S‘L ' lll‘ I I l l lit | I ;| I i f i 'H ‘ ‘31 ' .HNA ' 1mm |‘' _mmm AN OCCUPATIONAL STUDY OF THE GMEWES OF THE FDRDSUN HlGH SCENE. DEARBDRN, Mia-23:3. ii THESiS fDR THE DEGREE OF M. A STANLEY 8. SMITH W32 THESIS I.....‘ .t‘lul‘ll‘llr A THESIS BASED UPON AN OCJUPATIOHAL STUDY OF THE GRADUATES " OF THE FORDSOH HIGH SCHOOL DEARBCRN iISHiGAN , Submitted as Partial Fulfillment of the Recuirements For the Degree of Easter of Arts Michigan State College July 1952 By Stanley S. Snith THESlS CONTENTS Page INTRODUCTION ............................................ .1 The Purpose and Nature of the Study ................. l The Method of the Study ............................. 5, THE COMNUNITY ............................................ 9 The City of Dearcorn ................................ 9 The City of Detroit ................................ 11 E nployznent Conditions in Detroit from 1925-31 ...... 13 THE SCHOOLS OF DEARBORN. ................................ 16 The Fordson Public Schools ......................... 18 ' The Fordson High School ............................ 17 Vocational Guidance in the Fordson High School ..... 20 The Fordson High School Placement Service .......... 21 The Henry Ford Trade School ........................ 23 FACTORS INFLUENCING GRADUATES' CHOICE OF AN OCCUPATION..29 Nativity of the Graduates and their Parents ........ 31 Present Occupations of the Graduates and their Fathers ....................................... 35 The Choice of an Occupation ........................ 4O OCCUPATIONAL DISTRIBUTION OF GRADUATES BY CURSES ....... 44 Present Occupations of Graduates ................... 44 Occupational Readjustment of the Graduates ......... 48 Distribution of Graduates by Courses Completed ..... 52 Number of Graduates Continuing their Education.....57 RELATION OF SCHOOL RECORD AND OCCUPATIONAL RECORD OF GRADUATES ..................................... .....ES Relation between graduate's Mental Rating and their Activities .............................. 59 Relation of Record in High School and Occupational Record after Graduation ....................... 64 Graduates Estimated Value of School Studies and Activities .................................... 7O SUHLARY ................................................. 76 APPENDIX ................................................ 80 Questionnaire ...................................... 80 Detroit Advanced Intelligence Test ................. 83 .58 an“ Hui r0 \. x a J ma I h Number I II III IV VI VII VIII IX XI XII XIII XIV XV XVI XVII XVIII TABLES Page Employment Index Numbers for Detroit, Years 1925-1931 .................................. 15 Students Placed since the Organization of the Placement Department ............................. 22 Placement of Fordson High School Graduates ....... 22 Number of Graduates fIOH Fordson High School and the Nunber Replying ......................... .28 Average Age of Graduates Replying to Questionnaire .................................... SO Nativity of Graduates ............................ 31 Nativity of Graduate's Father .................... 32 Nativity of Graduate's hother .................... 33 Number of Years Foreign Born Parents have Lived in the United States ..................... . ....... 33 Classification of Occupations of Graduate's Fathers .......................................... 36 Classification of Occupations of the Graduates...37 Influence of Graduates Fathers' Occupation upon the Occupation of the Graduate ................... 39 Occupations Followed by both Graduate's Father and the Graduate ................................. 39 Similarity of Occupations of Graduate's Father and that of the Graduate ......................... 39 Age Graduate Decided upon his Life Occupation....4l \ Did the High School Training Aid the Graduate in Choosing his Occupation ....................... 42 Number of Graduates EXperiencing Difficulties in Choosing Occupations .......................... 42 Various Types of Difficulties Experienced by Graduates in Choosing their Occupations .......... 42 Nui‘lber XIX XX XXI XXII XXIII XXIV XXV XXVI XXVII XXVIII XXIX $4 >~J N XXXI XXXII XXXIII XXXIV TABLES Pag Influences that Aided in Choice of an Occupation. ...................... . ............... 43 Present Occupations of College Preparatory Graduates ........................................ 44 Present Occupations of Commercial Course Graduates ........................................ 45 Present Occupations of Industrial Course Graduates ...................................... ..45 Present Occupations of General Course Graduates..46 Total Employment of all Reporting Graduates of all the Courses from the Fordson High School.....47 Length of Tine Graduate has Followed the Same Occupation. ...................................... 48 Number of Times Graduates have Changed their Occupation .......... . ......... . .......... . ...... .49 Reasons why Graduates Changed their Occupations..50 Number of Enployers who have Discussed with the Graduate his or her High School Training ........ .51 Su.gestions Offered cyL Miloyers to the Graduates Con -cerning their Hi; h School Tra ining............51 Distribution of College Preoaratory Graduates According to Occupation Pursued at the Present Titlle 000000000000000000000000000000000000000000000 54' Distribution of Commercial Graduates According to Occupations Pursued at the Present Time ....... 54 Distribution of General Course Graduates Accord- ing to Occupation Pursued at the Present Time....55 Distribution of Industrial Course Graduates According to Occupation Pursued at the Present Time ...................... ... ................... .55 Nonthly Salary of Graduates Exployed at the Present Ti e ........................... ... .......58 ‘s\ N urnb e r XXX XXXVI XXXVII XXXVIII XXIX XL XLI XLII XLIII XLIV XLV XLVI XLVII XLVIII XLIX Page Percent of College Preparatory Graduates Going to College....... ............. . .......... .58 Number of Years Scent in College by College Preparatory Graduates. ....... ..... ...... . ....... 58 Iumber of College Preparatory Course Graiuates who Attended other Scaools other than Colleges..58 Post-Graduate Status of Graduates of Different Mental Ratings.. ..................... .. Mental ....62 with an "A" Present Time.. Graduates in at the Type of Employment Rating are Engaged with a "B" Mental Present Time.......82 Graduates in at the Type of Euployuent Rating are Engaged with a mental Present Time.......83 Graduates "cu in at the Type of Employment Rating a.re Er Ia ed whose Me ntal Rating Type of Employment G13 cuates : at the Present Time.8 3 is not known are En CO “I (D O; H :3 Post-Graduate Status of Graduates of Different Grade Ratings Obtained in High School ...... .....85 Type Of E5910Ynent Graduates with a "A" Grade in Hiéh SChool are Engaged at the Present Time..€7 Type High of Eaploynent Graduates with a "B" Grade in School are Engaged in at the Present Time..67 Grade in ..88 of Employment Graduates with a "C" School are Engaged in at the Present Time Type High Comparison of Graduates with "A" Ian tel Rating and those with “A" Average Grade in School vith Graduate Record ................................. .68 Mental Coznparis son of Gra .duates having a "B" Rating and those Receiving a "8" Average Grade in High School with Graduate Record.. ...... .. 89 Comparison of Graduates having "C" Mental Rat- ing and those Receiving "C" Average Grade in High School with Graduate Record.. .......... ....89 .........SI/ /' Number L L L LIII t—C I ll TABLES Page Subjects Taken in Hi h School tha Grzd1ctes Believe have been th most Useful Since Graduation... ..... ... . ................ . . ...72 s Engaged in at Hir1 School t lieve have been the most Use ti :1. ooooooooo o oooooooooooooooo 0.0.73 ”eye in Which Activities have Helped the Graduates Since Graduation...... ........ . ..... .71 Subjects Taken in Hiqh School the Gr duates Believe have been of no alue Since Graduation.74 id in at Hish School that "e nave been of no Assistance gduation. ....... ...............75 L. Graduates Belie to then Since Gr INTRODUCTION The Purpose and Nature of the Study. The Fordson High School with which the writer has been associated as Head of the Commercial Department for the last three years and as a teacher in the Commercial Department for the four years preceding is located in an industrial community whose population showed the highest rate of growth of any city in the United States during the decade 1920—30.1 Due to the rapid growth of the C ity of Dearborn the Fordson Public Schools have had an equally phenomenal eXpansion. The first graduating class of the Fordson High School was granted diplomas during June 1925 when two boys and three girls were graduated. Each year since then grad- uation exercises have been held until the total pupils graduating, including the June 1931 class, havereached the number of 173 boys and 171 girls, or a total of 344. During recent years, much attention has been given to vocational training and guidance. In order to deter- mine the success of the various types of training given in the Fordson High School, the writer has endeavored to gather the occupational history of the Fordson High School graduates with a view to discovering how far the training given in the various courses has been of service in preparing the graduates to obtain positions in their 1 . - ' Federal Census, 1930. Pepulation 1980 (8,470), lQKfl (Rn ZRR\ innrnnco lQTQ Qfl chosen fields and in furthering their progress along vocational and cultural lines.) Although classes have been graduating for seven years, the majority of the graduates have only recently finished their courses. This means that the majority of the graduates have gone out from high school during the present economic depression, thus limiting the num— ber of cases and period of time for which occupational records are available. While the scope and significance of the findings are thus restricted, it was considered that efforts to obtain and analyze information within these limits were warranted as a case study and as a partial guide to future administrative policy.} A questionnaire designed to furnish information regarding the factors that influenced the graduates' choice of an occupation, the occupational distribution of the graduates according to courses and the relation of school records and the occupational record of the graduates was prepared and mailed to the 344 graduates of the Fordson High School during August 1931. During the latter part of September, a follow—up postal card was sent to those who had failed to reSpond. Of the 344 questionnaires mailed, replies were received from 132 or 38.37%. During_the spring of 1931, the Student Council of the Fordson High School mailed a questionnaire to all the graduates up to that time in an attempt to prepare an accurate alumni file. The information contained in this questionnaire was of no value to the writer and no doubt the nearness of the mailing of the two question- naires lessened the response to the second one. The only similar study that the writer was able to locate was a study made by Mr. Jeremiah A. Nudding of Frankton, Indiana. Mr. Nudding's research problem was entitled “The Geographical and Occupational Distribution of the Graduates of a small High School.