fficial figures of the present occupational census of the city.

One of the most familiar and time-worn platitudes of educational
speakers and writers is that "The children of today are the citizens
of tomorrow." In the field of industrial education it is quite as true
that the school children of today are the workers of tomorrow.
Moreover, since occupational distributions change but slowly even in
these modern times, it is unquestionably true that the boys and girls
now studying in the public schools will soon be scattered among the
different gainful occupations of Cleveland's industrial, commercial,
and professional life in just about the same proportions as their
fathers and mothers and brothers and sisters are now distributed.

The plan of the survey in advocating types of present preparation
based on studies of future prospects seems at first sight so obvious a
mode of procedure as hardly to warrant extended explanation. This is
far from being the case. The reader who proposes to follow the
working-out of the principle and to scrutinize the evidence underlying
it must be prepared to scan many a detailed table of statistics and to
arrive at most unforeseen conclusions.

THE POPULAR CONCEPT OF INDUSTRIAL EDUCATION

For many years past the public has given respectful attention to the
arguments of the champions of industrial education. There has been
general assent to the proposition that the schools should train for
and not away from the industrial age in which we live. We have come to
think of the carpenter shop, the machine shop, the forge shop, and the
cooking room as necessary and desirable adjuncts of the modern school
and to our minds these shops have typified industrial education. All
of these have come to be almost synonymous with progressive thought
and action in public education. Very generally it has been felt that
the problems of industrial education were to be solved through the
wider extension of these shop facilities in our public schools.

When these familiar generalizations are submitted to careful analysis
their whole structure begins to totter. In Cleveland about 3,700 boys
leave school each year and go to work. They represent various stages
of advancement from the 4th grade of the elementary school to the 4th
year of the high school. They are scattered through more than 100
school buildings. The problem of industrial education is to give these
boys with their differing ages, their widely vari