A fiR IEAR FOLWW-UP STUDt or KormOE !1:lADI SCHOOL SIUDa'S 11

FIOJ4

SEPrJllmm, 1940 TO SEPrItmlll, 19;0

GlmGE EDWARD WAWOS )/1

thesis eu.bm.itt,ed to the Graduate Faoulty of the

Virginia Polytechnic Institute

in candidacy top the degree of

MASTD OF SCIlWCI

in

Mqf 19"

Blacksburg, Virginia

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The writer wishes to express his appreciation to the many per-

sons who made this study possible.

Grateful acknowledgment is made to Mr. C. C. Fox, Director of

Vocational Education and Mr. L. H. McCue, Principal ot E. C. Glass

High School in L11lchblrg, Virginia for their cooperation in allowing

their private files to be examined and material necessary for the

study to be copied.

To th e one hundred ninety former student s of Monroe Trade School

who were so kind in completing and returning the questionnaire the

writer is es::.ecially grateful. Their cooperation and personal

messages, not only were valuable in compiling and interpreting the

data but reflected the! r genuine interest which was inspring indeed.

The writ·el- 1s indebted to Professors H. W. Sanders and Joseph A.

Schad .for their advice, counsel, and enoouragemen.t. To Professor

T. J. Horne spf3cial thanks is given for the wealth ot intorrm.tion,

assistance, and inspiration given in his course in Methods of Eesea.rch.

It was here tm t the original outline tor the study was made.

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CHAPTER

I INTRODUCTION

Purpose

Scope

'1' erminologr

Basic Assumptions

Historical 3ackground

)lethodology

Review of Literature

II CLASSIFICATION Qf\ S'WDENTS

III RESULTS OF THE QUFSTIONNAlRE

IV SUl<iMARY

V CONCLUSIONS

VI RECOMMPlVDATIONS

VII BIBLIOG:! APHY

VIII VITA

IX APP~1JDICES

Record Blank tor )lonroe Trade School

PAGE

10

11

12

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17

17

20

22

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37

136

145

152

154

156

158

Students (Soholastic) 159

Record Blank for l-Ior:roe Trade School Students (Address) 160

Sample of Questionnaire 161

Sample of Follow-up Letter 166

Sample of Raw Chart Used in Tabulating Results of Questionnaire 167

Table

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ry . j" 'T -."'{ ~~

J..~..i.i':':''')

Page

1 Enrollment and Drop-outs in ~fonroe Trade School 25 Classe~, 1940 - 1950

2 I r,::;de School 3t.udent..s ILel .. tive 28 to T,lork Completed and Number Followed-up in Each

- 1950

3 of ~~roP-Ou'ts in ~ch Tr:.;d$ and 30 Ind~str1al Education Course and the Semester in Which :Jrop-outs

4 ~nrolJJn,.~nt Number of Failur es in Each Trade and 32 Inriu.s~r1al Education Course a.nd the Semester in :Jhict. .. Occu.rred

5 of Tra;ie .,;J cllO"Jl j:,udents in ~~,~lon 34 Classification w'ho Gfadua ted from E. C. Glass High 3cho!:>1, 1940 - 1950

6 of ::i in Each Clas3ific~Jtion t'iho :;rad- ,36 uated from E. C. Glass High School and th e Relative i;~unt of Co;npl:3tcd ut 1-1onroe rrade School

7 cent of the ",~espondeut 5 ;~110 100k in- 37 dus·trial Arts Subjects Offered at Robert E. Lee junior High School

8 3election of Day T::-,ade G?urses ::.t Honroe Trade 39 School by Respondents Relative to Industrial Arts Subjects ::.t ;~.;)bert B. Lee Junior }righ School

9 Number snd ce..'1.t lv1onr;~e rrade 3011001 0tudents 40 Taking Each of the Industrial Arts Courses Orfered at Hobert . Junior Higs.~ School

10 Nu.'llbe::' and cen t t)f ..itudento ill i~ach Classification 41 Who Studied Shop Mathematics at Monroe Trade School

11 Number and Per cent of Students in Each ClassificAtion 42 Shop Hathematics by the hegular Shop

'reacher

12 Number and Per cent of Students in Each Classification 43 ... """" ........ ,', ... Dlueprhlt ~eading at Jldlonroe Trade :Jchool

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Table Page

13 Number and Per cent of Students in Each Classification 44 Who lIfere Taught Blueprint Reading b7" the negular Shop Teacher

14 Number and Per cent of Students in Each Classification 46 who rj,'ook ',training After Leaving E. C. Glass High School and the Type ot School in tihich Training vias Taken

15 Number and Per cent of' Students in Each Classific·:t ion 50 tVllO Complet"ct the Course or Courses Cihey:) tarted

16 A List of Courses 1t aken by Monroe Trade School ;;;tudents 52 After Leaving E. C. Glass High School and the Classi­fication of Students '.( aking Ihem

l¥l Number and Per cent of ;;tuder..ts in Each Classificf"tion 55 ~~iho Gradu(3,ted from College

18 Number and Per cent of Studell ts in FACh Claseitieat ion 57 w'ho 3erved in the Arrneci Foeces During 'florId War

19 Number and Fer cent of Students inSach Classification 57 ;'110 Nere Serving in the Armed Forces at the Time of tht'! Study or {Ie,re lorea.n Veterans

20 liumber and Per cent of Students in Ea..eil Classification 59 Wno Found Their Experience at Monroe Trade School Helped Them in the Service of' Their Country

21 \yaY5 in \~hich Bx~perience at Monroe Trade ~chool helped 60 Student s in &Reh Cl;3ssi fic tion in thfl! Service o.f Th~i r Country

22 Employment ~tatus of Sturlents in ~ach Classific!!tion at the Time Study Was Made

23 ~lumber or Full-time Jobs Held by :ltudents in E~eh CIM..ss- 61:.­i!ication Since Leaving )..tonroe 'l'rade School

2.4 Num.ber of full-tine Jocs held by .stUdents in ~ch Class- 66 ificA,tion and the Number and Per cent 0 r #JODS Related to the ;jhop Course Studied <it ~ior.;.roe 'irade ~)chool

25 Number of Job~ Held. by t~achine .jhop ..I tudm ts i(.ela ted to 67 the Machine Shop Course Studied at Monroe Trade School

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Table Page

'26 Number of Jobs Held by Electrical Stud ent s Rela. ted to 67 the Electrical Course Studied at Monroe Trade School

27 Number of Jobs Held by Radio Students Related to the 68 Radio Course Studied at Monroe Trade School

28 Number of Jobs Held by Sheet Metal Students Related to 68 the Sheet Metal Course Studied at Monroe Trade School

29 Number ot Jobs Held by DrBiting Students Related to the 69 Dra.fting Course Studied at Monroe Trade School

30 NUDber of Jobs Held by Combination Students (Those Taldnc.: 69 More Than One Shop COQrse) Related to the Shop Courses Studied at Monroe Trade School

31 NUJlber ot Jobs Held by Monroe Trade School Students and 70 the Number and Per cent ot Those Related to the Shop Courses Studied at Monroe Trade School

32 Number and Per cent of Students in Each Classification 71 Who Took the First Job Offered Them

33 Number and Per cent ot Students in Each Classification 72 blla Took Their First Job for Income Only

34 Humber and Per cent ot Students in Each Classification 72 Whoae First Job Was Related to the Shop Course They Studied at Monroe Trade School

35 Persons and Agencies trom Whom Monroe Trade School 74 Students Received Help in Securing Their First Job

36 List of Full-time Jobs Held by Students in Each Claas- 76 itication After Leaving Monroe Trade School

37 Rea.sons Why Student s in Each Classification Lett Their 82 Jobs

38 Reasons why Students Lett Their Jobs and the Reia tive 84 Amount of Work They Completed at Monroe Trade School

39 Length of Tine Students in Each Classification Worked 86 Berore Leaving Too r Jobs

40 Length ot Time Students Worked Before Leaving Their He Jobs and the Semesters of Work They Completed at Monroe Trade School

Table

41

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Classification ot Jobs on Which Students Were Working a.t the Time the Study Was Made

Classification ot Jobs on \tlhich Students Were Working at the TiDe ot the Study and the Semesters ot Work Completed at Monroe Trade School

Page

90

92

43 The ExtEllt to Which the Job 8 on \1hich Students Were T~rork- 94 ing a.t the Time ot the StudY' Were Related to the Shop liVork Studied at Monroe Trade School

44 The Extent to Which Jobs on Which StudEllts \vere Working 96 at the TiTre of the Study \oJere aela ted to the Shop i~ork Studied at Monroe Trade School and the Semesters o,t Work Completed at the School

45 Ways in wbich Training at Monroe Tra.de School Helped 98 Students in Each Classification on the Job

46 Number a.nd Per cent ot Student. in Each Classitication 99 Who Thought Shop )iathertr:ttl,ts was Important in The! r ~lork

47 Number and Per carl't of ~:;tudents in Each Classification 100 Who Thought Blueprint Reading Wa.s Important in Their Hork

49

50

51

52

53

List ot High School Subjects That Proved }lTost Helpful to 102 Monroe Trade School Students 1."1 Their vlork and th e C1ass-111e ation of Studen ts Taking Them

Number and Per CE:tl.t of Students in Each Classifie ',tion 103 Who Indicated an Interest 1n Jobs Other Than the Ones on \\ttlich They Were Working at the Time or the Study

List of Jobs in Which Monroe Trade School Student s ~!ere 105 Interested Other Than the Ones on hbich They Were Work-ing at the Time of the Study