“ This was sub- mitted to the University of Indiana as a Master's Thesis in 1927. The graduates of the Frankton High School were stud- ied. This is a small school located in a rural community. The period covered by the study extended more than ten years, with a total number of graduates slightly over 100. Due to the environment, many of these graduates followed agricultural positions. Only a few points show a similarity between these two studies. One was in a small rural community, the other in a large, industrial center. In the one, the graduates either went to college, took up farming or ent- ered business by means of some trade, generally some sort of merchandising. In this study, the graduates either 0 went to college, entered business or became laborers in ’ ‘5 the industrial shops. Through the courtesy of Mr. O. M. Marlott from the Office of Education, Department of the Interior, Vashing- ton, D. C. a list of all occupational studies was obtain- ed. From this list it was possible to secure a copy of only one complete survey as listed above, and a limited amount of data from two other sources, neither of which proved directly serviceable to the conduct of the present study. The other two studies were: Giles, J. T. "A Survey of Commercial Graduates in Wisconsin High Schools.” Madison State Department of Public Instruction, 1928. Katenkamp, Chester H. "A Study of the Commercial Graduates of Forest Park High School". Baltimore Bulletin of Education. September-October 1929. In the following pages an attempt has been made to describe the community in which the Fordson High School is located, the Schools of the City of Dearborn including the Ford Trade School, the curriculum of the Fordson High School, the vocational guidance and placement service of the Fordson Public Schools, and to present an analysis of the replies with respect to the factors influencing the graduates choice of an occupation, the occupational distribution of the graduates according to courses, and the relation of school records and occupational records of the graduates. The Method of the Study. The administration of the Fordson High School kindly offered their records for use in this study. A list of. all the graduates with their last known address was ob- tained and a questionnaire mailed to each.1 This questionnaire contained questions of two types: one of facts, the other of opinions or attitudes of the graduates. The fact questions sought to obtain such items as birthplace of parents and graduates, occupation of father as well as graduate, whether further education had been obtained and if so for how long, name and locat— ion of firm now employed at, type of position and monthly salary and length of time in present occupation. I In the other group, questions were asked dealing with approximate age life occupation was decided upon, the difficulties experienced in choosing this occupation, the extent to which the high school training aided in the occupational choice, the subjects and activities pursued in high school which have proved useful or not since graduation, employers' suggestions concerning high school training, and any suggestions concerning future training the graduates cared to offer. ‘ About one month after mailing the questionnaire, a follow-up postal card was mailed. As the questionnaires 1 See Appendix were received, the replies were tabulated and sorted. The files of the Fordson High School were again used in order to obtain the I. Q. test ratings of the graduates and their average marks obtained while in school. From the information so gathered certain facts have been found and certain conclusions have been drawn concerning the training and preparation of the graduates of the Fordson High School. THE COMMUNITY The City of Dearborn. Ten years ago a small, scattered community lay just west of the Detroit city limits. It was at that time knewn as S pringwells and could boast only a few hundred inhabitants. At the extreme south side of Springwells on the Rouge River was located the Ford Rouge Plant. About five miles further west from Springwells was the original City of Dearborn where the Ford Experimental Laboratories were located. During the years 1925—26, Henry Ford completed plans for the transferring of his vast Highland Park operations to the Rouge plant, and with this transfer a great boom took place in and surrounding Springwells. In order to honor the Ford family, the City of Springwells in 1927 voted to change the name S pringwells to Fordson. It was only a year later that Henry Ford sponsored the idea of uniting the City of Fordson, the City of Dearborn and certain unincorporated territory in the Township of Dearborn into one city to be called Dearborn. This project was approved in all three communities and on June 12, 1928 the new city of Dearborn became the home of the vast Ford enterprises and is now known the world over as such. 10 While Dearborn is primarily a one industry city, there are several other important industries that would stand out prominently if the Ford Industries did not so completely dominate local enterprises. The Graham Paige Motors Corporation, employing up- ward of 3,000 men is located here, as are the following industries: Ford Airport Stout Metal Airplane Company Universal Products Company Bopp Steel Corporation Detroit Seamless Steel Tubes Company Peter Smith Stamping Conpany Six large Brick Manufacturers Detroit Water Supply, Springwells Station Dearborn is one of the main centers for brick mak- ing in the United States, millions of bricks being man— ufactured each year. The total value of 14 clay products companies in the Detroit Industrial Area amounted to 1 $1,971,184 for the year 1929. Six of these 14 companies are located in Dearborn. The Springwells station of the Detroit Water Supply covers several hundred acres and employee many men. In general, the combined industries of Dearborn will employ between 50,000 to 120,000 men, depending on the activity 1 . Biennial Census of Manufactures: 1929. Department of Commerce, Bureau of the Census, Washington, D. C. 11 at the Ford Plant. When the Ford industries are at peak production, approximately 100,000 men are employed, while in periods of recession as during the winter of 1931—32, the number may decline to 40,000, generally on a three—day week. The City of Detroit. The City limits of Detroit bound the city limits of Dearborn on the South, East and North. So closely are the two municipalities located that they may well be considered as one. What affects one is bound to affect the other. Detroit is known the world over as the "Automobile City". As automobiles increased in number and in world distribution, the reputation of Detroit spread to the four corners of the world. The population of Metropolitan Detroit according to the 1930 census is 2,104,784 making it the sixth larg- est hetropolitan area in the United States. Although automobiles are mainly responsible, there are other in— dustries that have aided greatly in building this large industrial area. According to the Biennual Census of Manufactures: 1929 which was released February 87, 1938, there are 2,800 establishments producing products valued at $2,842,320,120 in the Detroit Industrial area. The major producers in this area are as follows: Motor 12 Vehicles $1,133,280,547, Motor—vehicle Bodies and Parts $538,528,508, Nonferrous-metal ALloys and Products $79,257,541, Foundry and Machine—shop Products $70,198,829 Meat Packing, Wholesale $58,384,293, Machine-tool'Access— cries and small Metal-working tools $53,882,037, and Iron and Steel: Steel works and rolling mills $52,890,329. An "industrial area" as established for the census of manufactures is an area having as its nucleus an im- portant manufacturing city and comprising the county in which the city is located, together with any adjoining counties in which there is a great development of manu— facturing industry. It should not be confused with the "metropolitan district", which was established in connect— ion with the census of population, and includes with the central city or cities all the adjacent and contiguous civil divisions having a density of at least 150 inhab— itants per square mile. It is in this area designated as the Detroit Indust— rial area that practically all of the Fordson nigh School graduates enter upon their life occupations. The majority will eventually make their own homes here. "Draw a circle about Detroit, with a raduis of approx— imately 100 miles. This area, Detroit's shopping terri- tory would include a population of 5,000,000 conservative- ly estimated. It would include Pontiac, Toledo, Jackson, 13 Flint, Lansing, Saginaw, Battle Creek and scores of smaller cities. Moreover, Detroit is midway between Chicago and Buffalo, with New York only 590 miles dist- ant." 1 Here, regardless of the rest of the world, is a great market, with Detroit close to the center of the area, and serving most of the important cities of the United States east of the Mississippi and north of the Ohio River by direct rail lines. Employment Conditions in Detroit from 1925-31. During the past seven years, in which period the graduates of the Fordson High School have atteupted to take their place in business, the worlds activities have been distinctly above the average in only 1928 and 1929. These years showes employment 15 to 20 percent above normal (using the period from 1923 to 1925 as base) while two other years, 1925 and 1926 were just slightly above normal. 0n the other hand the years 1927, 1930 and 1931 have been decidedly below normal, with 1931 showing a decline of nearly 40 percent. Table I presents figures on Detroit employment based on data issued by the Detroit Board of Commerce and covers about two-thirds of the working population in that city. 1 Smith, A. M. Industrial Detroit. The Detroit News, 1930. Pp. 1-2. 14 While the figures in Table I are for Detroit, it is safe to assume that Dearborn employment vould parallel Detroits. Dearborn and Detroit have merely a boundary line between them. Although the table shows a decided decline in em- ployment it fails to show the true extent of unenployment, since it does not take into account the harked growth in Detroits pepulation since Unebaseperiod. It is very evident that the majority of the grad- uates of the Fordson high School were forced to seek an entrance into business at a time when competition for employment was very keen and positions extremely scarce. This fact greatly affects the employment records of the Fordson High School graduates as presented in this study. EMPL OYEENT INDEX NUMBERS FOR DETROIT, YEARS 1985—1931. TABLE I EMPLOYEES ON PAY ROLL USING MONTHLY AVERAGE 1923—1925 15 AS 100.1 genth'; 1925 $ 1926 : 1927 : 1928 : 1929 : 1930 ; 193T= Jan. '$ 93.7 $118.8 $ 97. $101. $131. $106.5 $ 76.5 Feb. $ 94.6 $122.4 $100.7 $105.5 $135. $108. $ 81.2_ Mar. $102. $122. $102.2 $111. $136. $108.5 $ 83.‘ April $107. $113.7 $102.5 $114.2 $136. $110. $ 83.5 May $108. $111. $101.8 $117. $131. $109.2 $ 80.4 June $108.9 $100.7 $ 85.5 $119. $128. $ 99. $ 73.2 Juiy $109.8 $105.2 $ 91. $123.5 $131. $ 48. $ 61.8 Aug. $106.5 $108.1 $ 92.7 $132.7 $127. I 83. $ 50. Sept. $116.5 $106. $ 89. $134. $119. $ 74.8 $ 51. Oct. $120.5 $ 99.8 $ 88.3 $129. $ 99. $ 79. $ 41.7 Nov. $120.4 $ 93.5 $ 88. $124. $ 93. $ 75.8 : 52.7 Dec. $ 58.5 $ 39.4 $ 84.5 $111. $ 98. $ 40. $ 64. Ave. :103.9 :103.3 : 93.6 :118.5 :122. . 