struction, in
pattern making and in jewelry making. In order to keep the scheme
elastic, the school offers to form a class in any trade for which
sixteen or more boys will apply.

The part-time course is primarily educational and secondarily
vocational. Since it may determine the character of the shop-work, the
school is in a position to insure its educational value. Again, the
academic training is still received in the school, while the technical
work, heretofore done in school rooms, is carried on in the fields of
real industry. As a supplement of the old time system of apprenticeship,
the part-time school is an undoubted success, because it adds to shop
apprentice work all of the essential elements of a high school
education.

XI Fitting the High School Graduate Into Life

The high school has not done its full duty when it has educated the
child,--it must go a step farther and educate him for something; then it
must go a step beyond that and help him to find himself in his chosen
profession. This vocational guidance which is filling so large a place
in public discussions, may mean guidance to a job or it may include
guidance in the job. In either case children must be led to decide upon
the kind of work for which they are fitted before they leave the school.

Jesse B. Davis, Principal of the Central High School at Grand Rapids,
furnishes a brilliant example of this vocational directing. Mr. Davis
begins his work through the theme writing and oral composition of the
seventh and eighth grades. The purpose of the pupils' reading and
discussion is to arouse their vocational ambition and to lead them to
appreciate the value of further education and training for life. This
study upon the part of the pupil is supplemented by talks given by Mr.
Davis, prominent business and professional men and high school boys who
have come back to finish their education after a few years of battle
with the world.

The high school classes in English are small--never more than
twenty-five, and the work is so arranged that the teacher may get a good
idea of the capability of each student. To facilitate this, the English
Department has prepared a series of essay subjects in the writing of
which the pupil gives the teacher a very definite idea of himself.
Beginning with "My Three Wishes;" the pupil next writes a story about
his ancestry; an essay on "My Church," which explains his belief; an
essay on "The Part I'd Like to Play in High S