Humber and Per cent of Students in Each ClassiticRtiorl 107 Who W.uld Need Special Training tor the Type of \'Jork in Which They Signified Interest

Humber and Per cent ot Students in Each Classification 108 Who Would Like Help in Securing the Type \vork in \,;'hich Th~ Were Interested

Humber and Per cent of Students in Each Cls.ssii'ication 109 Who Signified an Interest in Ta.king Special Tra.ining tor the Type or Work in Which They \lI/ere Interested

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Table P8tge

54 List of Reasons Why Students in Each Classification Took 111 the Shop Course They Did at Monroe Trade School

55 List or Shop Courses Students at Monroe Tra.de School Would 114 Have Selected it They Had Been Offered

56 List ot Shop Courses }I!onroe Trade School StudSl ts in Each 116 Classification Would Select it They Wel~ Offered and the Order ot Their Preference

57 Number and Per cmt of Students in Each Classification 117 'L\'ho Indicated That an Individual's Personality, Attitude Toward Others, and General Y~~ers Help Him Hold a Job

58 r.umber and Per cent of Students in Each Classification 118 Who Indicated that a Course in Personal Relations and Employer-employee Relations Should Be Taught at Monroe Trade School

59 Number of Periods of Shop Work Per Day Students in Each 120 Classification Indicated They ~'Jou1d Preter Taldng

60 Nunber and Per oent of Students in Each Classification 32l. Who Indicated They Would Leave LJ'nchburg to Take Jobs for wl1ich They Had Trained

61 Nwnber and Per cent of Students in F~ch Clasaificlition 122 Who Have Been Employed Outside Lynchburg

A List or Areas Outside Lynchburg Where Monroe Trade l~ School Students in Ea.ch Classific ation Have \~lorked

63 T)'T-W: of vlork Done Outside Lynchburg by Studmts ot }ol1on- 126 roe Trade School in Each Classificatian

64 Numb er and Per cent ot Stu.dents in Each Classification 128 Who viere \4orldng on Jobs Related to the Work They Studied at Monroe Trade School at the Tirl'l,8 of the Study

65 Number and Per cent of Studt!l ts in Each Classificfi tion 129 Who \iere Interested in \"1orkirig on Jobs Related to the Work They 3tudied at Monroe Trade School

66 Marital Status ot Students in Each Classification at 130 the Time of the Stud,.

67 Number of Children Students in Each Classification Had 131 at the Time or til! Stud,.

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Table Page

68 Number and Per cent of' Students in Each Classification 132 Who Indicated TheY' Would Encourage Their Children te Attend the Industrial Department or the New E. C. Glass High S~hool

69 R$&sons Given by Students in Each Classification fbr Not 134 Encouraging Their Children to Attend the Industrial DepartmEl'l1;, 0 r the New E. C. Glass High School

70 Number and Per cent ot Students in Each Classification 135 Who ivould Like a Sum.tnary of the Questi onnalre

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GHAPT8R I

INTRODUCTION

One true measure of successful training in trade preparatory

classes is the ability of the former students of these classes to obtain

and persist in employment in the trades or allied occupations tor

which they received training.

The Digest of Annlla.l Eeperts 11 states thet:

~~ore and more ::tat.es are recognizin g the indis­pensability of an organized eva.luation of their train­ing programs. This development applie e particular 17 to the day trade school graduate. States are recogniz­ing thB.t a. study of placements covering only the first year atter graduation gives a very inadequate picture or the effectiveness of training. Therefore, they are emphasizing the importance of studying the employmen t record of trade school graduates over a five to ten year period.

The value ot a similar study of the fo:mer students of Yonroe Tra.de

School in Lynchburg has long been recognized. In 1952 ster3 were taken

to review the activities of the students who attended the ':H±ool during

the peri od err 19l~O to 1950.

'fhis report represents a study of the scholastic progress of the

s:U hundred seven stuJeHt~ who ;:ittended l!onroe Trade

up study of 34.67 per cent or 190 of the 548 students who suceessru~ly

completed at least one semester of work.

11 Federal Security AgenCy, United states Office of Education, DiS!st or Annual Reoorts of State Boards for Vocational Education, Fiscal Year Ended ,June 30. 1950, Superintendent of Documents, U. S. Government Printing Office, Washington, D. C., page 52.

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Although only slightly more than one third of the total number or

students 'Were con tacted J the study portrays conditions wbi ch may be

representative of the entire group_ Because or early drop.-outs, de­

fense employment opportunities, enlistments into the armed services ot

our country, and steady draft requirements, the enrollment or Monroe

Trade SchGol chGinged continually. rl'he per cent ot students followed­

up represents a random sampling of the entire group of students dis­

tributed over the ten yea,r period.

Purpose

The purpose of this study was to ascertain what the t orll8r stu­

dents of Monroe Trade School had done after leaving school and what

they were doing .::'.t the time of the study. SpecificallY', the Atudy was

directed to determine the following:

1. The shop courses tmt were taught during the ten year period

of 1940 to 195().

2. The number of studen ts enrolled in each shop course.

3. The number of drop-outs and railure~ in each shop CO~l'rse.

4. The number of Nonroe 'trade School students who were gra.duated

from high sehool.

5. The number of studerl ts that entered the trades for which the)"

were trained.

6. The areas in which fo rmer students have been empleyed.

7. 'l'he ways in which training at Monroe Trade School helped the

former students in the service of the lr country.

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8. The type of post-high school training taken by the tormer

students of Nonroe Trade Sehool.

9. The present educational and vocational desires of the former

students of Monroe Trade School.

10. The infQrmation that would be useful in revising the trade

and industrial education cu~riculum of Monroe Trade School.

Seap.!

For rea.ns beyond the control ot the writer, the study had marly

limitations.

1 t included all those high school students who attended Monroe

'rrade School from September 1940 up to but net including September

1950. No other studerlts were included. Six hundred. seven different

students attended the sehoel during the period studied. Because of the

length of tie covered in the study many addresses were incorrect and

few re;cords of the students' present life were on tile. Three hundred

sixty-five student e whose addresses were kno'.l.n vJere selected 8.t random

and questionnaires were sent to them. Sixt:r-s~ven of t.he questionnaires

were returned because of a wrong address. Of the 298 remaining, 190

were answered and returned. This represpnts 63.7 !,F'r" cent of th e stu­

dents contacted. It 1s upon their answers thRt tho follow-up stuQy

wa.s made.

Terminologr

Beca.use of inexact and contusing usa.ge of terminology in voc:~tlonal

education, the writer felt that the educ.;::tional nomencla.ture used in

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this study should be defined nnd described to such an extent that there

woulo be no inoonsistencies to mislead the reader.

InJus trial Hnd educational terms were used throughout the study.

The i:nplicHtions of the writer ct.n only be inferred correctly when

correct interpretation is made of each terln used.

Therefore, for the put'pose of this study, the following terms

shall mean:

1. Industrial Arts Y

2.

Industrial nrts is a phase o! ~ene~~l education that concerns itselt with the materials, pre­cesses, and products ot manufacture, and with the contribution of those engaged in industry. rhe learnings come through the pupil's eX-r:e ~'­iences 'tvith tools and materia.ls and throup:h his study of resultant conditions or life. It is a curriculum area rather than a subject or course, being comparable in th18 respect to t.he language aI'ts.

Industrial arts, therefore .. ha.s general values that apply to all levels, and in a continuous program these values are progressively inten­sive and are cumul~tive in their effect 23 th~ pupil advances in maturity.

Trade and Industrial Education 11 a. Purposes of Education for 'Irades and Industrz

.< ,

'I'he major objccti ve3 of trade and inc .... strial education are:

Y United States Department of the Interior, Office of Education, . Industrial Arts. Its Interpretation in American Schools I Bulletin 1937, No. 34, Superinter.dent of Documents, U. s. Government Printing Office, Washir~ton, D. e. , page 1.

:J/ Federal Security Agency, Office or Education, Administration ot Vocational lkducation, Bulletir1 No.1, Superintendent. of Documents, U.S. Government Pr:blting Orfice, v-Jashington, D.C., p,:iges 61,67,69,70.

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To provide instruction of an extension or supplen;ental type for the further develop­ment of perfnrmance skills, technical knowleage, related industrial inf':>rmation, safety, lmd job judgment for persons al­ready employed in trade ('illd indust ria.l pursuits.

To provide ins~ruction of a prepar~tor:r type in the development of basic manipu­lative skills, safety judgment, tec~~lcal knowledge, and related industrial infor­mation for the purpose of fitting persons tor useful employment in trade and :ind~lS­trial pursuits.

These objectives are attained through various types ot pro grams. Each progr'&Q is specific in purpose And is desi~ed to serve the training needs ot individual L.",:d'Jstrl.al ~;o~'kers.

b. Trade and Industrial Pursuits

Training programs may be organized ~) pro­vide inst~~ction in:

(1) Any industrial pursuit, skilled or semiskilled trade, craft, or occupation which directly functions 1n the designlllg, producing, processing, assembling, main­taining, servicing, or repairing of any manufe,ctured product.

(2) Any service trade or occuna. tion ~<hich is not classified a.s agriculture, business, professional, or homemaking.

