ve of the Bureau and
urged to return to school, or if they were determined to seek
employment the advantages of registering in the Bureau were brought to
their attention.

It is to be hoped that more effective cooeperation between the Bureau
and the schools can be established and that plans for a placement
bureau for boys similar in method and aim to the Girls' Bureau may be
realized. The matter of placement is the most difficult part of the
vocational counselor's duties, and an arrangement whereby the
vocational guidance departments of the various schools might serve as
feeders to a central placement bureau would probably in the long run
give the best results. Both guidance and placement are new things in
the public schools and efficient methods of administration can be
worked out only through trial and experiment.

CHAPTER XI

CONCLUSIONS AND RECOMMENDATIONS

1. The future occupations of the children in school will correspond
very closely to those of the native-born adult population. The
occupational distribution of the city's working population therefore
constitutes the best guide as to the kinds of industrial training
which can be undertaken profitably by the school system.

2. Industrial training in school has to do chiefly with preparation
for work in the skilled trades. Training for semi-skilled occupations
can be given more effectively and cheaply in the factories than in the
schools.

3. As a rule, industrial training is not practicable in elementary
schools, for the reason that the number of boys in the average
elementary school who are likely to enter the skilled trades and who
are also old enough to profit by industrial training is too small to
permit the organization of classes.

4. The most important contribution to vocational education the
elementary schools can make consists in getting the children through
the course fast enough so that two or three years before the end of
the compulsory attendance period they will enter an intermediate or
vocational school where some kind of industrial training is possible.

5. The survey recommends the establishment of a general industrial
course in the junior high school, made up chiefly of instruction in
the applications of mathematics, drawing, physics, and chemistry to
the commoner industrial processes. The course should also include the
study of economic and working conditions in the principal industrial
occupations.

6. One or two vocational