86.9 : 66.6_ 1Survey of Current Business, 1931 Annual Supplement. Washington: United States Department of Commerce. Pp. 176-177. Survey of Current Business, fiarch and April 1932. Wash— United States Department of Commerce. Pp.48. ington: 16 THE S CHOOLS OF DEARBORN The Fordson Public Schools. The Fordson Public Schools came into existence when it was voted to change the name of the City of Spring- wells to the City of Fordson. The name of the Fordson schools was retained however, when the City of Fordson united with the old City of Dearborn to be known as the new City of Dearborn, because the jurisdiction of the Fordson Public Schools lay only within the boundaries of the former City of Fordson. When the new City of Dearborn was created, there were and still are five separate and distinct school ’ districts, namel': the Fordson School District, the Henry Ford School District (formerly the unincorporated section of Dearborn Township which lay between Fordson and Dearborn) the Dearborn School District and two coun— ty school districts that now lie partially within the city limits. The City of Dearborn according to the Federal Cen- sus of 1930 had a pOpulation of 50,358, of which number over 35,000 reside in the old Fordson District, from which district the Fordson Schools draw-theirpuoils. At the present time, the Fordson Public Schools 17 include the following: 1 Senior High School with Junior High 3 Junior High Schools with Elementary grades 7 Elementary grade schools The total enrollment in October 1931 was 8,644 pupils. The Fordson High S chool. The Fordson High School building was completed and ready for pupils during the fall of 1927. This impress- ive building represents an eXpenditure of two million dollars and includes the most modern features in school construction. Since 1927 the building has housed both a Junior and a Senior High School, but due to the rapid growth of the Senior High School, it was necessary to begin elimination of the Junior High. Commencing in September 1931, the 73 group was discontinued and each succeeding semester will see another half grade transfer— red tc other schools. The Fordson High School has four distinct courses from which pupils may graduate. These are as follows: l—-College Preparatory 3—-Industrial 2——Commercial 4--General The College Preparatory course is the only one giv- ing the pupils the training and requirenents to enter college. The following subjects are required on this 18 course: English, 6 semesters; Geometry, 2 semesters; Language, 2 semesters; U. S. History, 8 semesters; Health, 4 semesters; College entrance electives, ll semesters and Science, 2 semesters. English, Language and Algebra must also be taken in the 9th grade. The electives will depend upon what course the pupil intends to follow at college. The Commercial course gives specialized and vocat— ional training, along with certain required high school subjects which are as follows: English, 6 semesters; Biology, 2 semesters, U. S. History, 2 semesters; Health, 3 semesters; Shorthand, 4 semesters or Bookkeeping, 6 semesters; Typewriting, 4 or 8 semesters; Office Appli- ances, 2 semesters; Office Practice, 2 semesters; Penman- ship and Spelling, Senior Business Training, Commercial Geography, Filing, Business Arithmetic, Merchandising, and Commercial Law, each 1 semester. There are three commercial courses, one for specialization in Stenogra- phy, one for Bookkeeping and Accounting, and the third which is more of a general commercial course called Business Administration and Selling. The Industrial courses give technical training, along with certain recuired high school subjects which are as follows: English, 4 semesters; Mathematics, 19 2 semesters; Vocational Civics, 2 semesters; Science, 2 semesters; U. 8. History, 2 semesters; and 14 semesters of specialization in one of the following Industrial units: Auto Mechanics, Building Trades, Drafting, Electricity, Hachine Shop, Pattern Haking, and Printing. The General course is designed for pupils who do not wish to specialize or may lack the normal ability to complete any of the other three courses. The subjects required to complete this course are as follows: Eng- lish, 6 semesters; World History, 2 semesters; U. S. History, 2 semesters; Biology, 2 semesters; Health, 4 semesters; Sociology and Economics, 1 semester each. All other subjects may be elected in one or more depart- ments depending upon the pupils' wishes and abilities. During the years 1995 to 1930 pupils were graduated from either of two courses: 1--College Preparatory 2—-Genera1 However, on the records of the school there was no distinction made as to which course the pupil completed. The two graduating classes of 1930 were grouped ac- cording to the four courses as previously listed but again the records available for this study did not indic- ate which course was completed. Commencing with the Jan— BO uary 1931 class, the graduates of the four courses have been recorded separately. Vocational Guidance in the Fordson Public Schools. Vocational guidance is taught to all pupils during the Social Science classes in SA groups. Approximately ten weeks of five periods a weekare devoted to a discus- sion of the various occupations. Once a year the Fordson High School sets apart one day during National Education week as Opportunity Day. On this day, leading men and women of all professions are invited to come to the Fordson High School and coun— sel with a group of boys and girls who are interested in their particular occupations. Preceding Opportunity Day a series of bulletins are given to the pupils endeavoring to awaken and prepare them for this day of counselling. After several weeks of this preliminary work, the pupils make a first and second choice of an occupation. These are tabulated and speakers or counsellors are invited for each group. This program has been a success so far as we can determine and men and women of recognized ability have given freely of their time to help make a success of this scheme of voc— ational guidance. 21 The Fordson Public Schools Placement Service. During the school year of 1937-88, the Fordson Board of Education created the Placenent Department. The fundamental aim was to offer placement and follow— up service to students of the Fordson schools. This includes all graduates irrespective of departments, industrial preparatory students, continuation school students, and any others forced to leave school due to poor financial or hoae conditions. Part—time employment occupies a large part of the placement work and has a two-fold aim: 1--Through close cooperation and correlation with all departments of the schools and by means of the guid~ ance and counseling program, it is possible to aid stud- ents who need part-time employment, whereby these stud- ents can earn.small amounts of money which enable them to finish their school courses. 8——Placehent offers first hand experience in making the changes and necessary adjustments between school and the industrial and business world. During the year 1929—1930, the 630 pupils placed (table II) earned a total of $21,808.35 according to the placement office records, while for the last school year of 1930-1931 the 535 pupils placed earned $19,000. 22 TABLE II STUDENTS PLACED SINCE THE ORGANIZATION OF THE PLACELENT DEPARTMEKT :--==E Year J===IIO Number Pupils Placed —*3 1927-1928 3 294 1928-1989 i 490 1929-1930 3 630 1930—1951 I 535 Four Year Total 3 1959 Graduates of the Fordson High School have been quite fortunate in being placed by the Placement Depart- ment as the following table shows. TABLE III PLACEM NT OF FORDSOK HIGH SCHOOL GRADUATES Year : No. of Graduates : Number Placed :No. Placed ' ' i l ' a1 ° -'i l ' tal-several times 1929; 22; 28 i 55 i 4_; 1: i 12 i 4 1930; as g 33 g as g 5 g 7 Z 12_; a _1951§ so E 58 g 148 g 15'; 18 E 31 l 2 rota13143 E119 E sea 3 24 i 36 i so i a 23 Following is a list of active contacts for the Placement Department: Aviation Radio Company Bank of Dearborn Brown's Pharmacy Crowley, Milner & Company Dearborn Furniture Company Dearborn Press Detroit Edison Company Dun-Rite Cleaners Devoe Reynolds Paint Company Eastern Motorbus Company Ehrlich‘s Jewelry Stores General Cigar Company Gerson Jewelry Company Goodwin Pharmacy Hamtramck Lumber Company Henry Ford Trade School Henry Stores The Henry Ford Trade School. J. L. Hudson Company Kresge Stores Liggett's Drug Company Lowrie-Webb Lumber Compaiy mac's Drug Store manor Market Michiaan Terminal Warehouse Morris Stores Standard Electric Time Go. Smiggen's Clothing Store Union State Bank Western Union Telegraph Co. White Star Refining Co. Woolworth Stores Wayne Machine Company Wash-rite Laundry Housework 65 Homes Many of the younger boys attending the Fordson Jun— ior and Senior High School are placed in the Henry Ford Trade School. Since September 1929, between 815 and 220 boys have gained admittance to the Trade School through the Placement Department of the Fordson Public Schools. Of this number, approximately 80 of the boys were 18 years of age and were admitted directly into the factory but attend the apprenticeship classes. Most of the boys are between the ages of 14 to 17 when placed directly in the Trade School. The Henry Ford Trade School was founded by Henry Ford in October, 1916. From a beginning with six boys 24 and one instructor, it has grown to the present time to an enrollment of over 8,000 boys and approximately 800 instructors. True to the purpose of its origin, needy boys are given the preference. Orphan boys con- stitute approximately 10%, and widows' sons 45% of the enrollment. Fully 80% of the boys in attendance, due to home conditions, must support themselves. So strong- ly has the school appealed to boys that there is a con— stant waiting list of more than 6,000 local boys. For this reason applications are not accepted from other cities in the United States. The school is incorporated under a Michigan statute to operate without profit. Boys between the ages of twelve and eighteen are admitted. The academic require— ment is that the candidate shall be in the school grade for boys of his own age. Upon entering, a cash scholarship amounting to $7.20 per week is awarded to each boy. This is paid him on the fifth and twentieth of each month throughout the entire year, including a vacation of three weeks in the summer and one week at Christmas. The school work is divided into two departments. For one week the boy attends academic work only and dur— ing the following two weeks he works in the school shOp. 25 During the academic week the boy attends class work only. The entire course includes: English Physics Mechanical Drawing Chemistry Civics ' Qualitative Analysis Auto Mechanics Quantitative Analysis Commercial Geography Metallurgy Arithmetic Metallography Algebra 8 hop Theory Geometry Trigonometry Boys under sixteen receive their mechanical train- ing in the school shop which is separate from the Ford Motor Company and covers three acres of floor space. On one flocr is a series of rooms totaling a length of 1400 feet with an average width of 70 feet. In this shop are hundreds of the finest machines of many types. The total equipment is valued at over a million dollars. In this shop there are 18 departments and two men spend their entire time moving boys from one department to an— other as fast as they have completed the requirement. In order to give them a better appreciation of actual shop conditions, boys who have had sufficient training are placed in departments of the Ford Motor Company when they reach the age of sixteen. They cont— inue their class work every third week and are at all‘ times under the jurisdiction of the school. As far as possible boys are given an Opportunity to work in the following departments: 26 Forge Hardening {ickel Plating Wood and Eetal Pattern Die Foundry Valve Repair Carpentry Guage Sheet Metal Car Repair Tool Repair In the shOp each job is done on a work order. An expert estimates how many hours it would take a skilled mechanic to complete the work. An accurate record is kept and boys and instructors try to come within the est- imate. Over a period of years the percent of excess time required has varied greatly, rising to 60p and sinking to 13%. The average is about 25% more than the time required by skilled men. The spoilage averages 4%, which is about equal that of the average tool room. No work is done merely for practice. Everything the boys make is to be used unless spoiled. The average annual value of material produced by each boy is approximately $1,000. This income from work done for the Ford Motor Company, therefore, is now at the rate of $2,000,000 per year. This is sufficient to pay the students' scholarships, salaries to instruc; tors, and all the upkeep of the equipment. It does not pay any interest on the investment in buildings and equipment. A boy making satisfactory progress both in his academic and shop work is eligible for an increase of . 