(3) Other occupations which are usually consider.ed as teetlnical 8,nd in v.hich workers such as nurses, laboratory assistants, draftsman, and technicians are employed.

c. Trade and Industrial Subjects

Inst.ruction for trade acd industrial pursui ts may include instruction it'! any subject which is planned tC) asstst an individu.'il i.." develoo­ing mani!"ul!1tive skills, sai'ety 2'ractices,

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tra.de morale, and trade judgment I and give him technical knol'lledge or related indus­trial information essential to employmp,nt in the occu:~,tior1 t?r which training is given.

d. Diversified Oceuoations

The ob<1~~cti ve of cooper;~tive training (di­versified occupations) is to provide vo­cational tra:ining through cooperation of the school and industrial and rosiness establishments for groups of youth, 16 yea.rs of age ar.d over, whose indi vidu!tl ern,loymcnt objectives mav differ a,nd whose cooperative agreements provide legA1 emnloyment, systematic training on the job, and suppleroentary instruc+,j.ml in the sohool. Such instruction is wide­ly used to ~rovlde training opportunities

b::>ys :r'd ["i.rIs.

All-day trade tra.ining is gi ven to persons regulnrly enrolled in a full-ti l'Yf!' scho!,)l who hsve s~lp.cted a tr.qde or industrial pursuit, f .. :ld wh~ vush t;:, be p!'ep~T' ed for ust!tul el'lplo:vment in th at pursuit. The training given is comprehensive and inc ludes in­struction in l'Mnipulative nt'Ocesses a rd also in thoa8 t .. ~c{lI .. ical (:ind oth er rel-;ted $Ilbjects »,hich ar" needed b i the skilled and comoetent 'hT'~rker.

r. !.YIH' B Day Trade Training

'l'hi3 tYr~ f)f' d,q'T trade t.rainj.n~ 1.13 one :in 1.rhich the pupils devote one-half of the scho!,)l - not less than thrAEI conS(~cuttve clock-hours - to practical 'WOrk on a useful or productive ba.sis R.nd to related instruction in the neceSS8.r~ technical and otter relnted subjects. The related instruction is given by shop instructor incidental to th~

>'fork durin:~:: ~.;h~ sch~duled three hours.

3. §.!ili.deJ!1 - A nerson ~rho attend~d Hor roe -trade :~chQol at some

time [r, the

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4. SEecial Student - A student who attended !<~onroe Trade

School less thaII three periiJCis per day.

5. Combination Studen~ - A student who took l!'Ore than one shop

course at l~ol1roe 'l'rade School.

6. Combinati~n GrouE, - A group of students vlho took more than

one shop cours~ at rronroe Trade School.

7. ~1onroe Trade Schoo! - An old school building housing the trade

and industria,l ed\.1caUQn departucnt .of E. C. Glass High

School. The bui:L~ng a ppro:dr:: a tely eighty yea.rs old" and

is located on the cornE':r or Eleventh and }.ionroe :,treets in

l.ynchburg, Vi gini;:i, fiv(',; bloc ks from tl. e main high

scheol building. J-tonroe TrHde School is classtfied as a Type

B Day Trade School.

s. E. C. Glass High School - The Lynchburg will te high school

situated on Avenue find Eighth Streets in Lynchburg,

Virginia.

9. Graduate - A person who has completed the high school curriculum

and has received a diploma from E. C. Glass High 3choQl.

10. Shop - A large room or la.boratory in which the shop ',Jork is

taught.

11. Shop Course - A trade and industrial subject taJght at Monroe

Trade School.

12. Student, Classification - ThHre were seven classific :3tions given

the students relr~ting to the shop course in \<\hich they were en­

rolled, nrunel:7' :m.1chine shop, electricity, rr:dio, sht!et metal,

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th~ students in n shop com"se.

§asio Ass~mEtions

;rhe 3tudents who attended lilonroe Trade School are earning their

living in Lynchburg, en d i ts environs in vocations an dallied

vocations .fa T which th£~y 'iere t;-'ained.

ijistorical Baekgr~l~~

t\cc?rdi,n,R to the lQ50 c~rsun, Lynchbpr'g A cit ,dth 47,727

people li:ving within its bordet's. Consi dering it,s environE it, falls

into t.hlft 50,000 class.

It is a ci.ty th::1t hes been E!'raeei'"lllly transformed from a large

tobacco center ~d.th its many factorieS3nd warehouses i11tO a thriving

jobbing Hnd distributlon center ~nd from tnpt into a th):;:"01:ghly !nd'tJ.s-

tri~tl ; '7,ed communi. t.y.

~~mployment opportunities h"3.ve been built aroU11i stoe nnd garment

factories ttva t. rank seconrl to hut a few in th e "Horld; around foundries

producing nationally used products; am around industrie3 :rt2.nufacturillS

hosiery, storage batteries, gears, and other products t.. hat retail in

many for(~ign lands as well as in the United States.

It has its proportionate share of professional Its

doctors, lawyers, clergymen, and teache'!"'5 have particip':ted in State

and National affair-s.

Three top ranking 11b'3ral art colleges are (:en 3. nart of

Lynchburg, each making its contribution ,'1nd havit.,,~ its 'influence on

the population. Two a ..... e ~.ri.thin the city and t:1S third is an

adjoining county. It is the home of a r:v- inst.itution

for bays and a ~l, C 01

kt. t"he time this st.udy was ma.de, there were nu .. 'ner~us elementnry

schoo In, one jun io r school for white

children in Lynch bu~'g. E. IJ. Glass 11igh

School after the city's • )fonroe Trade

School ~\1m5 a subsidtary of c. Glass" the trade and in-

of t,hc

buil,;ling in which j t WB.S housed. The old r~onroe an

toy blocks

from the main c.

trade and 1 ::<.uca tion

deDHrt.';"tent o.r the 11,'1gl': 01 tn the only

educati.on t b"" r-1""" tlI"'~oi'"" l..o ... re Y-~a."" ""1 ""\:,},_,_,;;"" form of v ........ 8 1, '" ".~. <,,,_ '-, J ;;,"'~;:, ..... J < -- ~

industj:"i;;l arts. ?hes€ industr~l.al arts classes C:)r,s of wood-

work:Lng, elec-

tricity, were offered to a lid ted number of high 3ci~1O'.11

alloued to attend classes at th e Robel"t E. Lee Junior :~chool. Be-

'cause of lim! ted only a fellT boys \'-rere adcdt. and J altho ugh

doing ~ore a.dvance:: vrQrk, they \-Jere thB

seventh and eighth puptls. Thi s t., ;me of :In.dust.r-t111 t~d'l.1cation was

strictly industrie,l arts, h'1ving general educP,tton Vf1~lF and d:"d not

attempt to

'the main objective of tb3 }lol1roe Trade :>chool at tb~ tl:-:'le of its

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inception war; to gi'fe specific tr(uning for eL:lployment in the trades

of nm,cli,l..rF~ shop lind elcc't.,ri city. The cot: rses ~'ere set up cn a Type B

day trade basis lr>:he reby thG student 'liould L,Cike three cor~secutive hours

of tl'e shop cour St~ 'ne e~lcl~ day. Courses in reutti~d mathematics

this three hour

trail';.ine:; • The s tudcr:.t wa.:.~ ~l O'liied. iN earn one Carnegie uni t ~f high

school credit each seI:lestor, or t\'/Q unit.s a school year. Six of these

credits could b credit~ l1ecessary for high

school g!".~ ductior..

from its org;~izatior, until the tiIUc of this stud)", Lcnroe 'l1ro.de

School hent througli man;/ Cr~;;G6es. From 193$ until 3aptcmbt!:'r, 1950,

twenty-three dirre'-ent irH;+/rllct,l:::rrs taueht in the 'trade Rl-~d industrial

progral;l. 'r./enty-one of t.hose tal:lght in the 'frade School. 'I'he other

tW() taught div~rsified cccup;':;, ti;)ns in a classroom in ~:. C. Glass High

School. Including ~:!iversified OCcu~)f;4tions, eight different subjects

were offered as a r;art af the high school tr.:aining.

sl:.op , electricity, r;~ dio, a heet lrretal, drafting, relat~d mathematic s"

anet related blueprint reading. ;30me of tho subjects w"ere taught during

the emer,-ency period of: \iorld '.>Jar II and because of flu.ctuating en­

rollments ,(lere later discontinued. At the time Q,f' the .'3tlldy the two

origlnal sub.jects, n~ur.ely, 'lin~u~Ue and electricity th vo-

cational dra,f't1.ne constituted the 3cope of the of"fer·ing.

The entire t.rade and industrial educa tion p:rogram i.n the ci ty has

grown so 6xLen3ivel:I' in thC3 pr.;.st twelve ~::!.r5 th:~ t a full time director

w.;ts added. Through hL3 le::tdershir, the Trade Jchool

have grown and former stu.dents have done Ul their various fit~lds

of work.

ihe first step in the study was to locate the students who had

teken shop courses at hanroe 'frade t>chool during the period of the

study.

It had been the custom. of classroom teachers, including teachers

at ~lonroe Trade School, to record the scholastiQ progress of the~r stu-

dent·s on mal'kinf; sheets And to se-md these sheets to tho va.rious home-

room te{clchers at the end of eB"ch six '1tleek grading peri!.)d.. A t the

close of each semester the records were transferred fron:. thHse mark-

ing sheets to the fftudents' permanent record cards for filing. Both

the marking sheets rocord carda were kept on file in the

principal's of rice. This bfJ:ing the only record availaLle of the former

students of Monroe Trade School, it ,~a5 necessary to exam,:,ne the mark-

inf, sheets used by each high school teacher for a perio(1 of twelve

years. Over twelve thousnnd marking sheets wece exa..."lined and from

this number those she:ets cO:1taining the grades of ]~onroe Trade School

teachers were selected and can;fully studioc.. .'~ rGCQ1~ ~;a.G then made

for ea.ch student wnG had taken a trade and industr~;..al sub.iect. Such

information as subject taken, grade received, credits earnej, 1n-

struotorts name, drop-outs, and failures were recorded. ~,list of the

students who were during the deca.de \,:&3 made and the

exact tir;1e that each student was in high schoo:. Wd~:; ,':'ndic~; te1. This

information was necessary in order to determine ''<Jhat permanent re~ord

cards ahould be exa,,'ilJ.n ad.

