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Wage Earning and Education by Rufus Rolla Lutz
page 18 of 187 (09%)
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
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