40¢ a week every six weeks. A boy who applies himself 27 should receive $13.80 and $18.00 per week at the end of his second and third years. By the time the boy is 17 years old he should have a scholarship rate of $18.00 per week which is the maximum for a boy until he is eighteen, when he completes the junior course. In order to help the students develOp the thrift habit $8.00 per month in addition to his scholarship is given each boy. This fund must be deposited in some bank and kept there as long as the boy remains in school. The bank books are submitted to the school monthly for examination. Each noon a hot lunch is furnished to all students. This, with the two cash gifts, makes a boy's minimum rate $450 per year and the maximum $1,020. With the present enrollment the scholarships amount to a million dollars a year. At eighteen the boy enters the Senior Course. He works in the shop eight hours each day and attends class work in advanced drawing and mathematics four hours each week. His rate is gradually increased to $30.00 per week by the time he is nineteem, and may reach $40.00 per week when he is twenty. At twenty or before he is offered a position in some department of the Ford Motor Company. The work of this school has the approval of the City and State Board of Education. 538 FACTORS INFLUENCING GRADUATES' CHOICE OF AN OCCUPATION _ The year to year distribution of the graduates of the Fordson High School has been very uneven. (Table IV) The class of 1925 contained only five graduates while the June 1931 class had 101 members. It is to be noted that no replies were received from the June 1925 class, and that the percentage of replies for the succeeding classes were not very large until the January 1931 class was reached. This brings out probably the most serious limit- ation of this study. The two graduating classes of 1931 contain 43% of all the graduates, while the classes for the years 1930 and 1931 have 60% of all the graduates. It is also shown that the largest percentage of replies were received from the 1931 graduating classes with over 53% of the June 1931 class answering and over 42% of the January 1931 class replying. 57% of the replies received were from the January and June 1931 classes. This means that 57% of the cases studied have had very little op— portunity to satisfactorily adjust themselves to life conditions. Business conditions have been at an extreme- ly low level so the percentage of unemployment is bound to be higher than what it would be during normal times. The fact that 57% of the graduates have only recent- ly completed high school makes it possible for only a few an.mn na.oe N¢.®n NNH we no wwn HbH 05H" H0909 b¢.mm n.¢o so.ea fim bN HOH Nw mm Han mndh mm.N¢ .om Hb.mn ON aw 0H Hm Han .nmh mN.Hn n¢.HN .m¢ mH mw wN 0N 00.0 pm.mN mo.mN oo .wN 50.0o bo.mH H¢.mN .OH NH HH Nfl nH m mN m 0 5H OH oan mNmH oan oQSh .swh mNmH ofidh 05h. um.mN nn.nn bo.wH NH Nfi on NH wNmH mnfih Hw.Hn 5¢.mm NN.NN NN mH m 00 00 00 00 00 00 no on o. o. o. co co co so 0. o b¢.mm .om hm.mN m n NNNr—IIDHO MH 5 smmwnmnsa "mNmH mash oo ommnm>4 Namom umpwsomaonwo pdmohmmucm>fiooom mmaHmom mo 00 mHHHU oo mhmm o asses o ’. O. .0 C. O. O. O. O. .0 O. O. Q. .0 O. O. O. O. I. 0. O. O. O. O. mHHHU O O O O O C O O O O O O O O O O O O ‘ O O O O O O C O O O O O Q 0 O I O O O O O O O I O O I o m whom "proau o 0% O. o. to co o. C. o. o. o. .0 no 00 a. o. o. O. o. co co o. o & mHmfiuumhom .ozumopwscwnc mo .02" .m...."....u....“....u....u....u.... N umNmH onfih mmmHo 02qummm >H mqmda mmmfibz Ema 924 Hoomom mon Zomamom 20mm mmadbndmw ho mmmEDz to have had time to complete college or other types of advanced training or to‘have progressed very far vocat— ionally. ‘Sex has been very evenly divided, there being 173 boys and 171 girls. The replies received show 63 boys and 69 girls answered, or a total of 132 out of a pos- sible 344, a percentage of 38.37%. The average age of the boys graduating is 18.01 years while the girls is 16.58 years. (Table V) The boys average age exceeds that of the girls by 1.43 years. TABLE V AVERAGE AGE OF GRADUATES REPLYING TO QUESTIONNAIRE Boys Girls I O O _humber. Average Age 61 Number Average Age 67 16.58 18.01 .0 on 00 .. co oo 61 .. .. .. .. .- f‘ias Replies The age of the youngest boy graduate-—16 years The age of the youngest girl graduate—15 years The age of the oldest boy graduate—--—24 years The age of the oldest girl graduate———28 years 31 Nativity of Graduates and their Parents. The percentage of foreign born graduates is not large, being 13.08%. (Table VI) Exactly half of this number were born in the English speaking countries of Canada, Scotland and England. Thus the racially foreign element is relatively small. TABLE VI NATIVITY OF GRADUATES 130 Replies United States 113 Pupils Canada 5 " Scotland Roumania Bulgaria England " Germany " Italy " Norway F1 +4 :4 a: +4 s4 o: (A Switzerland Percent of foreign born pupils 13.08% Percent of American born Pupils 86.98% 32 This is not true however for the graduates' par— ents. The percentage of foreign born fathers is 41.93;. '(Table VII) and the percentage of foreign born mothers is 42.62%. (Table VIII) Nearly half of all the grad— uates' parents are foreign born. TABLE VII NATIVITY OF GRADUATEB' FATEER United States 72 Russia 3 Canada 5 Armenia 2 Austria 5 England 2 Poland '5 Czechoslovakia. 8 Ramania 5 Hungary 8 Germany 4 Bulgaria 1 Finland 3 Greece 1 Italy 3 Litherania 1 Scotland 3 Norway 1 Sweden 3 Switzerland 1 Percent of Foreign Born Fathers 41.935 33 TABLE VIII NATIVITY OF GRADUATE'S horrER United States 70 Finland 2 Canada 9 Hungary 2 Austria 5 Czechoslovakia 2 Poland 5 Scotland 2 Germany 4 Bulgaria 1 Roumania 4 Lithuania 1 England 3 Sweden 1 Russia 3 Greece 1 Italy 3 Norway 1 Armenia 2 Switzerland 1 Percent of Foreign Born Mothers 42.62%. TABLE IX NUMBER OF YEARS FOREIGN BORN PARENTS HAVE LIVED IN THE UNITED STATES Greatest No. Smallest No. Average Number of Years 2 Of Years ; of Years 51 E, 5 E 24.43 For 60 of the fathers and mothers Although nearly one—half of the parents are foreign born, the average number of years these parents have lived in the United States is surprisingly large. The average is 24.43 years. One would think that most of 34 these peOple would be thoroughly Americanized, but this is far from true. As a rule, these people locate in a district that is entirely made up of people of their own nationality. They speak their own language and follow their own customs. Only gradually do they come in con- tact with American ways and ideals. Many can not read or write English. Their ideas concerning education are very different from American ideas. Consequently, while most of the graduates are American born, nearly 50% live in a foreign environment. Many of the graduates Speak with a noticeable foreign accent which is a handicap in locating work. The general attitude of most of the foreign parents is against keeping their children in school. It is a decided hardship for many of the pupils to continue in school because of this attitude on the part of their parents. After graduation, the foreign parents feel that their children are now prepared to conquer the world and they cannot understand why the school is, in many cases, unable to place their children in a very good position. They feel that the wages paid for the work their children is qualified to do is unreasonably low. Often, after such discussions at home, the pupil also believes these ideas and then becomes a difficult person to deal with. The majority of the graduates, however, present no special problem as they realize the true state of affairs. 35 Present Occupations of the Graduates and their Fathers. The occupations of the graduates' fathers and of the graduates were compared on the basis of the Federal Cen- sus Classification of Occupations. (Tables X and XI) This comparison shows that most fathers were employed in the "Manufacture and Mechanical Industries" (41) with "Trade“ (35) next. The remaining 21 "fathers' employment" is scattered among the remaining five classifications. In contrast, the employment of the male graduates shows "Clerical Occupations" (35) to be far ahead, while the remaining 32 male graduates employed are scattered among the five remaining classifications. In the "Manufacture and Mechanical Industries" the graduates show only 6 employed, as compared to 41 of their fathers. This great contrast is undoubtedly due to the vast amount of unemployment, especially in the factories, at the present time. Many of the boys who have graduated and are now unemployed, ordinarily would be working in the shops. Due to present conditions, many boys in the Fordson High School have dr0pped out of regular school to enter the Ford Trade School. Only the limited enrollment of the Trade School has kept many other boys from making a similar transfer. 36 .chfipwgdooo Hmofismao .mawsmsflz yo no“ upomspxm..%ncuwnmdm amafiqm .mspmohoh .Smnp :H cmwwmcm ago: was msofipmofimfimmwao mnfiKOHHOH ogB “ OHQwflomfin .uwssafis .pasm Hwhsposspm. u zsdmswq pnwam who .pmsm. Honowspnoo " opmpmm deem” so no o. o. .. .. .. .. n u u swag" Hopqfismu “ u u Hapfimwh " nmpqfiwmu " n u u whom" . Hopsde. " u “ monomaaoormpaouM seams “ u u " Hesse; u u H nu sosfiwmmm H009“ u H u psoaoou u a :1 hooqasw H009" u n "awkaMOHnmu " H 1: youasozn " u “mmmsfimdm ” n H uuhonmfinfim prmfiu u u u wsaflppomuaua Hm>finn “ a an swampwwna u u n “ma OHOPm “ Moshe" Hhoahpomam" Hun mHoonom “ n “ nmwwssauanu smenopaam" w an pmfiafinoszu oHanm “ ” "madacwwnwuuaus soafiwm“ m nunOPmpmmo macho" yo .pmsmu umwhoamafl "mnwpsmmnwouaau Macao “ m nu smMmaoHa“ mun mpmHSoso" n hvfiouma nouafldm“ chosaflmm" a an nmxmsaooau mupswpcsooowuaa qwsnopwzuaommommd .mu smsopwq.auu smEHOpoz. m I: amamnom“ Hosanna win smgowmauac mempmnwo" hpao. snpsmnonoia Han nmmsfimnm. mmuu nononmq 903m“ shaken :3 u E u E u 32 u E u 2.: u E oofibnow .smm stomsmm.moflbsom a mouse u now “ monfipmsosH amOHcsumnspHSOfiwm< mmmpfimmphphwiIszpfipmmfipn. iquHHpbmr . .n sdwpwmssmmr mW0flpflMfiooo yo dowpwoamfimmwao mumsoo Hwhmumh mmmmbm m.medbnwmc mo mZOHadmbuoo mo ZOHB¢0HhHmdeo Hflmumda ma“ .hspmono .opmw Sofia WI .mofi>nmm ofiapsm .mamnmqfis mo sofipomspwm .hnuswnmdm "Soap a“ vmmwwsm macs o>wn msofipwowmammmam,wsfisoaaom ona Hun MHmHo " n n u u mafibfioomm" " u u u Huguenmnmmo “ u n u u nomeOpQEouu u "Hunofiswnomfi “ u HMano Hapsmmu " u oficwm" " mun adamodwmu “ “Hun Homamm « " mumxsoao gamma " “ mmmnmu u mnmnmgmoxxoomu " “an: Hopmwmm“ u muxsmao asepmuanu Hosanna" "an: Honpwqu «HI: Homomxmafia muonmmsmosmpmumuu mmndmuanu mmospflmauaupsmusmppd "Hun Hoafiwmnanc pmfisagowa mans mmsmao “man mpmflaonouanaxnosomdom“ soapmpm mmouaun nonwsmmo "are swampuwso oofimmouduu mqfimomoauouu vofinsmgumsn wsfipqasmu hasnwmaoaunun mOHnwnooE ,smnv " how " wmw " Asp ” . ”my a hop mqofipquooo"anneammohonmunmm