The permanent record hlli"1droC students were

eX8Ir' .... 1.ned next to pscert::dn the laot ad.dress, scLolast.ic stur~dkg, and

whether the student hnd IrOn! school or dropped.

Many addresses were reco:~dHd but oecaur; e of ~he length of time covered

in the study it WB.S :l.mpossible to secure t;}J(! CO~Tcct address of every

student. They had moved fro};'! to in Lynchburg and in many

cases to other narts 0f thr-· C01~nt!'y. It ltlaS pos;2'i1:1e, hO'hienrer, to re-

hundred seven

different students who had attended the school th~,; ten yea.r

period.

A questionnaire W!l.S desiro'led for these studer:ts to bring out t.he

inforwation needed for" the study. Si.x boys, :·iho had at Monroe

Tr~.rie School, were seIeet.n:! and aryke1 to an~nver the qilestionnaire. Up­

on their recommendations, cor'rections ~nd ch~nges ",,'ere r:~je. The

questionnaire was then sent out to a re1~ st,udentt-l it· T'eaction.

After final corrections three hundred Eixty-fi ve questiol1~:aires were

mailed along with a letter e'!xplaining the purpose of the stl.~dy. A

personal meSSBf~e was vrritten in long ha,nd on e!:!ch letter ~xpress1ng

best wishes, solici.ting support, and t,thenever possible personal re­

marks were made.

v~'hen it was certain that all the qU€5tionnaires t.:~n t could be ex­

pected had been returned, t1"enty-five letters ~4:ere vrritten to students

who failed to respond. 'fhis Has done to see if there 'dere l'eatJons \olhy

they refused to answer. One ,-.,f t bE) qucstionr~airC'~ was ret: l'ned \1ith Q,n

- 22 -

incorrect address and nine -h'ere returned t,t'ith co:mnl~t,ed p.r151"fn"'s. The

m~.teri ,'11 Ha~ then tabu10t,~d ~'1d cDmpiled L'rlt:) rat.,; cha rts classifying

thl3 stlfients into ~eve'') cntegories, R.ccording to thA number of Hemes­

ters '-10rk the:" had corrr')let~ti suc~essf'ul1;T. A group of s'Oec<la 1 students

was studif~d ~.lso. ~he~~e ~t~ldent5 had taken d:··r.<.ft1_nri ::1no vlt~1'~ classi­

fied <13 :3pgeial st;_ld~nts hec~use they had t~ken If!S~ than t,r.ree con­

secutive h:')urs of sho~ Wt)r~ ;.er d(!1Y. FoT' th:ts re~son they i.".-cre not

;::turlents were separated ~lso into i'rour.s re~esent;}:t-"" the shon

m:1.chin~ shop J

electric:tty, radj,.o, sheet metal, d!'~fting, diversifted o(~~upatlons,

and a ~r (7;cial trroury cnnsi$ting of thi,se wl'-;o took mor~ tr:an 0ne shop

COU!'He at the sehool. Tht~ Rt"011P of stu1ent~~ 1~9 "'~11t"d tt combir!qticn

group and refer's tt) those studenti5 who took .~ cO!nbina.+-,lr):t; of two or

more shon courses, e.g. ID:%chine shop and electr:"cit?"r, el'3ctr'icit7 ard

radio, mll.chine s~op <'3nd drA.fting.

i~rom these raw cilp.rts, finished tables weY'e made artirnany interest­

ing facts were discovered.

Heview of Literature

Lit.erature revielied for this stud;y consisted for the most part of

follow-up st'.ldies made of different depart..mpnts a.nd institutions.

Each study differed C onsiderEblJ' 3.n scop~ ard t~chnique but helrful

information WA,g d~rived !l.S to pr€)c~cinre and forms "rhieh :;.i.ded materially

in the solution of this py·otJlern.

- 23 -

CHA?}, II

':he material in this s'~ct1.0!1 illut3tr~tes the classification into

lvtdch the students 01 Yonroe Trade 3chool were placed far purpose

of is study. From 14:0 secu.red from t illf! sheets and

permanent record carda the nurn.ber of students who hod been enrolled in

each 5 hop co u:r~e lfas The number of' special :;;tu:1ent sand

S) leu;,ned. and

trom information gathe:red from first part of the c;uestior'.J:laire,

tables were tv illusi..:.::ate r of students

ficaticn, th~ schol::stic iJuccess f aLlure of' t.re se ::students,

the number of .$ tudents i'ollcwed-up. Chapter II give3 B. ger::.e!·al picture

School !ro:-. , 19lt-J ,to

er, 195:J.

th~ school

during the decade. of these stude:nts f~1iled the first semester

while others dropped befo e semestc~ ended. Some re-

turned t,:, the same class the next semester, others enrolled in dif­

ferent classes, and still others dropped out of high schocl and never

returned to Monroe Trade School. For thi.s r~a.son 6$6 ~3tu::ient,s are

shown as members of the different classes in5tead o~ the Btudents

enrolled. Over the ten ye&r !leriod 48 stl.:t1ents drapDed ;~nd .37 failed

before completing one seme;;::Jter af;'4ork. This nl< de a t :)t ;11 601

students who 3uccessf1.411y completed nt least one SeI!iest:'.T of '(',T')rk at

- 24 -

the school.

Tl!Lle 1 also revefllo thL:.t mol'S studfmt3 \.,feJ·t? enrolled in electric­

ity and nachine sh')p thatt in any '1f the other shop cou:·se~. These

all 'luring t.he ten year period

enrollment.

it 1-m.S apparent also from the table th!! t t he enro~lment in drart-

ing exceeded th ~t 0:"

operption a few ye~,rs. The popularity of

gradually bee au se 0 f small en ro llmm t.

hFd been in

drafting co l~!."se seemed

eO",~l'SeH we' e disc ontir.ued

In proportioc to the to tnl nl.tmbel" of studertts enrolled, there were

more drop-outs the flrst se~est~r in the nachine shop ::md ctrical

courses than in any t)f the others. No one airon[: the group of sheet

metal stl,dent s O~ the snecial studen~ s t-410 ,.re"'t"e taking t'ting dropped

out Bchool or failed in his work during the time of the study.

Table 1. - Enrollment and Drop..outs in Monroe Trade School Classes, 1940 - 1950

-- ... Total Number or Difterent Students 607

Number Dropped or Failed Number of Stud en ts Before Completing One Completing at Least

Enrollment in Classes Semester of \"/ork One Semester of Work Number Per cent Number Number

Shop Course in Cla.ss of Total Dropped Failed Number

Machine Shop 204 33.6 20 7 177

Electricity 247 40.7 17 15 215

Radio 47 7.7 4 13 30

Sheet Metal 10 1.6 0 0 10

Drafting 106 17.5 7 1 98

Special Drafting Students 38 6.3 0 0 38

Diversified Occupati one 34 5.4 0 1 j3

TOTAL 686* - 4S 37 601*

* Number 686 does not correspond with number 607, the total number ot different students attend­ing Monroe 'frade Sehool because man)" of the students took more than one shop course. Flfty­nine students either dropped or f'ailed the f1rst semester and did not reblrn to school. This leaves a. total of 548 different students completing at least one semester of wrk. The number 601 does not correspond with 548 because many of these students also took more than one shop course.

N V1

- 26 -

Table 2 illustrates the nUttlb~r of }lonroe Trade School student. s

who successfully complet.e<i ,,"o~'k in e;:,cr' of the shop courses rluring

the ten ye·:iT t)eY'iod. It reveals the totnl number o.f s~mest~rs w'ork

cotnpletf:'d by students in ench shop course and the nuni> 8r of 5 ti.rl ents

in these f:roups th8t "'16re followed-up. 'fahle 2 also illust""atea

the numbnr of speciA,l draftin~ students enT'olled ;:'nd follm,'led-up and

the combination group reD:re5entin~ student 5 ~;lho took more thftn one

sho'C' CQ'ursa while in h:i.gh school.

Ifhirty-eight students took the drafting cOtxr-se W3 a speci.al

subject fot'" less than tjhree hours a. day. They 1tre1"'e con5ld~red indue-

tri~ J stu,dents. Bet'l:1.. de~ thi s numb..,.r, 9S 5t'lJn~nt.3 11l'~Y<e enrolled

nnrl3~:ccessfully corrrpleted 1/,'ork in Vtlcational dr~rt1ng.

1?e1f'e1" boye were enrolled in th~ fourth, fifth, and sixth semes­

ters of ePich shop course than in th.e "'irst, second, 1)";4 thi!'rl. The

largest enrollment appep..red in the fir st semester, ~ ali 'ht decrease

shol'tir"g each subsequent serne ate.,...

l'lore students completed ,,.,,,rk in electricity tran Rn;r nth ,-,yo shop

cours~. l~a.chine shop wa.$ the next COUT'3 e in populti.rity follo\",~d by

drafting, radlo, and sheet metal.

