mind seems clear from the action of the school board in
adding bookbinding to the course about the middle of the year. The
bookbinding trade is one of the smallest in the city, and there is
little probability that more than one boy among the total number
enrolled in both junior high schools will enter it after leaving
school.

Fully three-fourths of the industrial group will later be employed in
occupations where most of the work is done with machines or machine
tools. Even in the hand tool trades, such as carpentry, sheet metal
work, cabinet making, and blacksmithing, the use of machines is
constantly increasing. It would seem, therefore, that some
acquaintance with different types of machines would be of considerable
value to the pupils who may later enter industrial employment. The
number of boys who are likely to become machinists is large enough to
warrant the installation of a small machine shop. Repairing,
assembling, and taking apart machines should occupy an important place
in the shop course. Most boys are intensely interested in getting at
the "insides" of a machine, and the processes of assembling, with
their attendant problems of adjustment and co-ordination of mechanical
movements, afford opportunities for the best kind of practical
instruction. One of the great advantages of this type of shop work
lies in the fact that it consumes little or no material and is
therefore inexpensive; another is that a fairly extensive equipment
can be easily obtained, as any machine, old or new, will serve the
purpose and may be used over and over again.

The extent and variety of shop equipment will depend largely on the
resources of the school system. The more the better, so long as the
money is expended on the principle of the greatest good to the
greatest number, which means that the kinds of tools and equipment
used in the large trades should be preferred to those used only in the
smaller trades.

In order that the time devoted to shop work may yield its greatest
results, it is necessary that every lesson center around knowledge and
ability that will be of real subsequent use to the pupils. It must not
run to "art" and it must not be mere tinkering. Its principal value as
vocational training, in the last analysis, lies in its use as an
objective medium for the teaching of industrial mathematics and
science.

VOCATIONAL INFORMATION

During the second and third years all the boys who elect the
industrial cours