. T., Vocational Training in Chicago Schools, School Review, Volume 23, March, 1915, p. 145-158. Declares that Chicago at that time was trying honestly to give vocational training to misfits. Published before the reorganization movement had gained headway. \ Martin, Katherine E., A Comparative Study of American History Courses as Taught in Junior and Senior High Schools, University of Southern California, 1930. Analysis results indicated that there is no clear cut distinction between junior and senior high school programs. * , ---------- ----Bibliography of Occupational Information for High School and College Students, University of Michigan, Volume 30, No. 15, 1928. Annotated bibliography of all important materials published at that time. Very helpful. Mi1ler, E . I., Place of Modern History in the High School' Curriculum, Addresses and Proceedings of the National Education Association, Washington, D. C., 1907, p. 678. Considenslthe value of history. It is nothing sensa tional nor particularly practical. Moore, C. B., Civic Sducation:__Its Objectives and Methods for a Specific Case G-roup, Teachers1 College, Columbia University, Cohtributions to Education 151, New York, 1924. ^ Study of elements entering into a full program of civic qualities. ----------------Vocational/ Guidance Bulletin, Pittsburgh Public Schools, Vocational Guidance Department, Pittsburgh, Pennsylvania, 1922, 157 P» Presents the program of occupational study and vocational guidance in Pittsburgh. 196 Prettyman, Virgil, Vocational Studies for College Entrance, Sixth Yearbook of the National Society for the Study of Education, Part I, Chicago, Illinois, University of Chicago Press, 1907, p. 50. Reported that schools were able to give vocational studies and have it accepted by certain colleges. Declared that this practise could be extended. Proctor, W. M., Educational and Vocational Guidance, Boston, Boughton-Mifflin Company, 1925, 352 p. Associates vocational, civic and practical education together, analyzes the various kinds of guidance and explains the problems of each. Prosser, G. A., Practical Arts and Vocational Guidance, Proceedings of the National Education Association, 1912, p. 656. Shows that there is a close association between voca tional guidance and practical arts training and that education could profit by this knowledge. Prosser, C. A., A Study of the Boston Mechanic Arts High School, Columbia University Contributions to Education, No. 75, p. 195. The Boston school was one of the early experiments in giving a training fitted to individual needs, rather than to a formal plan. Rugg, Earl U., Curriculum Studies in the Social Science and Citizenship, Colorado Teachers* College, Education Series No. 3, Greeley, Colorado, 1928. Library analysis of the various ways in which the social studies are organized in representative schools. Rugg, H. 0. et al., Social Studies in Elementary and Secondary Schools, Twenty-Second Yearbook of the National Society for the Study of Education, Part I, Bloomington, 111., Public School Publishing Company, 1923, 343 p. A somewhat similar study of the way in which some schools give attention to history, civics and geography. Rugg, H. 0., Do the Social Studies Prepare Pupils Adequately for Life Activities? Twenty-Second Yearbook of the National Society for the Study of Education, Part II, Bloomington, 111., Public School Publishing Co., 1922. Answers the query in the negative although pointing out some of the signs for better social science teaching. 197 Rugg, H. 0. et al., Foundation of Curriculum Making, Twenty-Sixth Yearbook of the National Society for the Study of Education, Part II, Bloomington, 111,, Public School Publishing Company, 1926, 236 p, A compilation based upon analysis into the fundamentals of curriculum making, Rugg and Dearborn, The Social Studies in Teachers* Colleges and Normal Schools, Colorado Teachers’ College Educa tional Series No. 4, G-reeley, Colorado, 1928, 1? p. Limited to the higher branches of schools. Shows that formal school teaching exists here. The different branches of history, economics and such are little different than before the war. Snedden, David, Civic Education, New York, World Book Co., 1922, 333 P. A sociological study of the foundation of citizenship education. Snedden, David, Problems of Educational Readjustment, Boston, Houghton-Mifflin Company, 1913* 262 p. New approach to differentiated courses considered. Spaulding, F. T., The Small Junior High School, Cambridge, Harvard University, 1927, 226 p. A study of the possibilities and limitations of the small high school. Swindler, The Curriculum in the Social Studies, University of Virginia Extension Series, Secondary Education in Virginia, 3> September, 1928, Graphic study of representative methods and research. Thomas, Tindal and Myers, Junior High School Life, New York, Macmillan Company, 1924, 287 P- Chiefly concerned with the special methods of teaching in the Holmes High School in Philadelphia. Todd, Edwin S., An Economic Basis for Civics Teaching, Education, 32:436-444, 478-484, March-April, 1912. Declares that Civics should be concerned more from the standpoint of needs of the community than with government. Presumes that civics can be vitalized if economic problems form its basis. 198 Uhl, Dr., Principles of Secondary Education, New York, Selver, Burdett and Company, 1925, 692 p. A textbook based upon the writings of representative writers. Vincent, G-eorge E., Social Science and the Curriculum. Addresses and Proceedings of the National Education Association, Chicago, University of Chicago Press, 1901, p. 124. A very early mention of the term "social science". This article is one of the first to associate history, civics and economics together in one group. William and Rice, Principles of Secondary Education. Boston, Ginn and Company, 1927, 339 p. A textbook in popular style largely concerned with the reorganization and its problems. Welch, John S., A Social Science Outline— The Point of View, Elementary School Teacher. May, 1906, pp. 441, 442, 443. A worthwhile article which, in 1906 was unique in that it proceeded to show that facts are secondary in social study to attitudes. Whipple, G. M. et al., New Materials of Instruction. Nineteenth Yearbook of the National Society for the Study of Educa tion, Part I, Bloomington, 111., Public School Publishing Company, 1919, 194 p. A collection of articles presenting some of the better and newer ways of teaching subjects traditional to the school curriculum. Wilson, H. B. et al., Third Report of the Committee on Time in Education, Seventeenth Yearbook of the National Society for the Study of Education, Part I, Bloomington, 111., Public School Publishing Company, 1917, 194 p. Deals with the problem of length of courses, units to be taught, sequence, overlapping and similar issues. A symposium.</b>

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Creator Kinsman, Kephas Albert (author)

Core Title The teaching of vocational civics in the junior and senior high schools of the United States.

School School of Education

Degree Master of Arts

Degree Program Education

Degree Conferral Date 1932-06

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, vocational,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Weersing, F.J. (committee chair), Bennett, G. Vernon (committee member), Thompson, M.M. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c30-12495

Unique identifier UC11182525

Identifier usctheses-c30-12495 (legacy record id)

Legacy Identifier EP56963.pdf

Dmrecord 12495

Document Type Thesis

Rights Kinsman, Kephas Albert

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Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

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