11.  The enrollment in the trade classes of the night schools is far below what it should be in a city as large as Cleveland.  The relatively small result now obtained is not the fault of the schools, but is due mainly to the fact that the field of vocational evening instruction is treated by the school system as a mere side line of the technical high schools.

12.  The survey recommends the organization of all forms of continuation, night vocational, and day vocational training under centralized full-time leadership.  Only in this way can there be secured a type of organization and administration sufficiently elastic and adaptable to meet the widely varying needs of the working classes.

13.  Industrial training for girls will consist in the main of preparation for the sewing trades.  Practically no other industrial occupations in which large numbers of women are employed possess sufficient technical content to warrant the establishment of training courses in the schools.  The survey recommends a practical course of needle instruction in the junior high school and the introduction in the vocational schools of specialized courses in dressmaking, power machine operating, and trade millinery for the older girls who wish to enter these trades.

14.  The present experiment in vocational guidance and placement should be extended as rapidly as possible.  Courses in vocational information should be offered in the junior high school and vocational counsellors appointed to advise pupils in the selection of their future vocations and aid them in securing desirable employment when they leave school.  The full measure of success in this work demands better cooeperation with outside agencies on the part of teachers and principals than has been secured up to the present time.

CHAPTER XII

SUMMARY OF REPORT ON BOYS AND GIRLS IN COMMERCIAL WORK

Particular attention is given throughout this report to the differences which exist between boys and girls in commercial employment with respect to the conditions which govern success and advancement.  The majority of boys begin as messengers or office boys and subsequently become clerks or do bookkeeping work.  As men they remain in these latter positions or, in at least an equal number of cases, pass on into the productive or administrative end of business.  The majority of girls are stenographers, or to a less extent, assistants in bookkeeping or clerical work.  Boys’ work may be expected to take on the characteristics of the business that employs them; girls’ work remains in essentials unchanged even in totally changed surroundings.  Boys’ work within limits is progressive; girls’ work in its general type—­with individual exceptions—­is static.  Boys as a rule cannot stay at the same kind of work and advance; girls as a rule stay at the same kind of work whether or not they advance.  Boys in any