dren; of the effects of coffee, tea, tobacco and alcohol (within a week I saw a woman give a glass of beer to a child under three years old); and besides these general ideas they should know just where to get the books that will give the most specific help.

The early school years should train toward physically efficient bodies both by teaching and by practice. Fresh air, hygienic drinking cups, care of the teeth, no coffee, tea, tobacco, or alcohol, exercise out of doors daily, food values, how to eat, simple sex hygiene, lessons for girls in the bathing and caring of infants, something of how parents and children should play and chum and laugh and love and work together, -all this and much more should be and can be accomplished in the grades.

In the high school should come more complete training along all these lines, and in addition there should be courses in simple eugenics and euthenics, simple applied psychology, practical ethics after the plan of Professor Sharp, practical biology, both chemistry and physics as applied to the home, exact but very practical studies in food values, with at least one course of a year aiming directly to train for the duties of parenthood. Such a course might be called "Life Problems." It should bring into a unit all the less direct training found in the various courses. As a basis Professor McKeever's Training the Girl and Training the Boy might be used until some book written for the immediate purpose shall be on the market, both books to be read and studied alike by boys and girls. With this study should go constant reference to a class library of perhaps a dozen volumes, merely to give some knowledge of possible books for later reading.

In grammar schools and high schools emphasis should be placed on the value of this knowledge in self-training and in helping mother to train younger brothers and sisters. Its value in after years will care for itself.

All manual training work is education for parenthood, if it is so taught that in after years the father will make it possible for his children to supply themselves with tools and nails and screws and boards and to make the thing wanted, he giving such suggestion and inspiration as will help them over the hard places. It is peculiarly effective training when the pupil is permitted to make during his shop periods something he really wishes to make; when he is set at a task and compelled to do what is irksome, its educational value is largely gone. And should not every girl have some opportunity to learn to drive a nail, and saw a board for the sake of the future home? Further, should not camp cookery and bachelor's sewing be given to boys while the more advanced work is being given to girls?

Where find the time for such studies as are here suggested? Would it not be better to require this work of all students than to require foreign language, algebra, geometry and ancient history, if it is impossible to include both? Just how do any of these subjects make for efficient parenthood or citizenship? Do they function in life? But you must prepare for college? Who said so? Should the high school, which is the people's college, refuse to educate merely because many college courses of today belong in the centuries long past? Some colleges already will accept the student prepared along the lines indicated; all that are of the twentieth century will accept them as soon as the high schools begin to graduate them, exactly as most colleges are today accepting entrance units in vocational work. Put in the courses, and the colleges will have to accept them. It is only a third of a century ago that most colleges would not accept a student unless he was prepared in Greek.

What should the college do? For the present exactly the things suggested for the high school, only it should do them in a more thorough and practical manner. The definite course suggested should be included as required work in all college courses, in both technical and liberal arts schools. Why? Because no college should send forth a man or woman for leadership who has had no training in the most important business of life. Courses in psychology (particularly in genetic psychology), in ethics, in philosophy, in all sciences, in pedagogy, in literature, should be taught with this end in view. Oral composition courses should include story telling for children. A required course in "Literature for Children" should be established.

WHAT CAN BE DONE

One would think, the importance of the end to be attained being in mind, everything here suggested can be done shortly. Spencer's Education was published in 1861. He so clearly showed the need of training for parenthood that one would have expected a decade to see such education firmly established. Nearly six decades have seen almost nothing done. So what can be done? Every interested teacher can do something indirectly if not directly. In time something will be done directly in every school. It can come only by littles. No school should wait for a demand for it from the people. The people do not demand advances in education. They look with a reverent superstition on the medieval curricula of today. Foreign language and mathematics are sacred. The colored man, freed from chains, thought a little Latin would educate him. His superstitution is all but nation wide. The change must come through the steady forward march of educational leaders.