stomnmm" .ocwsa “nofipwpnommsmsau modspmsocH Hwofisa HmoHsmHo" 1 "MSG OfiPmQEDDu Imomfi B OHdPOwhfiflwfi mmadbmdmw mmB mo mZOHadeooo ho ZOHBHoommu “ “ pmacwmomz » smsmmamm" " mmmppfima " nozpmq ” mAmxaoa " ” pmpfims " Hoozom cam u moammo Haponmo" " mxaoao macaw ”Macs mawpupawm u aouwammo u “ poaflmm “ muopoz Atacama u nopoEOQQsoo" aozflapa " macapfimom pompswppq " swampwmnm . mawoomxxoom" whosomma u mafiaoaaom sofipmpm mac " aficmzoom cp5< . mxawHo gamma momasz “ mopsaocH mwv.ba “ .wmm.om u Rm.om " &HH.HH " pamohom Ha “ ma " mm u v n .02 Hence w u o " em ” m " mHaHoldoz b n ma w. m u H. " mNom .oz macameSUOO u mcowpmmzooo u macapmdsuuo u mGOfipmnmooo u mmpmsvmnc Hmsmsmo “ HmwmpmSUCH " Hmfiopmaaoo " Hanommmmmond u AQ¢ noomom mon zommmom HEB Eomm mMmmDOo HEB mo mma¢DQ¢mo wzHemommm QQ< mo Bzmzwoumzm gdHOB >HNN mqm¢a 48 Occupational Readjustnent of the Graduates. It is shown in Table XXV that over 3% of the graduates have followed their present occupa ion for less than one year. This would seem to indicate a high rate of employment turnover, but the main reason for this will be found in the fact that host of those reply- ing to the questionnaire were recent gradua+es and have Q) not had the Opportunity of following -ny occupation for a very long period. The average length of tire on one job by the 57 graduates reporting is approximately two years. TABLE XXV ENGTH OF TIJE GRADUATE HAS FOLLONED THE SAME CCUPATION Time : Number of Graduates Less than : one year : 30 From one to : two years : 9 From two to : three_years : 9 From three to : four year§_ : 2 From four to : five years : 3 From five to : __g six years : I From six to : seven years : O From seven to : eightgyears : 1 More than : eight years : 2 49 ‘ In examining the number of times the graduates have changed their occupation, it is found that 63% are on the same job with which they started. This means that the readjustment in occupations is 376. (Table XXVI) This low figure is primarily due to the recency of graduation for the majority of those reply— ing. TABLE XXVI NUMBER OF TINES GRADUATES HAVE CHANGED THEIR OCCUPATION Number of : Number of : Percent of Times Changed : Graduates : Graduates None 2 45 E 63.38% Once E 13 E 18.5lfl Twice E 7 ; 9.86~ Three ; 5 ; 7.04i Four 3 1 E 1.41% Total § 71 E 109. % In examining the reasons given by the graduates stating why they changed their occupations, (Table XXVII) "Advancement" is given by 81%, while “Services no longer Required“ is also given by 21%. The remaining graduates listed various reasons such as "Entering College", "Fin— ancial" and "Marriage". 50 TABLE XXVII REASONS WHY GRADUATES CHANGED THEIR OCCUPATIONS U1 Advancement Services no longer Required Entered College Financial lebUl Marriage Only Position Available Change in Choice of Occupation Indecision a: +4 a) to Earn Money during Summer Many employers are apparently interested in the young peOple that work for them. 28% of the graduates' employers discussed the graduates high school training, (Table XXVIII) and made suggestions regarding future preparation. (Table XXIX) 805 of the suggestions of— fered by employers had to do with future education, while most of these were-definite advice regarding the type of training to persue for future progress. The trend of the employers' statements seems to indicate a general satisfaction with the training given the graduates at the Fordson High School. 51 TABLE KXVIII NUMBER OF EXPLOYERS WHO HAVE DISCUSSED WITH THE GRADUATE HIS OR HER HIGH SCHOOL TRAINING 2T 0 Discussed 2 Number E Percent Yes i. 93 E 28 an No Q 58 E 71 at TABLE XXIX SUGGESTIONS OFFERED BY EIPLOYERS TO THE GRADUATES CONCERNING THEIR HIGH SCHOOL TRAIKING Advised a College Education 5 Continue with Education 4 Obtain Commercial Training 4 4 No Sduggestions Offered Jot to Restrict Oneself to a Definite Course unless Life Work has been Decided 1 Combine a Business Course with a College Preparatory Course 1 Make Use of all Educational Opportunities Possible 1 To Choose Life Work before Entering College 1 More Work and less Play, more Seriousness 1 Follow the Course you are Interested In 1 '52 Distribution of Graduates According to Course Completed. A comparison of the number of graduates from the various courses who are employed, unemployed, at school or married is given in Tables XXX, XXXI, XXXII and XXXIII. The Commercial Course graduates head the list, two—thirds of all the Commercial Course graduates being employed. The General Course graduates are next with 55%. The majority of the General Course graduates specialize in commercial training while the rest take several courses in shop or homemaking. The College Preparatory grad- uates are low on the list with 393 working but it is to be expected that this would be low as many of these graduates are at school. In the ranking of graduates at school, the College Preparatory graduates head the list with one-third, while the Industrial graduates are next with one-sixth, the commercial graduates have one—ninth and the General grad— uates one-tenth. In the matter of unemployment the Industrial grad- uates rank highest with 33% out of work. The College Preparatory are next with 85%, the Commercial with 22% and the General with 30%. Very few of the graduates are married. The General course graduates lead with 15%, while the College Pre- paratory has a percentage of 8.78%. A 5 previously stated, the General Course is prim- arily for pupils who do not wish to Specialize or who lack 53 the mentality to satisfactorily complete one of the other courses. However, this interpretation was not placed on the General Course until the graduating of the January 1938 class. So all graduates listed in this study as a General Course graduate were on that course primarily because they did not know or desire to specialize in any one field. ‘It will be noted in comparing the following tables that the General Course graduates have done equally as well if not better than some of the other groups. If a similar study were made a few years hence, it is very possible that the General Course graduates would occupy a relatively lower position. This would be due to the fact that now the General Course pupils are marked on effort rather than on accomplishment and it is inevit— able that this would reflect in the types of positions secured after graduation. Table XXXIV shows the distribution of the graduates according to their monthly salary. The ten graduates represented in the group receiving less than $50 a month are.made up mostly by pupils who have secured part-time employment. Only a few in this group are working full- time. The salaries shown to be received by the other grad- uates are very satisfactory. In fact, many of the eel- aries are extremely good when it is considered that most of the graduates have been working a comparatively short time. It is interesting to note that the average wage paid the boys at the Ford Trade School per year is about $750 while the average wage of the graduates is just over $1,000 a year TABLE XXX DISTRIBUTION OF COLLEGE PREPARATORY GRADUATES ACCORDING TO OCCUPATION PURSUED AT THE PRESENT TILE College Preparatory Graduates -E : PBBys : Girls : TotaI Occupation: Number Percent:Uu1zber: Percent. Number; Percent Employed E 12 E 35.? 29E 15 E 42.1 E 28 E 38.89 gt_School E 12_ E 35.29E 12 E 51.59E 24 E 55.53 Unemployed; 19 E 29.42E 8 E 21.55E 18 E 25. Married E E E 3 E 5 85E 2 E 2 78 TOtal ' E 54 E E 58 E E 72 E TABLE XXXI DISTRIBUTION or co.-oao11L GADUATES ACCORDIN TO OCCUPATIOR s Puasm DAT THE PRESENT 1155 Co1mercial Course Graduates 2 Boys - : Glrls : Totafi Occupation: Number: Percent: Number: Percent. Number: Percent Employed E 4 E 55.57 E 14, E 55.57 E 18 E 55.51_ At School E 1 E 15. 57 E 2 E 9.52 E 8 E 11.11_ Unenp loy ed; 1 E 15. 5z_i___5 E 23.81 E 5 E 22.22_ Married E o .. o . o E o E o E o Intal E 5 E E 31 E E: T? E 5~_ 55 TABLE XXXII DISTRIBUTION OF GENERAL COURSE GRADUATES ACCORDING TO OCCUPATION PURSUED AT THE PRESENT TIhE General Course Graduates : Boys : ‘Girls : Total Occupation:Number:Percent:Nuhber:Percent:HumberzPercent - ‘- Employed ; 7 E 77.78 E 4 E 55.57 E 11 E 55.’ At School E E E 2 E 18.18 E 2 E 10. UnemployedE 8 E 23 92 E 8 E 18.18 E 4 E 80. Married E E E 3 E 27.27 E 5 E 15. Total E 9 E E 11 E E 20 E TABLE XXXIII DISTRIBUTION OF IKDUSTRIAL COURSE GRADUATES ACCORDING TO OCCUPATION PURSUED AT THE PRESENT TILE In7u§trial Course Graduates : Boys Occupation : Number : Percent Employed E S E 50. ,__ At School E I 2 E 15.57 Unemployed E 4 E 55.23 Married E E Total E 12 .E ,_ 56 TABLE XXXIV MONTHLY SALARY OF GRADUATES EXPLOYED AT THE PRESENT TIhEl Salary : Number of Graduates : Average Rage of Received : Receiving this Wage : this Group Less Than $50 : 10 : $30.10 Between #50 E 12 : $53.17 and $75 : : Between $75 ; 12 : $85.60 and $100 : : Between 100 E 11 3 $105.00 and $125 : : Between 125 g 6 : $126.67 and alSO : : Above $150 E 5 E $170.00 The Average Wage is $83.54 per month In two cases, the graduate was receiving board and ‘ roon plus a salary. In these cases, board and room was figured as $40 a month. 57 Number of Graduates Continuing their Education. The percent of College Preparatory graduates who I ; actually went to college is 47¢. (Table XXXV). This indicates that while the college entrance requirements must be met, the pupils should also be given enough practical training so in the event he is unable to enter college, he is able to support himself. It is possible that several of the graduates have entered college this fall,which would raise the percent- age of those attending college to at least 50%. Un- doubtably the press of hard times has also taken its toll among the prospective college students. During normal times however, it is fairly safe to conclude that not over 60% of the College Preparatory Course graduates enter college and a small percentage graduate from a four year college course. The percent of pupils graduating from college (Table XXXVI) is low because most of the Fordson high School graduates have only recently completed their high school training and have not yet had the opport- unity to complete their college courses. The large number attending business schools (Table XXXVII) and night schools is an indication that the pupils training so far is inadequate to earn a l v satisfactory living. 58 The reason that the number of graduates going to college, according to Table XXXV and the number going to college as shown by Table XXXVI very is due to the fact that several graduates from other courses have, by ad— ditional work, prepared themselves to enter college. TABLE XXXV PERCENT OF COLLEGE PREPARATORY GRADUATES GOIRG TO COLLEGE No. of Grad- :Nudber :NumBer :Percent ofTPercent of College uates College:Going :not go-:Graduates :Preparatory Grad— Preparatory :To :ing to :Going to :uates not at Course :College:College:College :College 72 : 54 : 38 E, 47.22% : 52.78% TABLE XXXVI NUEBER OF YEARS SPENT IN COLLEGE BY COLLEGE PREPARATORY GRADUATES f Graduates Attendins'College SAyears4;_4'years 6 Number of Graduates: Number 0 Attending College : 1 year : 2 years : -4 6 83 00 no 00 g. .0 O. Q. 39 TABLE XXXVII NUMBER OF GOLLEGE PREPARATORY COURSE GRADUATES WHO ATT UDED OTHER SCHOOLS OTHER THAN COLLEGES Kftended Bus-:Graduated From :Attended Night:Took CorTSSpon- iness School ;Business School; School :dence Course. 17 4 83 2 59 E3533 OF GRADUATES t“ :1: t: C) C) Lu (‘1 ?: t5 0 () C) C *U :1. *1 H k. .1 L“ :0 RELATION CF SCHCO Relation Between Graduates' gental Rating and their Occupational Record. 