A larger percentage of mac~tne shop students, 14.7 ner cent, com­

pleted. the entire course of six semesters than any other group of stu­

dents. Electricity W,"15 second with 10.7 per cent. The pe-rcentage

among students in ()ttJ.'<~r COl;raes a,pt~3rs somewhat smaller' because of the

limited time the cou:r'ses were offered during the decade of the study

and, in;.he case of d't"aftin~ because studf<:mt 5 were allowed t .. o take the

- 27 -

in diversif~.ed occu-

~nve little

signific~nce bee~;.use of ef\'1rylo~T.len t. opportnnlt 1..,. s crest en by' t l'w defense

pr'01,r.s'm at the time t,hese r,t\~dents 1-Jere it: 'the coone~ftive work tr'~in­

ing course,

Table 2. - Distribution of Monroe Trade School Students Relative to Work Completed and Number Followed-up in Each Shop Course, 1940 - 1950

--- . __ .• _ ... _ .•.....•

. - Semesters Work ComEleted and Number Followed-uE

~~ .,., e

~ P .. 0.. ~ P. ::;.::s..

~ ~

l T 1 .-i~ g- o 0..

~ • «j I lD .t\ J.t ::J (0 "d "tf "t:I .,U) "0 +l a I

t) ~ M

~ en J U) t.> O-+.> ~ "

V "0 :J ell () t S )i: fl e--+s:: 3t ~ J.t 0 H 0 ...., 0 0 H C> 0 "0 ~ Jot ., r-t I) ,.... U)

~ +> .-t ...., .-t ll' ""'.,., .-t ~ (!) 0

+t ,..... +' ,.... ~

liD r-t CD r-t ...., 0$ ,.... M 1 r-t co 0 ($) 0 0 • 0 I 0 OJ 0 rJ) 0 M

~ r.s.. B t:r .. C) r.:r.. e ex.. sa. I +l r:,,,) ~ ra..- 0 Cfl «> ijft..! .-t :.at rz...

C) Jot C) $". Jot (1) M fi'} $..t 0 Jot .~ J.t t .... ) tD (J) t> C> «I! /it! e U) t) 0 ll) IV ,.... ,....

1 l e ~

k -a ~ 1 1 0 ] cU t'd e ~

k ::; ~ ... H <D +> ...., ShoT> Course ~ ...". ~ .,.".. ~ ..;. ;rt ~ .!' ~ ~"" ~ _0 _0

Machine Shop 40 10 37 11 26 10 26 10 22 14 26 ~4.7 13 0 0 177 68

Electricity 52 4 47 11 36 9 34 8 23 12 23 10.7 17 0 0 215 61 I

Radio 12 :3 6 1 6 J 4 0 1 1 1 3.3 0 0 0 )0 8 --

Sheet }1etal :3 0 4 1 2 1 0 0 1 0 0 0.0 0 0 0 10 2

Drafting 41 8 14 3 19 3 14 1 6 4 4 4.1 4 - - 98 23

Special Draft-ing Studen ts - - - - - - - - - , - - - - 38 7 38 7

Diversified Occupations 9 a 16 0 4 0 4 0 0 0 0 0.0 0 0 0 33 0

Combination or Two or More Shop Courses - 2 - 3 - 2 - 0 - 8 - - 6 - - - 21

Tui' AL 157 27 124 30 93 28 82 19 53 39 54 9.9 40 38 7 601 190

N {XI.

•

- 29 -

Table .3 reveals the numo:;;r of ~t11dc'nts wh'J dropped 01,4t of" trade

and Wlich these drop-

euts OCcttcred.

Th~re is evi.dence thc,t more stt..dents droPft:,d out of !~onroe 'rrade

00boo1 (iuring the first semester of v-::)['k thal~ d~l

ter. emallest numbt:r of drop-outs occurred during the fifth and

sixth serr~esters. There \'~ere more drop-outs in the machine shop course

than any other ith 35.0 per' cent of tot,,"l number er-!'olled leev-

ing z.;cLool before tLe

of be diversified occupations course than dropped fro~ any of the

of low drop-outs

~·.1th only 13.6 r~f~r C(~flt of thelr numb€r leaving school before the

semester wa3 finishGd.

Table 3. - Enrollment and Number of Dr())p-Guts in Each Trade and Industrial Ed~&tien Coors. and t.he Semester in ~'ihich Drop-outs Occurred

-- ...•...

Name of Trade and Industrial Education Course Diversified

Machine Shop Electric1 tl" Radio Sheet Metal Dr~nJt Occupati ons

"d ~"O ~ ~"Ci '<'-;. '1j

+l't1 ~I ~ 1!"d "0 -+l "0 ~'t1 "0 t) t"C Q "C ., C) "'0 ., "0 i~ f) ... " t,)

I""'i i e Mr-i $.I I) I) e ~::t H ~ i3 I) ~~ te t) t> ~~ Sol I) ... ,.... t)

~~ ,.... up., I)"'" v ~ 08: ~ :l t)o.. us: il oft t),.-c ., t) e ~ Po.

~e~e !~ ... ~ 1~ ~2 1 He ; t ~ 1 em2 ,... 0 sf! ~ ""::'J.. s:: :5 ., M e ... :!t: ~~ Se.ester .~~ :;::1 2~ 120 c;l..Q P...~ lii'l~~Q ~Cl Z ~1 =ztQ A.p. :z;~ ~f

Firat Semester 177 28 15.8 215 25 11.6 30 5 16.7 10 0 0.0 136 8 5.9 33 1 3.0 601

Second Semester 137 12 8.7 163 14 8.6 18 2 11.1 7 1 14.2 95 4 4.2 24 1 4.2 444

Third Semester 100 12 12.0 III 12 10.8 12 1 8.3 3 1 33.3 81 5 6.2 B 0 0.0 320

Fourth Semester 74 6 e.l 80 5 t.. ....

v • ..; 6 0 0.0 1 0 0.0 62 0 10.0 4 0 0.0 2,;)7

Fifth Semester 48 1 2.1 46 1 2.2 2 0 0.0 1 0 0.0 48 1 2.1 0 0 0.0 145

Sixth Semester 26 1 3.8 23 0 0.0 1 0 0.0 0 0 0.0 42 1 2.4 0 0 0.0 92

Total

"d ,....!

CIlS p,. ..,:»0 o k £-40

67

36

31

11

.3

2

TOrrAL 17'1 62 35.0 2ls* 57 26.2 30* 8 26.7 let 2 20.0 136" 19 13.9 31 2 6.1 ~60t .lSO

.. JOl"'O t)t) UA kg. ., ... o..Q

11.1

8.1

9.7

4.8

2.1

2.2

24.9 *Number represents the total number of students taking that trade and industrial course and is the same as

the number enrolled for the first semester.

\J.)

o

- 31 -

T a.ble 4 reveals t" e nu.'nlH:r

trial ation COLt!:' ses

occurred.

cent of enrollnl::~nt f';:~il

oceur~'ed among the sheet

ing the sheet metal course

of student G who f trade and indus-

sen-ester in ';niC4'1 these failures

in the rad.!.o class with 56.7 per

of failures

and drafting students 1vith niJ Glne fail­

less thal'loue per cent failing in draft-

ing. As ",fas tru.e 'v,;ith drop-outs, most :jf the failur:;$ occurred during

the first • secwed during the fifth

or sixth semester of \4§i;)rk. 'rhe" p,r cent of failure for' the entire

period of the ~tud~y was 16.3 per cent.

Table 4. - Enrollment and Number of Failures in Each Trade and Industrial Education Course and the Semester in Which Failures Occurred

Name of Trade and Industrial Edu:ation Course Diversified

Machine Shop Electricity Radle Sheet Metal Drafting Occupatio.

"CJ ~ "d ~ 't:I

fi~ 't' ~ "t1 -t3 "0 +l 'd

I) ;" f.)

~'i W'tj e

~i t, I> ti~

t;) ;"0 C)

~~ M"d ;::1 r...f""'i ~~ k't1 "'''0 t~ ~i Hr-t H'l'..::'l ..... ::t (!) Q;\ v,!'t t.> ., fl}f"'1 U f.)

~ U ., () If.) t)rl f)t) () t;)

~e §~ 1~ 1!;j ,...:,.1 ~~ -g~ rl 1e r-I .00 1:: r-t ~e !~

r""l '" 0 $.c"l""l "'oM ·41 ......... !j M $.. ...... $...."'" ~ '" ;a!:~ e '" ;z:{;. f.) tf ~~ ;z.~ C> as ~&l .. f.) Cd ~~ ';i!:.: C) '" =::~ e .. e'!t.i Semester Z~ p..(':f.. ~~ p.. rz:~ I'l.t.ta.. =-=t;c.. .tl.4 f:2.c Jl..~ ~J;t..

f"irst Semester 177 16 9.0 215 31 14.4- 30 14 46.7 10 o 0.0 136 1 0.7 33 1 3.0 601

Second Semester 137 1 0.7 163 10 6.1 IS 1 5.5 7 o 0.0 95 0 0.0 24- 0 0.0 444

Third Semester 100 S 8.0 III 5 4.5 12 2 16.7 .3 o 0.0 81 0 0'.0 a 0 0.0 320

Fourth Semester 74 :3 4.1 80 4- 5.0 ; 0 0.0 1 o 0.0 62 0 O.D 4 0 0.0 227

Fifth Semester 48 0 0.0 46 1 2.2 2 0 0.0 1 o 0.0 48 0 0.0 0 0 0.0 145

Sixth Semester 26 0 0.0 23 0 0.0 1 0 0.0 0 o 0.0 42 0 0.0 0 0 0.0 92

TOTAL 171 28 15.8 215~ 51 21.7 30* 17 56.7 10* \..)0 0.0 131: 1 0.7 3:1 1 3.0 60f

Total

"d ~"d ~R :;~ +'0 s.. 0 o s.. I) s... !-to I'l..Q

63 14.7

12 2.7

15 4.7

7 3.1

1 0.7

0 0.0

98 16.3

* Number represents the total number of students taking that trade and industrial (Durse and is the same as the number enrolled for the first semester.