But this can be done: Every teacher can be made familiar with Course No. 3 of the Home Education Division of the United States Bureau of Education, "A Reading Course for Parents." It is made up of a splendid list of books which cover admirably the field of education for parenthood. A request brings the list. The books are not expensive. Teachers, once familiar with the course, can aid in its wide adoption; ministers can recommend it; all can give it publicity.

Teachers can send to the Bureau of Education for bulletin No. 610, Education for the Home (four parts), by Benjamin R. Andrews. This sums up all that is being done in schools and colleges the country over. It suggests how the sciences may be applied to home training and outlines various courses of study given at the University of Wisconsin, at Simmons College, and elsewhere. So, too, teachers can become familiar with the work of the American Association for the Study and Prevention of Infant Mortality.

Most of all, every community should organize continuation classes, At least 2,000,000 young women between sixteen and twenty-four are employed in this country, and not less than 5,000,000 of the same age are unemployed and yet out of school. Classes for such young women can be organized in every community if one individual has a real interest in the subject. The churches, Y. M. C. A. and Y. W. C. A. organizations, and schools all are agencies that may independently and coöperatively carry on such classes both for young women and for young men, thus giving them a chance for out-of-school training, to make up for what the schools and colleges have omitted in the past by way of specific training for the duties of parenthood.3

For the suggested required course in college and high school, perhaps the class library should include the following books, in addition to the ones mentioned: Tanner's The Child, Chicago: Rand, McNally & Co., 1904; Hall's Youth, New York: D. Appleton & Co., 1912; Hall's Adolescence (for college classes), New York: D. Appleton & Co., 1904; Lippert and Holmes's When to send for the Doctor; Philadelphia: J. B. Lippencott Co., 1913; Adler's Moral Instruction of Children, New York: D. Appleton & Co., 1895; Betts's Fathers and Mothers, Indianopolis: Bobbs-Merrill Co., 1915; Forbush's The Coming Generation, New York: D. Appleton & Co., 1912; Fisher and Fisk's How to Live, New York: Funk & Wagnalls Co., 1915; Hodges's The Training of Children in Religion, New York: D. Appleton & Co., 1911; Halleck's Psychology and Psychic Culture, New York: American Book Co., 1895; Sharp's Moral Education, Mrs. Fisher's Self-Reliance, and Kirkpatrick's The Use of Money, Indianapolis: Bobbs-Merrill Co.

VOCATIONAL GUIDANCE IN SCHOOL AND
OCCUPATION

BY JOHN M. BREWER, PH.D.,
Instructor in Education, Harvard University.

Vocational guidance deals with the problems of informing or advising persons in regard to choosing, preparing for, entering upon and making progress in occupations. The importance of this problem is evident to any thinking adult; what is not so obvious is the practical answer to the question: What can the school do about vocational guidance? This paper aims to present in summary fashion the plans and possibilities which suggest the answer. The very breadth of our problem makes its complexity inevitable. Glance, if you will, at the topics of the papers in this volume, and note that many of them are related, directly or indirectly, to success and happiness in the calling. Besides these subjects, moreover, vocational guidance must concern itself with the problems of commerce and industry: economics, labor organizations, land values, taxation, transportation; any plan for comprehensive guidance must not restrict itself to narrowly educational investigations.

In spite of the importance of the subject of vocational guidance, and the need for strenuous intellectual endeavor in attempting to solve its complex problems, schools had made little conscious effort to work out even a tentative solution until Meyer Bloomfield began his activities in the Boston schools six years ago. Several causes have contributed to the reluctance of the school: (a) School people have not known the occupational world well enough to advise pupils in regard to vocational opportunities; (b) schools "prepared for life" only in general and indefinite ways, it was not widely recognized, as it begins to be now, that culture on the one hand and specific experiences of a practical sort on the other belong together and should both be furnished by the school; (c) it was frequently assumed that parents would provide all the vocational guidance necessary, or that the job itself would automatically furnish it; (d) American individualism led to a laissez-faire policy, to an enervating admiration of the "self-made" man, and to other such tacit denials of the utility of vocational guidance.