'A co parison between the graduates' mental rating and their apparent success in life as judged by their present occupation and salary is shown by Table XXXVIII. The re- sults seem to indicate one of two things. Either the re- liability of the Intelligence tests is ne ligible or pupils with just average ability are more apt to rake something of themselves than those of superior mental ability. The percen age of the number of graduates working having "A" and "5" ratings is slightly over 48%, while the number with "C" rating who are employed is over 72%. It is evident that the pupils of higher mentality go on with advanced education as shown by the percentages of 31.43% for the "A" group and 2e.143 for the "B” group. The group for whon no letter ratings were ootainable seem to be about average except for the large number of unerployed, the percent being 54.153. The types of employ ent in which the graduates are engaged in relation to their mental rating is shown by Tables XXXIX, XL, XLI, and XLII. These show that the pupils with "A" and "3" mental ratings connand the lar- ger salary. The group for which no ratings were avail— able have slightly the best earning average. The pupils with the "C" nental rating are approxihately 320 a :onth .- o) L) lower than the other groups. The facts shown in Tables XXXVIII to XLII are in accordance with sohe of the findings of Dr. Purdom of the University of Hichigan who has recently completed a COh— prehensive study of the success of aichijan High School graduates at various Colleges in the State. Dr. Prudon checked the progress made by all the graduates of Richigan High Schools to see what percent from each high school failed to Lake good at college. He also obtained the avera e mental rating of all the grad— uates who entered college from each high school. He dis- covered one high schodl whose graduates were 10% below the average in mentality, yet only 8% of those 3 aduates failed at college. In the case of another high school whose graduates were 103 above the average in hentality, exactly 503 of those graduates failed at college. This scene to indicate that it is not so nuch what the pupil's mental capacity is but rather the degree of initiative and willina‘ess to work that really counts. Those of superior ability often get into the habit of not working in school and the habit seens to carry over in after life. 61 TABLE AAXVIII POST- GRA"UATE STAPUS OB GRADJ YES OF DIFFEREKT LEKTAL RATINGS hunber of :Kuxoer Per-..u oer Un-zPer—: lo at:Per—:humber:Per— fl ‘ ' v " o t L". . yad_;cent' ° ‘ ”A” : : : : : : : : Rating : 17 :48.8: 7 :30 : 11 :31.4: 0 : OD 73' ° : : : : : : "B" U; : : : : : : . Rating : 14 :48.3: 8 :30.7: 7 :24.1: 8 . 8.3 29: : : : : : : . ”C” : : : : : : : . Rating : 13 :78.2: 2 :ll.l: 3 :18.7: 0 : SO 18: : : : : : : : Rating . : ° : : : : : Unknown : 17 :41.5: 14 :34.1: 8 :19 5: 2 : 4.3 41: : . : : : : : TABLE XXXIX TYPE OF EXPLOYIENT GRADUATES WITH AN "A" MENTAL RATING ARE ENGAGED IN AT THE PRESENT TIAE Type of Work : Number Eggloyed : honthly Salary : : @100 $100 Stenoqrapher : 4 £100 3 85 ‘ : $785 $ 85 Office Clerk : 3 . ? : . 385 3‘50 Store Clerk : 3 : 7 Receiving 313,: 2 : 3 9w 5 89 Printer : 8 : $130 $ 72 Teacher : 1 . 3155 Tool Maker : l : g 55 Trainer : 1 : 7 'Average Salary $88.81 TABLE XL ‘ TYPE OF EkPLOYhEHT GRAD ATES WITH A "s" hENTAL RATING ARE ENGAGED IN AT THE PRESENT TIkE ‘- honthly Salary _TYQ§ of Work : Number Enoloyed : foi 3 Clark E a _}aioo assizgeo Bookkeeper i 8 E 330 $40 7 House Work ; l 3 L33 Gas Station AT; _ l i _3100 Sailor E 1 Li 3110 Sales,Qlerk : l E ? Signograoher ; l _; 8100 Teacher 2 1 g also i_ Timekeeper : l 2 $185 Waiter E l g ? Haitress ; l . g 348 Average Wage $87.35 63 TABLE XLI TYPE or ELPLOYLENT GRADUATES WITH A "C" MENTAL RATING ARE EGAGED IN AT THE PRESENT TIEE rg Type of Work : Number Engloyed : Eonthly Salary Salesman : 8 : $30 7 Stenographer : 2 : $85 $48 Auto Mechanic : 1 : ? Egaftsman : l : $100 Worker : : A Pharmaceutical : l : 960 Comptometer : : . Operator : 1 : $90 gather : l : ? 3 . Mechanic : l : §7~ Printer : l : $84 Radio Mechanic : l . ? Telegraph : : “i Operator : l : §85 Average Wage $59.53 TABLE XLII TYPE OF EEPLOYEENT GRADUATES WHOSE RENTAL RATING IS NOTKN WE ARE ENGAGED IN AT THE PRESENT TIME 1 =:Tybe of Work : Number Employed : Monthly Salary Clerk E 4 E Eco _E24 7 ? Stenogragher ; 4 Q 3100 $72 972 ? Office Clerk E 2 I 385 7 Nurse 2 2 : $125 $80 Teacher 2 2 2 $155 $130 Bookkeeper : . . Machinist : 1 each : $105 3200 Receiving Clerk ; l : E40 Average Wage§90.29 64 Relation of Record in High School and Occupational Record after Graduation. The scholastic records of the graduates of the Fordson High School were examined and the pupils group- ed according to their average grade earned while in high school. The pupils were divided into the follow- ing grade groups: "A" average, "3" average, "0" average, and "D" average. In dividing the graduates according to achievement it was discovered that 8% was in the "A" group, 59% in the "B" group, 53% in the "C" group and 1% in the "D" group. In comparison, the division of the graduates according to mental rating shows 88% in the "A" group, 84% in the "B" group, 15$ in the "0" group and 55% in the unknown group. In table XLIIIwe find 50% of those with "A" grades are working and 50% are at school, while those with "A" mentality show 48.5% working, 51.5% at school and 80% unemployed. In comparing those receiving "B” grades in 801001, .4 .‘O 49% are employed, 123 are unemployed, 55‘ I are at school and 4% are married. (Table XLIII) In comparison, the "B" mentality group shows 48% working, Blfi‘unemployed, 24f at school and 7% married. Those receiving "C" grades in school show 55% em- ployed, 55% unemployed, 10% at school and 43 married; I (Table XL III) while those in the "0" mentality group 65 have 72$ employed, 11$ unemployed, 17$ at school and none married. This rather indicates hat low mental rating is no great handicap in securing employment. There was only one graduate in the "D" graie grog) and he was unemployed. The outstanding variation is in regard to salaries. Tables KLZV, XLV, XLVI.. These show that the earning of the graduates show a positive relationship to their average marks earned in high school. The average sal— ary of those in the "A" grade group is $185 monthly, those in the "B" grade group earn on the average $95.15 monthly, and those in the "C" grade group earn on the average $59.57 monthly. In comparison the salaries of the graduates when grouped by mental rating show quite a variation. Table 49 shows the differences. The "A" mental group average wage is $88.21 or $51.79 a month less than the "A" grade group. The "B" mental group average wage is $87.55 or $8.88 a month less than the "5" grade group While the "C“ mental group average wage is $59.55 and the ”C” grade group is $59.57 or 54¢ a month less. This indicates that regardless of the native mental ability of the graduate, if he or she works diligently and develops work habits in school, those haoits will carry over after graduation and will be refledted in greater earning capacity. O.) 0) q It is interesting to note that 80% or the graduates continuing their education are in the "A" and "B" grade groups. The majority of the six graduates in the "C" grade group are attending either business or husic schools. TABLE XLIII POST—u‘ RADUATE STATUS OF GRA .DLATES OF DIFFE RE NT GRADE RATINGS OE TAI IJED IN HIGH SCHOOL Runner ofzfiuuber :Per-ziunber Un-z Per-:No. at: Per— Grsc- tes:”or{1n cent: emolgyed :cent: Schoolzcent WAIT Grade 10 g- :7; D F; 5 O OO 5 50 (fl 0 "B” Grade 84 49 6 12 17 35 2 4 10 O) 53 33 DO U lOO .. - = on .0 .0 .0 00 I. O. 00 co co .0 00 O. O. O. .0 O. O. .0 O. .- .. O. O. 0. O. o. .0 0. 0. .0 I. .0 o. co .0 O. O. .0 o. 0- O. O. O. 00 .0 o. .0 00 O. o. co 0. no to to 00 to lo .0 .0 O. .0 .0 O. .0 O. .0 Co .0 .0 o. TYPE OF ELPLCYLEKT TABLE XL I V GRADUATES WITH AN 67 "Au GRADE IN HIGH SCHOOL ARE ENGAGED IN AT THE PRESENT TIE“ Tyoe of Work : Number Employed : fionthly_Selary Teacher E 3 . E 3155 $155 $130 Stenogragher ; a $100 $85 TYPE OF EZPLOYUENT GRADUATES WITH A "E" IN HIGH SCHOOL ARE '2 Average Salary $14 TABLE XLV GRADE ENGAGED IN AT THE PRESENT TINE Type of Work 71 .L N umb e r 11.22133 1 0 1e d Monthly Salary : §$I1o $110 $95 $92 Office Clerk : lO :g85 $85 §§O $BO_$4O store Clerk : 2 : $50 ? Bookkeeper : 8 : 3100 i105 Comptometer : : Operator : l : $90 Draftsman : 1 : $100 Gas St. Attend. : 1 : $100 Machinist : 1 : $230 Nurse 2 1 1 £125 Stenograoher : l : ? Sailor : l : $110 5 _ 3 Trainer : l : ? Tfiol Maker : l : §56 Teacher : l : 3130 Average Salary $98.15 68 TABLE XLVI TYPE OFE ' PLOM’lENT GRADUATES WITH A "G" GRADE IN HIGH SCHOOL ARE MN AG ED IN AT THE PRESENT TIME Type of Work : Hurher Eroloyed : OfluPlj Sa.lery Re : a85 £50 .04 Store “lerk : 8 : ? ? ? : : . .~:lZQ $100 Stenographer : 5 : $78 $73 548 Office Clerk : 3 . $120 $85 $85 Book:eeoe . 3 . $00 $40 Printer . 2 ; $72 334 fialesman : 2 : $30 ? . P House Work : l : _380 Lather : : ? Laborer : 1 each : $100 Mechanic : 8 : $78 ? Press Helper : : S100 Radio Mechanic: 1 each : 7 . . . It, A Rece1v1ng Clerk :oO Timekeeper : 1 each 3125 Waiter . : : ? Waitress : 1 each 548 Avera.s e Salary S89. 67 TABLE XLVII COHPARISON OF GRADUATES WITH "A" HENTAL RATING AND THOSE . WITH AN "A" AVERAGE GRADE IN SCHOOL WITH GRADUATE RECORR Type of :Number of:Number :Number Un+Number at:Number Rating:Graduates:Working:employed : bchool :Married "A" Mental: : : : : Rating 1; 35 L 17 1 7 1 11 : O "A" Graaé : : , ; : Average ; lO ; 5 ; O ; 5 : O Percent of; : ; ; : "A" Rating; 88% ; 48.5%; 203 ; 51.5% ; 0 Percent of: ; , I ; ; "A" Grade : 5% : 50% : co: : sot : o TABLE XLVIII 'RISON OF GRADUATES HAVING A "B" LENl AL RATING AND C) S? La 3, THDS‘ RECEIVING A"B" AVERAGE G‘LADE IN HIGH SSHOOL WITH 1 f) GRADUATE RE‘OR -o. —— l r atzhumoer Type of :Kunoer of:fUmoer :Huzncer Un¢lm ca Retina :sr.duates:Working:r—yr‘oToVeo : School :Larried WB” ental: : : : : Retina : 29 : 14 : 8 : 7 : 8 "B" Grade: : : : : Average : 49 : P4 : 6 : 17 : 2 Percentof: : : : : "B"Rating: 245 : 4e; : 21% : 84% : 7% _ Percent : : : : : "B"Grades: 595 : 49% : 12; : 55$ : 4§#__ TABLE'XLIX co PARISON or GRADUATES sAvrxc A "c" XEDTAL RATIIG RD racer R“CEIVIIG A "3" AVERAGE GRADE IN 5:35 Gama WITH GRADUATE RECORD Type of :Numoer of:Nuhber :Uunoer Un+Nunoer at:Numoer Rating :Qraduate§;fiorkirr:emoloved : School :Xarried "C“ mental: : : : : Ratina : 18 : l3 1 9 : 3 : O "C" Grade : I z : : Average : S4 : 34 : a1 : 6 : 3 Percent of: : : z : "c" Rating: 15% L 73; z 11? : 17$ : 0 Percent of: : . : ,1 : 9 "3" Grades: .1532 : 552 E 552 : log : 4p 7O Graduates Estimated Value of School Studies and Activities. The subjects” the graduates feel have been most help- ful since leaving school are listed in Table L. . It is only natural for the pupils to list the subjects they use on the job so it is to be expected that commercial subjects would have the largest total as most of the grad- uates are employed in some type of connercial work. Eng- lish ranks second, while Science and Social Science are .tied for third place. In contrast, Table LIIIshows the subjects the pupils feel have not been of much aid since graduation. English was not mentioned once in this list and Commercial only eleven times. Language and Mathematics head the list on this chart, while on Table L they are the lower groups. It is undoubtedly true that in many instances where the pupil feels a subject has not been helpful that he or she fails to realize in what way that subject may have aided. In cultural value and general educational back- ground all subjects have a value. However, it was the purpose of these particular questions to determine what group of subjects actually are the most useful after getting out on the job. The activities engaged in at high school that seem to have value after graduation are given in Table LI. "Athletics" head this list with "Music" and "Drematics" and "Clubs" being fairly evenly distributed. 