\N N

- 33 -

Ta.ble 5 presents the number of Monroe Trade School students in

'* each classitication who graduated from E. C. Glass High School dur-

ing the period ot the study_

Of the 601 students who successtully cempleted work at Monroe

Trade School during the ten rear period t 315 or 52.4 per cent grad-

uated trom high school. The drop-outs amounted to 200 or 33.3 per

cent of the number of student 8 enrolled.

More of the students who took diversified occupations graduated

than any other group_ One of the requisites for entrance into this

course ~s that a student be a junior or senior or have at least eight

units toward graduation. For this reason the 66.7 per cent who were

graduated was not surprising.

Machine shop and electrical students were the next highest group

to graduate with 54.8 and 52.1 per cent ot their students eaming their

diploma. Sheet metal students, although only taldng the course for a

short while, were ~ext with 40 per cent. This group led all others in

the number who dropped out of high school before graduating.

The drafting course had only 36.0 per cent of its students grad-

uating. However, 30.1 per cent of the drafting students were still in

school at the time ot the study'. Because of the small number of drop-

outs in this class, it 1s reasonable to assume that the per cent .t

graduates will become higher as these sttdents advance in school.

*See termine1ogy, page 16.

- 34-

Table 5. - Number of Monroe Trade School Students in Each Classifi­cation Who Graduated from E. C. Glass High School, 1940 -1950

:IIi: _

..., I (/j

¢I ....t ¢) 0 ...:: r-t .8

~ • ..., +> .s t)

Cd....t Qj bO 8 (f.)

0 $ t)

~.2 btl bO ~ (() ~ ~ ~ ~ ~ ~ U oM bO r;:t tetm ti ~ .g .f4 8: -r1 ....t

f-<1 C) f"'"f

,-t$.. .a crJ ~ e ::i .t"f Q)"O 3"11) /3

., CT.I Cd "'+l f e C\ on (/) J.c ... o m ~ 5~ o~ 0 ~ 0 +> '" +I

$,.. ~ ~ OeD $.i (D (j) ~ CD M

e «> (f) CD 0 $ () Q) (.)

1~ 1 .0 i g.c: I ,... g H M J:;:O Q) Q) G)

(I)::t! ~o ~ p. = Oot =s a..

Machine Shop 177 97 54.8 65 36.8 15 8.5

Electric ity 215 112 52.1 73 33.9 18 8.4

Ra.dio I 30 7 23.3 10 33 • .3 0 0.0

Sheet Meta.l 10 4 40.0 6 6tJ.O 0 0.0

Drafting 136 49 36.0 28 20.6 41 30.0

Combination t

24 8 12 - - - -• Diversified Occupa tiona 33 22 66.7 10 30.3 0 0.0

TOr/\.l 601 315 52.k. 20Q 33.3 84 13.9

.. See terminology,: page 16

- 35 -

Table 6 reveals not only the number of students in each classi­

fication who graduated from E. C. Glass High School but illustrates

the relB:tive amount of work completed at Monree Trade School by these

stud.,ts.

Table 6 represents clearly thAt the longer a student remained in

Monroe 'frade School the better chance he had of graduating from E. C.

Glass High School. or the group Who took five semesters or six semes­

ters of work at the trade sehool, 94.8 and 90.1 per cent respectively

were graduated. As compared to 51.9 per cent representing those 'Who

took only one semester of work, this seems significant.

Among the students who continued their work at Monroe Trade

School there were fewer hig,. school drop-outs. The table reveals that

more drop.-outs occurred among those who completed one and two semes­

ters of work than among those who took three, tour, five, and six

semesters ot work combined. This seems to suggest thltt the t rad.

school had high holding power.

Table 6 also reveals that the majority ot Special Students, those

who studied drafting less than three hours a day I graduated trom hifll

school. Over 85 per cent ot this group were successful.

One hundred fifty-one or 79.5 per cent of all the students followed­

up graduated from E. C. Glass High School while thirty-eight or 20 per

cent dropped out before graduation.

- 36 -

*' Table 6. .,. lumber of Students in Each Claseificatioll Wh. Graduated trom I. C. Glass High School and the Relative Amount of Work Completed. at Monroe Trade School

boO

~ ~ I ~

'U • ~ 3,... ~ -t1

0) 0 0 f Ul

".8 Js.. 0 CD ~ ~ CD

f~ • .. ~ l ~ ..., Q)

0. fi i ~ 1 ,.,.,-t1 ~ 'g ..., ,...

,... '" 0') £ r.::a

~l= +» ~ tt) ~

,... ..... ;J 0

II Q) ..... \.4 \o.t

l1t • 0 0 .to>

.... s:: J.t ... i~ So. i • 0 Q (j) ()~ i

()

I~ 1~ 1 "tf H t:d M

(/)~ Q) M ~ Q)

:J:::::t :oa= ll..O z p..

One Semester 27 14 51.9 12 48.1

Two Semesters 30 20 66.7 10 33.3

Three Semesters 28 21 75.0 7 25.0

Four Semesters 19, 16 84.2 .3 15.8

Five Semesters 39 37 94.8 ,"2 5.2

Six Semesters 40 37 90.1 3 9.9 ...

Special Stud~ts _7 6 85.7 1 14.3

TarAL 190 151 79.5 38 20.0

* See terminology. page 16

~ ,..... ,.... ~ Ul

l g

~ l"J)

,... 0

~-;

j~ 3(1')

1

0

0

0

0

0

0

1

- 37 -

CHAptER III

RESULT S OF THE QUESTIONNAIHE

In Chapter III the lindings or the questionnaire received fro.

the 190 rormer students of Monroe Trade School are presented in the

form .r forty-tive tables with briet interpretations. The tabl ••

correspend to thefort7-eight questions asked in the questionnaire.

Table 7 reveale the industrial arts cwr •• s taken by the 190

respondent. while attending Robert E. Lee Junior High Sch •• l in Lyncb-

burg, It 18 apparent that the largest number or student., 148 or

78.4 per cent, teok woodworking. The next. moat pepular industrial

arts subject was mechanical drawing_ This i8 quite signiticant be-

cause this &'Ubdect wa.s discontinued during the ten year period .t the

study. Weodworking and the cOIlbin ation course of art metal and elec-

tricity were the on17 subjscts being .trered throughout the period.

Ten per cent of the respendents did not take any tfl rm of industrial

arts work ~il. attending junior high school.

Table 7. f- lumber and Per cent or the Reependents 'Who Took Industrial Arts Subj oct. Ottered at Rebert E. Lee Junior High SchfJOl

Industrial Art. Subjects

WeodllOrking

Mechanical Drawing

Art Metal - Electricity

Respondents Ta1d.n, Industrial Arts '\IIlber Per cent*

148

lItO

86

None 19 10.0

'* Per cent is taken of the 190 student, 8 followed-up.

- )8 -

Table 8 was compiled to indio ate the day trade c cu re.s industrial

art. at\denta at Robert, E. Lee Junior High School selected when they­

reached MenNe Trade School. The tigures represent the per cent of

students in that particular industrial arts olass who selected the

day trade course under which they appear.

It was expected that the largest nUllber of students would select

machine shop and electricitY' at the trade S oheol as these two subjects

had been ottered for a longer period .r time. An equal number .r

students appearing in the three industrial arts groups seemed t.t,' ... ~­

leet these two. It was interesting to observe that the respondents

who signified that they had ne industr:1al art.s experience at the

junior high school selected drafting ""en they enrolled a.t Mooree

Trade Sch •• l. Machine shop seemed to have the greatest attraction.

Electrioity was almost. as popular. Although dratting had onl,.. recently

been added a8 a vocational sUbject it seemed to be the third selection.

From the data presented in Table S. it appears that there is

little relationship between the industrial arts suhjects taken at the

junior hl!b echoel and the selection of day trade cour see at Monroe

Trade School.

- 39 -

Tabl. 8. ,- Selection or Day Trade Courses a.t Monro. Trade Scheel b7 R.spoadeota Relative t. Industrial Arts Subjects Studied at Rebert E. Lee Junior Hiab School

Day Trade Course Selected and Per cent ot Industrial Arts Students Enrolled ~

~ • ,..., U A .. '" Cf') ...... ..., .....

u I) J ~ ! l! ::tC Industrial Arts Course -1'"1 ..., • ~ e ~ Taken at Rebert, E. Lee is 0 :a 1 f) • ~ Junior High Scheol • &I • G3 :c j:t! (,)

Art Metal - Electricity ~7.7 34.9 3.5 2.3 5.8 5.8

Wood.working 39.5 32.9 10.8 10.8 4.7 1.3

Mechanical Drawing 35.7 35.7 3.6 1.5 12.1 11.4

None L5.8 15.8 5.2 0.0 . 63.2 0.0

Table 9 • ..nich is the converse or Table 8, indicates the number am.

per cent ot responde t. who took each of the industrial arts courses

oftered at the junior high school. It appears that BlOat of the respen­

dent,e took wood'WQrldng and mechanical drawing. This 1e true ror each

or the day trade courses selected at Monroe Trade School. For example,

the data indicated th~tt 86.7 per cent or the studmts who selected

machine shop at the trade scheel had exr-erience in woodwarking and 73.;

per cent had experience in meohanical drawing. The only group that had

experience in all three industrial arts act.ivities was the group in

sheet metal.