71 The ways the activities engaged in at high school have been of benefit are shown by Table LII- "Soc— ially" is the main reason given with "Poise” and "Self- expression" following closely. ,The activities that have been of assistance since graduation are found 'The small total of 13 listed is quite that the majority of pupils do derive from the various forms of activities. TABLE LII WAYS IN WHICH ACTIVITIES HAVE HELPED THE GRADUAT Socially I Poise and Self—expression Meeting PeOple EXperience I Physically Argumentation & Thinking Activities for Leisure Improved Writing Cultural monologues-QUE) SIDS“ GRADUATION Financially General Education Aid in ‘tudies Knowledge in Music Singing in Choir Teaching Singing Confidence Reasoning Follow Instructions practically no in Table LIII. conclusive evidence some useful benefit DJ I—JHHHNNN 72 flu- mefipenom" Hun wqflmwmmm " u .“Hnnmqusfismu cadnsmu ” .uauamocwne “ Hun GOapoow u A v wnauafidm“ nonm hwamuanu A ”mqufiawhn “ Hun pnqusofipwnooomu. u Hecanwnomgu mnuaoapmodnm u maomuaflmfimmgm"muumafipmwpnu Heofimmnmuannonwo "Huawsnmoumnmonm “ mun canon” wafinoumnnonmnm" mzfigowan all amfiammasom"usuamemooumluchwquwnmonm 0pdmu_ AmHv flaw ".soac u away msomnwfifloomfimuenfixwamaom“omeMdmA"HwfinpmdonH IIMHHH o. ‘C on 00 20H845Q4mc WOZHm Abhmmb Bmofi Mme ZMHm Mbwm MbMHHmm mmedhadmw BHBo¢ 74 “ "Hun A u u u " unHanmammem" H u u u "H . st u u u u u u HmHonmssoou " u u H saw" um nuanpnogm" u u "H hump m EmH u “Anna "w Homozmoum HwnmnoonH nmaqwamu roaostnB uHmuHSOSHH mcfipmmnnu qumomMMoomum hmOHonnm moflsoqoomum A gononmnn Hwnmcmw m qupobcum monm “ "an: _ “on: "w hmOHoHoomub Hmnmmmoum mnpode uosm thm" mufinommu mmeHsammheuthmHamnoumH knapmHmumH quwHuoH hnpmaoow R: u 73 u :3 u :2 u may u $3 " 6.0; mfiommouHmHspmquH " HwHosoHSoo u oomoHom u moanom HmHoom " deWquH u mOprSozme aHHoomHEH " u _ A .hl ” n . ZQESGEe ”Sam Si» 02 mo Emm Gem asaflmm $9.835 and Show meg 3 egg msomampm HS mafia 75 Hun nsHo HwfispmoenH Hun ndHo ome Hudeo nouohm HI... .nwofldoo u u u u HI... QHSHO puoodpm " u u " HmHosoaaoo Hnnmmwm Hoogom u u u u Hun mu- mefipepmm " a u u u mean oapmHepa E . a c: s .E u E u E msomcwHHoomHE " owns: " mOHpmngd " moprEwHQ u. mpsHo .ZOHedbmde MOZHW HMMB OB mofl<8mHmm4 02 mo Emmm m>¢m M>MHHmm mMB¢DQ¢mU yams geomom meHm ea 2H omoaeam mmHaH>Haoa bHH mqmdB . The results of this study may now be reviewed and summarized. The reSponse‘to the questionnaire by 38.37% of the raduates was not a high percentage because of the ffrw k . recency of their.graduation. Many of the graduates, when called upon personally, said they thought it would be of no aid for them to send in the questionnaire because they were unemployed and had done nothing since leaving high school. So it iquuite possible that the number of un— employed as shown by this study is lower than it would have been if a larger percentage of the graduates had reported. The percentage of foreign born parents seems exceed— ingly large but probably would be the same in similar industrial cities. Practically one half of the graduates are of foreign parents although American born. One of the most striking things brought out in this study was the small number of male graduates who follow; ed the occupation of their fathers. As host of the fathers have worked in the i1dustrial plants in which employrent is at present at an aonormally low level, it is easily seen that it has been practically impossible for most of the graduates to follow their father's occup— ation even if they desired to do so. dresent occupation of The tendency, as shown by the I" the graduates, is toward occupations of a cohrercial 7? nature. Approximately 503 of all the graduates are en- gaged in com ercial positions rangin from stenogravhers 1 K) O .l and office clerks to clerks in the chain stores. This condition would seem to make it desiraole that SOme definite training for business be included in every pupil's course regardless of what course it is. O C.) I...) *4 (I‘ qr (D Tne fact tiat approximately only 53: of the ') preparatory iraduates entered college was rather sur— prising. Of course, present conditions have a great influence upon many of the graduates. Ordinarily the number entering college should be considerably higher. A comparatively few of the graduates reported that they experienced difficulties in choosing their life occupation. The fact that the majority of the pupils decided upon their life occupation while in Junior or Senior High Scnool indica es hat the vocational guidance given in school may have been an important factor in tnis host of the graduates chose an occupation because they liked that particular work.' This would seem to in- dicate that the parents of the graduates are allowing their children more freedom in their choice of an occup— ation than was formerly the case. It is a very desir— able condition as success in life is more likely to come from doing what one likes to do rather than from doing what one is forced b circumstances to do. 78 The relationship between the graduates' average marks in school and their success fairly close. The salary of school was approximately $30 a those having nonth . fter graduation is ' fl (4 a "B“ grade in more than those haV~ grade are ing a "C" grade, and the graduates having a "A" earning approximately $30 a month more than the "B" grade group. There was no unemployaent among the “A” grade grog) and only a small percentage of unemployed in the "B" grrle group. From these results it would seen that the pupils who are able to attain high ach ieveg QT“ Qty-L. t in high school 'would have fair prospects of obtaining employuent after graduation with better than average salary. The grouping v rating follows fairly close the of the graduates according to mental rouping. There ,';I‘" a- — --~--~ - w“— - 9 I K a "I 1 1 . (I i. ' ' «w ... I a- a—s- IC"—-.- ‘0 Q“ .l - -".§-. '0 - 5 ...—c. .. ......- ...—-.. w.-. .- ......--...... “.....-l ...... -..-..-... ... ......_.._.....,. . .. .._--... 7.. .- _ .. .- ... 1....--“ -- ......- . 1' flat subjects in high school have not been of assistance to you since graduation?_1;"_m__ . .. - . -~. .. ‘. n---“- ow»... ~ua“-. 4n... _. o a... . ~ ‘0'... l 'Pfla‘t 8 Gt 3' V]. -tj BS? - -. . .. ......— --- ... ......,..~...... 4- -.-..o . . o..- o-v-Om — v V“ Io *0 4‘ IO-~~‘~-l°—-.——.V ----4--~~--~- -- --'»-»-- -~-- u u ‘u- «~n- m.“ ... .—.—..~.~ .. -~--o ~— «---~.—- w...’ .— ... W a. .- . .- t — . . .. i is your employer ever discussed your high school training with you?_”~_m_lf so9 what 18 —-~——..-—~-~o——n ~00 n... a— ...- .)he nature of his suggestions? Mm-wsi_iii-wn.li-loiiin “T“””'*“"““”" ( ~ ' ~¢~ ...-........~.~......w.._... .. ... w ‘. .. ...—... ...... ..-..-n-- ... . .. -.-..... .. . . . .. .-...--......-«_..-—o. ...... .-.-... - .. ...-“u... o-.—-—- ~ow-»—-- .. .. an .C-v—O’ —‘0--" -— —-~-— mu - ~-- 4* .0 av- .— '- v-~- - -‘ ~‘- ' l . ‘ ~ »- o v w...- ‘ ' ‘anm .- . . . , a / What are some duties now being demanded of you that your high school training could have prepared you to meet? m_-"*«mmww _.“_g_nmn“~wwflg_wtdflw_vma,,m_m___*-_oi-__.-h._".n--i.m-- -... ~ ‘- ~0~~~ -~-- .. -. «.....- ym .- .. ... ... .. - .... .- ....--_.. .. ...... ...—.... ..-..- .. .. - -- .. .- . . i .. ... .. .. --. . .- .. o “ ... ~ a--- ....“C..- ....‘-‘.~ I‘ >. o. ‘. DOA- - - o ‘ § 5 What suggestions can you offer for the improvement of the work offered in high school?““. / ‘ .M.‘ ma....-....... .--.g_ ...... ... -. ..~.........._V.. .. ...... .. .. --.. .. .. _ ..._ -,..... .....,,»—... ...... -~—~-~a- - .~ — ...“-.. ”...-”N... 09‘ . —-’~¢---~.~ ~».— ..hufi-..‘ - u. . .. -.....--.....u......-_.-.....-.-. .....- __--_- ...... ..---.,_... .. ...... ...“... ...-..— ¢”-u.—...— ""“" a . . ‘ ... .g “...- i .... Please use reverse side for additional information. '8]. August 24, 1931 Fordson High School Dearborn, Michigan Dear Friend: Since the organization of the Fordson Public Schools, formerly Springwells, exactly 344 pupils have graduated from the high school. What are these 344 young peoPIe doing now? Where are they? was their high school training sufficiently broad to 4 enable them to step into worth-while positions or go on with further education? In what ways may the training of the high school students be improved? In order to attempt to determine of what value and aid your high school training was to you, I am undertaking a study of all the graduates of the Fordson High School. Enclosed you will find a questionnaire prepared for this purpose. ‘Will you aid me in this by taking 10 minutes to fill out the questions that pertain to you and return in the self-addressed stamped enve10pe? . This study has the approval and support of Superintendent Harvey H. Lowrey and Forrest Averill, our Principal. The aid of every graduate is essential for the success of this under- taking. All information reported in this questionnaire will be regarded as confidential and will be reported only in a group report. Your support will be appreciated. Thank you. Very truly ygurs, - 1 - \L/fiM/f’ VmA-J'Lix, Chairman, Go ercial Department 82 Form v Advanced Intelligence Test—V Misha-d by a... first“; an infigqgggnqggpmge Printed In ‘0. I. A. DETROIT ADVANCED INTELLIGENCE TEST Letter Rating . “0......- DEVISED BY HARRY J. BAKER Instruction Group ..... .... SCORE RECORD Name Years ............ Months ............ .... Pa“ N°' 5”" First Lest. Grade... ........ School City.. Boy .............. Girl ................ 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S. School for Army officers is at l Annapolis 2 Ithaca 3 Washington 4 West Point ( ' ] 4 Diamonds come from 1 elephants 2 mines 3 oysters 4 reefs ( .. j 5 Turquois is usually 1 blue 2 gray 3 red 4 yellow ( J 6 Larceny is used in 1 law 2 medicine 3 pedagogy 4 theology ( I ) 7 The larynx is in the 1 abdomen 2 head 3 neck . 4 shoulder ( 3) ) 8 The penguin is a kind of l bird 2 fish 3 insect .4 reptile ( l ) 9 The aspen is a kind of 1 drink 2 fabric 3 machine 4 tree ( ~ ) 10 Artichoke is a kind of 1 corn 2 hay 3 mineral 4 vegetable ( -- ) 11 The xylophone is used in 1 music 2 plumbing 3 rinting 4 wiring ( 1 ) 12 The Guernsey isakind of 1 cow 2 goat 3 liorse 4 shec ( a ) 13 The pancreas is in the l abdomen 2 chest 3 head 4 sho der ( l ) 14 Rubber comes from 1 hides 2 ore 3 ctrolcum 4 trees ( x; ) 15 Pongce is a kind of 1 dance 2 drink 3 abric 4 food ( > ) 16 Salsify is a kind of 1 fish 2 lizard 3 snake 4 vegetable ( -- ) l7 Gettysburg battlewas in l 1778 2 1812 3 1813 4 1863 ( ) 18 The “Scarlet Letter" was written by l Defoe 2 Hawthorne 3 Kipling 4 Poe . ( ) 19 Largo‘was composed by 1 Bach 2 Handel 3 Hayden 4 Mozart ( ) 2O Cheviot is the name of a 1 drink 2 dance 3 fabric 4 food ( ) 21 Newton was famous in 1 education 2 politics 3 science 4 war ( ) 22 “The Raven” was written by 1 Hawthorne 2 Kipling 3 Poe 4 Scott ( ) 23 Entomology isastudy of 1 birds 2 insects 3 minerals 4 stars ( ) 24 Wesley was famous in 1 politics 2 religion 3 science 4 war ( ) 25 The world's oldest city is thought to be 1 Damascus 2 Jerusalem 3 London 4 Paris ( ) 26 The ampere measures 1 electricity 2 rainfall 3 water 4 wind ( ‘ ) 27 Spare is a term used in l bowling 2 football 3 hockey 4 tennis ( ) 28 Pcstalozzi was a l musician 2 educator 3 aintcr 4 statesman ( ... ) 29 Mauve is the name of a 1 color 2 drink 3 abric 4 food ( " ) 3O Mica is a kind of 1 gas 2 liquid 3 mineral 4 vegetable ' ( ) 31 F alstafi‘ appears in l Hamlet 2 Henry IV 3 Oliver Twist 4 Romola ( jg ) 32 “To lob"lsaterm uscdin 1 football 2 golf 3 hockey 4 tennis ( ) 33 Antitoxin is used for 1 di htheria 2 drowning 3 manicuring 4 tonsillectomy( . ) 34 The bassoon is used in l fis ing 2 music 3 printing 4 wiring ( ”J ) 35 The teddcr is used in 1 athletics 2 farming 3 fishing 4 hunting ( - ) 36 An ornithologist studies 1 birds 2 bugs 3 stars 4 stones ( ) 37 Frocbcl fostered the 1 College 2 Kindergarten 3 Platoon 4 Trade School School ( ) 38 Paleology is the study of 1 antiquities 2 flowers 3 rocks 4 stars ( - ) 39 Pythagoras is famous in l chemistry 2 mathematics 3 medicine 4 war ( , ) 40 The dibblc is used in l farming 2 fishing 3 hunting 4 plumbing ( -' ) Score ......... Part 2 vvvvv VVVVV VVVVV VVVVV VVVVV VVVVV Vvvvv vvvvv Line A empty 1 barren 2 free 3 full 4 vacant 5 void ( ) 1 near 1 adjacent 2 close 3 far 4 present 5 ready ( 2 tail 1 bankrupt 2 credit 3 false 4 succeed 5 weak ( 3 often 1 common 2 daily 3 frequent 4 seldom 5 times ( 4 prevent l assist 2 avert 3 delay 4 hinder 5 preclude ( 5 confirm 1 church 2 corroborate 3 deny 4 establish 5 report ( 6 accumulate 1 amass 2 gather 3 hoard 4 scatter 5 wealth ‘( 7 eager 1 earnest 2 indifferent 3 keen 4 sharp 5 zealous ( 8 divide 1 add 2 multiply 3 numbers 4 quotient 5 subtract ( 9 corrupt l deprave 2 laws 3 pure 4 rotten 5 tainted ( 10 monotonous 1 dreary 2 dull 3 tedious 4 uniform 5 varied ( 11 reverence l adoration 2 desecration 3 devotion 4 respect 5 veneration ( l2 anxiety 1 concern 2 confidence 3 fear 4 solicitude 5 worry ( 13 irksome 1 burdensome 2 fatiguing 3 humdrum 4 pleasing 5 task ( l4 apprehension l anger 2 confidence 3 dread 4 fear 5 presentment( 15 immune 1 diphtheria 2 disease 3 exempt 4 fever 5 susceptible ( 16 efl'eminate l ephemeral 2 feminine 3 masculine 4 weak 5 voluptuous ( 17 sterile 1 barren 2 desert 3 dry 4 fertile 5 flowers ( l8 hinder 1 check 2 embarrass 3 delay 4 help 5 prevent ( l9 convoke l assembly 2 church 3 dismiss 4 rebuke 5 summon ( 2O palliate 1 conceal 2 crime 3 exculpate 4 extenuate 5 strengthen ( 21 acute 1 angle, 2 geometry 3 obtuse 4 pointed 5 sharp ( 22 apathy l appetite 2 calmness 3 enthusiasm 4 indifference 5 stoicism ( 23 infinite 1 definite 2 finite 3 infidel 4 infirm 5 truth ( 24 perfunctory l careful 2 decreased 3 indifferent 4 mechanical 5 superficial ( 25 assiduous l diligent 2 laborious 3 persevering 4 sedulous 5 superficial ( 26 erudite 1 eruption 2 ignorant 3 learned 4 scholarly 5 wise ( 27 pertinent l essential 2 impertinent 3 polite 4 saucy 5 superfluous ( 28 autocracy 1 automobile 2 democracy 3 despotism 4 kaiser 5 king ( 29 celibate 1 bachelor 2 clergy 3 holiday 4 married 5 widower ( 30 celestial l divine 2 reverence 3 spiritual 4 terrestrial 5 veneration ( 31 hyperopia l astigmatism 2 exophoria 3 hydrogen 4 hyperbola 5 myopia ( 32 obdurate 1 hardened 2 inflexible 3 inured 4 obstinate 5 susceptible ( 33 latent l ambergris 2 apparent 3 dormant 4 quiescent 5 secret ( 34 proclivity l aptitude 2 aversion 3 facility 4 inclination 5 proneness ( 35 ecstasy 1 apathy ' 2 bliss 3 exaltation 4 exuberance 5 rapture ( 36 putrid 1 decayed 2 garbage 3 ptomaine 4 stale 5 wholesome ( 37 execrate 1 bless 2 curse 3 deny ' 4 detest 5 imprecate ( 38 lugubrious 1 cheerful 2 doleful 3 dreary 4 inebriate 5 maudlin ( 39 abstruse 1 concealed 2 latent 3 obtuse 4 obvious 5 recondite ( 4O irnpecunious l destitute 2 pecuniary 3 poor 4 simple 5 wealthy ( Score ..................... Part 3 Score-.- Line A 1 apple 2 banana 3 lemon 4 pear 5 potato ( J 1 1 bread 2 cake 3 doughnut 4 pie 5 pumpkin ( J 2 1 Boston 2 Chicago 3 Detroit 4 Pittsburgh 5 Utah ( J 3 1 add 2 borrow 3 divide 4 multiply 5 subtract ( J 4 1 Airedale 2 Angora 3 Collie 4 Poodle 5 Shepherd ( J 5 1 gram 2 kilogram 3 ounce 4 pound 5 quart ( J 6 1 automobile 2 radio 3 cable 4 telegraph 5 telephone ( J 7 l alto 2 baritone ‘ 3 falsetto 4 soprano 5 tenor ( J 8 1 bottom 2 box 3 edges 4 sides 5 top ( J 9 1 blue 2 green 3 red 4 white 5 yellow ( J 10 1 dust 2 mist 3 rain 4 sleet 5 snow ( J 11 l governor 2 judge 3 president 4 representative 5 senator ( J 12 1 eighth 2 fourth 3 ninth 4 sixth 5 tenth ( J 13 l cotton 2 flax 3 leather 4 shoes 5 wool ( J 14 1 bones 2 feathers 3 fur 4 hair 5 scales ( J 15 ' l giraffe 2 hippopotamus 3 lion 4~tiger 5 zebra ( J 16 1 Foch 2 Haig 3 Joffre 4 Pershing 5 Poincare ( J 17 l cavern 2 darkness 3 subway 4 tunnel 5 well ( J 18 1 Chandler 2 Cole 3 Hudson 4 Nash 5 Studebaker ( J 19 l antenna 2 battery 3 carburetor 4 differential 5 generator ( J 20 1 Elks 2 Maccabees 3 Masons 4 Odd Fellows 5 Unitarians ( J 21 l cypress 2 elm 3 evergreen 4 pine 5 spruce ( J 22 l arson 2 assault 3 jail 4 larceny 5 murder ( J 23 l circle 2 cube 3 ellipse 4 rectangle 5 square ( J 24 1 leopard 2 lion 3 monkey 4 puma 5 tiger ( J .25 1 eating 2 feeling 3 hearing 4 seeing 5 smelling ( J 26 1 Dempsey 2 Grey 3 Lewis 4 Shaw 5 Wright ( J 27 1 appoggiatura 2 rest 3 slumber 4 staccato 5 trill ( J 28 l celery 2 cucumber 3 potato 4 onion 5 radish ( J 29 1 Durham 2 Guernsey 3 Holstein 4 Jersey 5 Leghorn ( J 30 l brook 2 creek 3 river 4 run 5 water ( J 31 1 charity 2 devoutness 3 homage 4 respect 5 reverence ( J 32 l cochlea 2 pinna 3 retina 4 tympanum 5 vestibule ( J 33 1 clarinet 2 cornet 3 horn 4 trombone 5 violin ( J 34 l asterisk 2 asteroid 3 comet 4 meteor , 5 nebula ( J 35 1 Calvin 2 Franklin 3 Luther 4 Wesley 5 Zwingli ( J 36 1 alluring 2 charming 3 dainty 4 pleasing 5 repulsive ( J 37 ' 1 Cornell 2 Dartmouth 3 Harvard 4 Ithaca 5 Princeton ( J 38 l amethyst 2 diamond 3 emerald 4 porpoise 5 ruby ( J 39 1 Bach 2 Beethoven 3 Ebert 4 Mozart 5 Schubert ( J 40 l kidneys 2 liver 3 pancreas 4 sublingual 5 trachea ( J Part 4 Line A 12 14 10 Line B ))))))))))))))))))))))))) ((((((((((((((((((((((((( 4. 2111.. 19 22215 24 4.222 1 1 1 77 756416070712644213M66543O 3 21131712161411 3 214.2 1 1 21 70025738104761264737582940 21 11 316111313118210152 l 6567315361317603438649576 2.1 11 2 521 .12 221617.712 50070075668975855163986692 22 1 32 211315 4.51 454.954.292544.251000076465631 1?. 23 3 313 931 30009112222121282579120711 12 14.. 3 411 91111 1 123456789012345678901234.5 1.111111111222222 Part 5 2.442. 42.2.4 4514 Part 6 Line A l maniger 2 mannager 3 managir 4 manager 5 manijar ( ) l l anual 2 annual 3 anneul 4 annueal 5 annuall ( J 2 1 comittee 2 commitee 3 committee 4 comitie 5 commttee ( J 3 1 seperate 2 separate 3 sepparate 4 sepereate 5 seporate ( ) 4 1 prelinimary 2 pliminary 3 preliminary 4 prelimunary 5 prelimay ( J 5 I reccomend 2 recamend 3 recmmend 4 recommend 5 recammend ( J 6 1 convient 2 convienent 3 conveinent 4 convenent 5 convenient ( J 7 l emence 2 immence 3 immanse 4 immense 5 imense ( ) 8 1 disiese 2 desease 3 diseace 4 disease 5 diseasce ( J 9 1 physician 2 physican 3 phsichain 4 physicain 5 physisian ( J 10 l leisure 2 leasure 3 leesure 4 liesure 5 leiseure ( J 11 1 sincerly 2 sincirely 3 sincerely 4 sincearly 5 sinserly ( J 12 l surgion 2 surgen 3 surgon 4 surgeon 5 sergion ( J 13 l arkward 2 akward 3 awkard 4 awkwerd 5 awkward ( J 14 1 sovreign 2 soveriegn 3 souvrign 4 sovereign 5 sovern ( ) 15 1 approperate 2 appropiate 3 aproppriate 4 appropreate 5 appropriate ( J 16 1 misspell 2 mispell 3 misppell 4 misspel 5 mispel ( J 17 1 privalage 2 privilage 3 privilege 4 privelige 5 p'rivalege ( J 18 l kearosene 2 kirosene 3 karisine 4 kerrasene 5 kerosene ( ) 19 l disapline 2 discapline 3 disipline 4 discipline 5 disaplin ( ) 2O 1 morgage 2 mortgage 3 mortage 4 mortgaige 5 mortguage ( J 21 1 ocassionaly 2 occassanally 3 occasionaly 4 occasionally 5 ocasanly ( J 22 1 villian 2 vilain 3 villain 4 villan 5 villean ( J 23 l pneumonia 2 phneumona 3 pnuemonia 4 pneumonea 5 pneuonia ( J 24 l restraunt 2 restaurant 3 resterant 4 resteraunt 5 restuarant ( J 25 1 alluminum 2 alunimum 3 alumium 4 aluminum 5 aliumun ( J 26 1 seceptible 2 susceptable 3 sussceptble 4 succeptible 5 susceptible ( J 27 1 diphtherea 2 diphtheria 3 diphteria 4 diptheria 5 dipteria ( J 28 l chauffeur 2 cheaulfor 3 chauffer 4 chaufeur 5 chaufer ( J 29 1 coraborate 2 corobborate 3 corroborate 4 coroberate 5 corobberate ( J 30 l repecussion 2 repercussion 3 reppercussion 4 repericussion 5 repercusion ( J 31 1 superscilious 2 supercillious 3 supersilious 4 supercilious , 5 supersillious ( J 32 1 parsemonious 2 parsimonous 3 parsymonious 4 parsamonious 5 parsimonious( ) 33 l souvener 2 souvonier 3 sovenier 4 souvinir 5 souvenir ( J 34 l rhinocerous 2 rhienoceros 3 rhinoceros 4 rhynoceros 5 rhinosorus ( J 35 1 cellibate 2 celivate 3 selibate 4 selebate 5 celibate ( J 36 1 phelgm 2 phlegm 3 phlem 4 phlegmn 5 phylem ( ' J 37 l hemorridge 2 hemorage 3 hemorrhage 4 hemerige 5 hemmorage ( J 38 l acoustics 2 acoustrics 3 accoustics 4 acustics 5 acoustice ( J 39 l ephiphysis 2 epiphysis 3 epipysis 4 epaphysis 5 epiphisis . ( J 40 l ellemosynary 2 elemosynary 3 eelemosinary 4 eleemosynary 5 eleemosinary ( ) Score... Part 7 Line A eye-see :: ear— 1 face 2 hear 3 light 4 sound ( J l leopard-zebra :: spots- 1 head 2 legs 3 stripes 4 tail ( J 2 bold-timid :: advance— 1 campaign 2 proceed 3 retreat 4 soldier ( J 3 feather—floats :: rock— 1 ages 2 breaks 3 hill 4 sinks ( J 4 birds-tree :: man- 1 boys 2 house 3 paradise 4 youth ( J 5 dismal—cheerful ;: dark— 1 light 2 night 3 sad 4 starts ( J 6 December-January :: last- 1 day 2 first 3 least 4 month ( J 7 tears-laughter :: sorrow- l distress 2 funeral 3 grief 4 joy ( ) 8 grass—cattle :: bread- 1 bones 2 butter 3 man 4 water ( J 9 pan—tin :: table- 1 chair 2 dishes 3 wood 4 wire ( J 10 sled-runner :: buggy— 1 carriage 2 harness 3 horse 4 wheel ( J 11 floor—ceiling :: ground- 1 earth 2 grass 3 hill 4 sky ( ) 12 aeroplane—boat :: air— 1 dive 2 engine 3 ship 4 water ( J 13 peninsula—land :: bay- 1 boats 2 island 3 ocean ‘ 4 water ( J 14 able-unable :: strong- 1 big 2 ox 3 weak 4 wind ( J 15 pint—quart :: foot— 1 inch 2 mile 3 rod 4 yard ( J 16 past-yesterday :: future— 1 generation 2 present 3 today 4 tomorrow ( J 17 white—black :: seldom— 1 late 2 never 3 often 4 soon ( J 18 granary—wheat :: library- 1 books 2 building 3 corn 4 oats ( J 19 birth—death :: spring- 1 autumn 2 summer 3 water 4 winter ( J 20 writer—bee :: books- 1 hive 2 honey 3 shelves 4 sting ( J 21 tolerate—pain :: welcome— 1 foes 2 illness 3 pleasure 4 work ( J 22 rudder—tail :: ship- I bear 2 bird 3 dog 4 sail ( J 23 sand-glass :: clay— I brick 2 dirt 3 hay 4 stone ( ) 24 moon-earth :: earth- 1 ground 2 Mars 3 sky 4 sun ' ( J 25 historian-facts :: novelist— 1 books 2 fiction 3 poetry 4 writer ( J 26 cold—ice :: heat— 1 coat 2 radiator 3 lightning 4 steam , ( J 27 important-trivial :: blonde— 1 brunette 2 complexion 3 good 4 white ( J 28 hand—trunk :: man— 1 clothes 2 elephant 3 travel 4 woman ( J 29 failure—success :: poverty— 1 charity 2 drink 3 play 4 wealth ( J 30 dawn-dusk :: January— 1 day 2 December 3 last 4 month ( J 31 imitate—invent :: copy- I draw 2 lesson 3 originate 4 pencil ( J 32 pole-equator :: frigid— 1 Africa 2 cold 3 snow 4 torrid ( J 33 hope—despair :: dismal- 1 black 2 cheerful 3 cloudy 4 rain ( ) 34 razor—racket :: shave— 1 board 2 court 3 tennis 4 yard ( J 35 horse—mule :: obedient— 1 dog 2 obey 3 stubborn 4 whip ( J 36 Sunday—Monday :: alpha- 1 beta 2 day 3 delta 4 week ( J 37 engineer—chauffeur :: engine— 1 auto 2 iron 3 launch 4 ship ( J 38 square-circle :: cube— 1 hexagon 2 line 3 round 4 sphere ( J 39 skin-body :: bark- l bite 2 dog 3 leaf 4 tree ( J 40 lead-bullet :: gold— 1 coin 2 copper 3 paper 4 silver ( J Score .......................... ii 1'3ng _l§.‘ap~ {if ..a . 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