- 40.-

Table 9. - Number and Percent of Menroe Trade School Students 'raid", .Each of the Indus trial Arts Courses Ortered at Rebert E. Lee Junior High Schoel

Industrial Arts Courses TaKCl at Junior liiJlh Soheol Shop Ceurse Art Metal Mechanical Taken at Electricity WOQdworking Draw1n.l None Menroe Hum- Per Num- Per Jum- Per Ium- Per Trade SohNl ber cent ber cent bel" cent her cent

Machine Shop 41 60.3 59 86.7 50 73.5 3 4.4

Electricity JO 49.2 49 80.3 50 81.9 3 4.9

Radio .3 37.5 7 87.5 5 62.5 1 12.;

Sheet )1.ta1 2 .. 00.0 2 100.0 2 lOO.O 0 0,0

Dra.fting S 16.7 16 ;).3 17 56.7 12 40.0 . Combination 5 23.8 16 76.2 16 76.2 0 0.0

TOTAL 86 45.3 148 78.4 140 73.7 19 10.0

In answer to the question, "Did you study. shop mathematics at Men-

roe Trade Sch_ln., rabl. 10 reveals that the combination group or the

st.udents who took .ere than one shop course a. t the school studied more

shep mathematics than any ether greup.

A large per cent of the electrical and maehiIle shop students a1 ••

had shop at-he.ties related to their shep work. Of the drafting stu-

dents 73 • .3 per cent .t those who answered tbt questionnaire said the,.

did not study shop mathematics while attending trade school. This

WGuld aeem to indicate that mathematics was taught either incidental

to the c1aaswrk and was not recognized as such or that there was ne

related mathema~le. taught for them as was done tor the other shop stu-

dents.

- 41-

S1xt7-six and three tenths per cent of all the respondents answered

yes to the question indiea,ting that they had received instruction in

mathematics related to the shop course they studied.

Ta.ble 10. - Number and Per cent ot Students in Each Classification"" Who Studied Shop Mathematics at Monroe Trade Set-jool

Shop Course Studied Did You Stud r Shep Mathematics? at Monroe Trade I •• Ne N. Answer School Number Per cent Number Per cent Number Per cent

Uach ine Shop 49 72.1 18 26.; 1 1.5

Electricity 48 78.7 13 21.3 0 0.0

Radi. 4 50.0 4- 50.0 0 0.0

Sheet Metal 2 100.0 0 0.0 0 0.0

Drafting 6 20'.0 22 73.3 2 6.6 .. Combination 17 81.0 4 19.0 0 0,0

TOTAL 126 66.3 61 32.1 3 1.6

The respendents were asked it the shop mathematics they took was

taught by the shep teacher a8 a part or the actual shop 'WOrk or by a

special teacher of related ma.thematics.

In aachine shop and electricity it seems that the regula,r shop

teacher taught his ow related mathematics. Confirming what wa.s assumed

frOm Table 10, the drafting students were taught their mathematics by

the drafting t.eacher. Not one of this group indicated d~rrerent17.

or the 190 respondents, 56.9 per cent said tbl t the shop mathematics

that the,.. studied was taught by the regular shop teacher. Table 11

presents the supporting data.

* See terminology, page 16.

-42-

Table 1.1. - Number and Per cent of Students in Each Classification Whe Were Taught. Shop Mathematics by the Regular Shop Teacher

.. Did Yeur Regular Shop Teacher reach You Shep

Shop Cour.e Studied Mathematics? at Monroe Trade Yes No No Anewer Seheol Number fer cent Number Per cent Humber Per c

Machine Shop 44 64.7 8 11.8 16 23.5

Electricity 40 65.6 8 13.1 13 21.3

f!adio 2 25.0 3 37.5 3 37.5

Sheet Metal 1 50.0 1 SO.o 0 0.0

Drafting 5 16.7 0 0.0 25 8).)

Combination 16 76.2· 1 4.8 4 19.1

TOTAL 108 56.9 21 li.O 61 32.1

Table 12 illustrates the number of respondents in each clas5it1-

cat1en who studied blueprint reading at Monroe 'trade SChool.

There is evidence that 141 of the 190 students who returned

quastl00naires had taken such a course. The drafting class led all

others with 86.7 per cent of ita students signifying that they had

studied blueprint rea.ding. This was a nOl'mal response because mak1Dg

and interpreting blueprints were part of the drafting coor se. Those

drafting students Who answered na to the question or neglected to answer

it interpreted the questien literally. The course in blueprint reading

was net ottered to drafting students.

It was interesting to note that a large per cent of ttl! studellts

in all classes at Monroe Trade School had studied this important subject.

a subject which was later found to be essential.

- 43 -

Table 12. - Number and Per cent or Students in Each Classification \\-'he Studied Blueprint Reading at Monroe Trade Scheel

Shop Course Studied Did You Study Blueprint Reading? at Mon"e Trade Ies N. XO Answer School Number Per cent Number lPer cent Number Per c

Machine Shop 48 70.6 19 27.9 1 1.5

Electricity 46 75.4 15 24.6 0 0.0

Radio 5 62.5 2 25.0 1 12.5

Sheet Metal 1 ;0.0 1 50.0 0 0.0

Drafting 26 86.7 3 10.0 1 3.3

Combination 15 71.4 6 28.6 0 0.0

TOTAL 141 74.2 46 24.2 J 1.6

The question was asked whether or not the regular shop teacher

taught the course in blueprint reading.. Nea.rly;O per cent of the re­

spondents indicated that the r$gular shop teacher had taught them this

subject.. All or the drafting etud~nts who anawered the question said

that they studied blueprint reading in the drafting class. Abwt one

fourth or all the respondents indicated that the course was taught by

someone other than their regular shop teacher.

Table 13 alearly indicates that the shop teacher was not always

responsible forth. teaching of blueprint reading.

-44-

Table 13. - l~umber a.nd Per cent of Students in Each Claaaifica tion wn. Were Taught Blueprint Reading by the Regular Shop reacher

Did Your Regular Shop 'Tea,cher Teach You Shop Course 3tudied Blueprint Reading? at Monroe Trade Y •• Ie •• Answer Scheol Number Per cent Number rrer cent th.iber Per ce

VdLchine Shop 25 36.8 2.3 33.8 20 29.4-

El.ctr1ci~y 28 45.9 18 29.5 15 24.6

Radio :; 37.5 1 12.5 4 ;0.0

Sheet Metal 0 0.0 1 50.0 1 50.0

Drafting 26 86.7 0 0.0 4 13 • .3

Combinatien 10 47.6 5 2.3.8 6 28.6

TotAL 92 48.4 48 25.3 50 26.3

The rollowing question was aeked to asoertain the type of school

most frequently attended by the students atter leaving high school:

It you have attended. or are attending a school or college, or have taken training since you lett E. C. Glaes High School, check type ot institution below:

Still at E. C. Glass College or University:: Business School Apprentice Training On-the-job Training

Correep.ndence School Evening Sehool -Trade Sch.el - this may include alter school or evening coUC'ses at Monroe Trade School Other type .r Scheol (Explain)

Table 14 presents the n\111'i;)er and per cent of students in each

classification who took training atter lea.ving scheol and 1he type ot

school in which the training was taken.

- 45 -

Two thirds t;)f the respondents answered this question. The largest

number of students or 20.7 per cent indicated they attended college.

With the exception of the two students in t}:e sheet metal class whe

attended col1.,e, drafting, radio, and electrical students seemed to

haTe the largest. number represented.

Seventeen per cent of the students took. correspondence courses.

Those who studied radio at the trade school signified th~ greatest

interest in correspondence school, with one r.urth or the grQUp being

represented. .!aehine shop students and electrical students reUowed

closely with 20.6 per cent and 18.0 per cent respectively.

Of the 190 respondents, 12.6 per oent took 3Or~ form $i apprentice

tralning.Eleetrical students comprised the largest group or appren­

tices with 19.7 per cent of their number bec~m1ng indentured. One

radio student became an apprentice while eight cr 11.8 per cent of the

machine shop students entered apprenticeship.

A large group of students signified that t~ey had taken on-the-jOb

training. Of the entire group studied, 15.8 per cent checked this type

of training. The radio students led all others with 37~5 per cent .r i. number. Machine shop students were next with 2)., per cent fGllowed by

those who studied electricity with 18.0 per cent. Many of the reapen­

dents taking en-the-jOb training were employed in apprentlceable trades

also. There could be many reasens why they checked this group instead

of the apprentice training greup. However, it 1& reasonable to assume

that this indicates that 28.4 per cent of the respendents were learn­

ing a trade on the job.

Table 14. - Number and Per cent of Students in Each Classitication Who Teok Training After Leaving E. C. Glaas H1gh Schoel and the Type .-t School in Which Training Was Taken

Shop Course Studied at Menroe Trade Scbool Type ot Schoel Machine Shop Electricity Radi. Sbeet l~.tal Dratt1n£ Combination Total in Which Train- Num- Per Hum.- Per. Rum- Per Num.- eer Num- Per Num- Per Num-ing Was Taken her cent ber cent ber cent ber cent bel" cent ber cent ber

E. C. Glasa 0 0.0 0 0.0 0 0.0 0 0.0 1 3.3 0 0.0 1 High School

Cellege 10 14.7 14 22.9 2 25.0 2 ~OO.O 8 26.6 3 14.3 37

Business 4 5.9 2 3.3 0 0.0 1 50.0 2 6.6 I 4.8 10 School

A.pprentice e 11.S 12 19.7 1 12.5 0 0.0 1 3.3 2 9.5 24-Training

On-the-job 16 23.5 11 18.0 :3 37.5 ·0 0.0 0 0.0 0 0.0 ,30 Training

Cerra.pondenee 14 2.9.6 11 IB.O 2 25.0 0 0.0 3 10.0 2 9.5 32 School

Evening School 2 2.9 6 9.8 0 0.0 0 0.0 1 3.3 0 0.0 9

Trade School 6 8.8 1 1.6 a 0.0 0 0.0 0 0.0 0 0.0 7

Other. ~:.10 14.7 12 19.7 0 0.0 1 50.0 2 6.6 5 23.8 30

TOTAL 70 36.7 ·····69 .36.3 S 4.2 4 2.1 18 9.5 13 6.9 -.0 Answer 25 36.8 12 19.7 1 12.5 :0 0.0 14 146.6 ,12 .57.1 64-

Per 'cent

0.5

RO.?

5.3

12.6

15.8

17.0

4.7

3.6

15.8

-33.7

.f,.­c;,...

•

Table 14. - Continued --..... ~.-.~.-..... - -- - _._ ................ - -.-............... - ....... ~ - -_._ ..... - -

Type of School Sho p_ Course Studied at Monroe Trade So ~ool in Which Train- Machine Shop Electricl:ty Radio SheatHetal Drafting Combi.nat ion Total ing Was TakeD Nwnber Number Number Number Number NUliber Number

Anq School .r Aut. Mechanics 1 0 0 0 0 0 1

Armed Forces Techllical School 0 1 0 0 0 0 1

Barbers School 1 0 0 0 0 0 1

Basic Engineering and Navy Diesel Sch .. l 1 0 0 0 0 0 1 :;

" .. C •• ks and Bakers Schoel National Guard 0 1 0 0 0 0 1

Diesel School 0 1 0 0 0 0 1

Electrcm1c . Technical School 0 0 0 0 0 2 2

Fire and Gunnery School 0 0 0 0 0 1 1

Fort Belvoir Engi-neering School 0 0 0 0 0 1 1

Table 14. - Continued

-- _ .. __ u._ -.~.--

TJ'pe of Sch .. l Sno) Course Studied at Monroe Trade Schctol in Which Train- Machine Shoo Electricity Radio Sheet Metal Draft 1M Comhi na tion Total 11lIc Was Taken Number Number lumber lumber lumber Humber Number

Rea",. Equipment" Seh .. l U.S. Marine Corps 1 0 0 0 0 0 1

Marine Radar School 1 0 0 0 0 0 1

Marine Corps Engi-neering School 0 0 1 0 0 0 1

I

laval Air TeChnical '&. Training School 1 0 0 0 0 0 1

Bational Cash a-lister Servia e School 0 1 0 0 0 0 1

Naval Communications Technical School 0 0 0 0 0 1 1

Radar School 0 ~ 0 0 0 0 1

Telephone School 0 1 0 0 0 0 1

Traffic Managing Scheel 0 0 0 1 0 0 1

U.S. NaY7 Service Schoel 2 2 0 0 0 1 5

Table 14. - Continued -- -_ .. - --......... ~- --- - ~.-~ ~~r·_······_ -

T,-pe or School Shop Ceurse Studied at Monroe Trade School in Which Tra1n- Machine Shop_ Eleetricity Radio Sheet Metal Drafting Combination Total in.g Was Taken Number Number Number Nuni:>er Number NllDber }lUDber

U.S .. Navy Survey School 0 1 0 0 0 0 1

ti.S. Air Force Technical School 2 1 0 0 a 0 3

u.s. Air Force Electronics School 1 0 0 0 0 1 2

U.S. Navy -Electricians Sct'.ool 0 :3 0 0 0 0 3 ~

'.0

U.S. Air Ferce School 0 1 0 0 0 0 1

U.S. Navy Aviation Electronics School 0 0 0 0 1 0 1

U.S. Armed Forces Institute 0 0 0 0 1 0 1

rOl'AL 11 14 ---~ --~--- 1 ------ ~ -- _____ 7 __ 36

-. 51 -

Tt.lble 15 presents data in 8,nswer to the question, "Did you com-

plete the course you stBrted?" Seventy-nine or the 190 res-pondents Qr

41.6 per cent L~swered yes to the question. B~sides the two sheet

metal students who completed the courses they' took, elfl!ctrical students

led all others with 57.4 per cent of their number completing the train-

ing they took after leaving high school.

Approximately 17 per cent of the tormer students studied indict~ted

they did not complete their course or were still in school at the time

of the study.

'Fable 15. - Number and Per cent of Students in Each Classification \oJho Completed the Course or Courses They Started

Did You Com.a1ete the Course Yeu Start~d? ~ ..... "'~ :~~y

Shop Studied Yes No In S'hool NQ Answer at }ionroe Num- Per Num- Per Mum- Per Num- Per Tra.de School ber cent ber cent ber cent ber oent

Machine Shop 31 45.6 10 14.7 9 13.2 21 30.9

Electricity 35 57.1 .. g 13.1 11 18.0 9 14.8

Radio 3 37.5 2 2;.0 J 37.5 0 0.0

Sheet Metal 2 100 •. 0 0 0.0 0 0.0 0 0.0

Dra.fting :3 10.0 7 23.3 9 30.0 11 36.6

Combination 5 23.8 6 28.6 2 9.5 9 42.9

TarAt 79 41.6 33 17.4 34 17.9 50 26.3

Figures in the above table do not equal 100 per cent because many

students took more than one ceurse after leaving E.C. Glass High

School.

- 51 -

The former students were asked what type of course they took

after leaving E. C. Glass High ~eh .. l. Over sixty per cent of the

respondents answered the question. In tabulatlng the -responses it

was tound that electrical and machine shop students took nearly all

the course. listed in Table 16. The moat pepular courses appeared

to be business adm1nist~ation, machine shop, general electricity,

dratting, and 80me type ot englneel'ing. Eight7-one ditterent types

of courses are listed in the tollo~ng table.

Table 16. - A List. ot C-oursea Taken by Monroe Trade Scheel Students Atter Leaving C. Glass High School and the Classification of Students Taki..1"lg Them

T7P8 or Cou rae ,- Shop Course Studied at. Monroe Trade School Taken Atter Le~v- ~chine Shop Electricity Radio Sheet Metal Drartin~_ Combination Total in" High School Number Number Nurrtber Number Number Number Number

Accounting 1 1 0 1 0 0 :3 A.C •. ~ D.C~Theor.r 0 1 0 0 0 0 1 Advanced Electron- T.

iea 0 1 0 0 1 0 2 Advertising 0 0 0 0 0 1 1 Aircraft Machine Sbep 2 0 0 0 0 0 2 Aircraft :Engine Overha.uling 1 0 0 0 0 0 1 A.J.«ebra 0 0 0 0 1 0 1 Architecture 0 1 0 0 0 0 1 Aute X.chlllies 2 0

.I

0 0 0 0 2 Auto Parts Sale 8-

maDshlp 0 1 0 0 0 0 1 Aviation Electron-ic. 0 1 0 0 1 0 2 Barbe ring 1 0 0 0 0 0 1 Bookkeeping 1 0 0 0 0 0 1 Bwd.o •• s Admui-atratioll 3 6 0 () 2 2 13 C_rc1al Art 0 0 0 0 0 1 1 Cemau.rd.cations 0 1 0 0 0 1 2 Dale Carnegie Course 0 0 0 0 1 0 1 Drafting - General 1 2 0 0 1 0 4 Draftinl - Electrica 0 0 0 0 0 1 1 Drafting - Machine 0 0 0 0 0 1 1 Drafting - Sheet Me1'.,a1 1 0 0 0 0 0 1 n~rting ~ S~~etura 0 0 0 0 1 0 1

Table 16. - Cent.inued.

Type of Course Taken Sh_p C •• rae Studie After Leaving High Maoh1ae Shep n.ctricit.y Radio Sche.l BUlber Jlud>er lumber

EclucatiAtD - General 1 1 0 Ed.ucat1en-PbJ1lic a.l 1 0 0 Eceea1a 0 1 0 Ilectr1cal leu.. Widng 0 1 0 Electricltr-General 0 8 0 Electricit7-Pewer 0 1 0 Electricity-5hipboard 0 1 0 Electric Hev.Bent .r Traina 1 0 0 Electronics • Radar 0 1 0 E1abalming 1 0 0 Fagin •• rm' .... t 5}'8Ci&td 0 0 0 Ingineer1ng-Buildin, o on st ruct ion 0 0 0 Engl. neering-Ceramic 1 2 0 Engineering-Civil 1 1 0 Enlineerinl-Ilectrical 0 1 1 EDgin eerina-Electron1c 0 1 0 ERline.rlng-Industrial 0 2 0 ~ne.rin~chanlcal 1 0 0 Eriglneering-H1n1ng 1 0 0 Executive Training 0 0 0 FAglish 0 0 0 'Foundry 0 1 0 (}e.-try 0 0 0 He • .,. Equ1J1MDt au.d Macbiner7-operatiOD, Maintenance 1 0 0 Ueav,r D1 •• el lquipm8ftt 0 1 0 ~t lns~ectioa 0 0 0

1 at Hcmroe Trade Scheel Sheet Metal. DratUna Comb1nat 10n

lwaber Huaber l\lIIber

0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 2 0 0 0 0 1 0

0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 0 0 0 0 0 1 0

0 0 0 0 O. 0

~ __ . _0_- --1 0

Total lfwBber

2 2 1 1 S 1 1

1 :3 1 1

1 3 2 2 1 2 1 2 1 1 1 1

1 1

~----

\..n \..~)

Table 16. - Continued

Type of Course Shop CouraeStudied a.t )'lont'OEt Tra.de School Taken After Leav- Machine ShOD Electricity Radio Sheet Metal Drafting Combination Total inJt Btlrn School Number Number lumber BwdJer N'WIber Ifmaber Number

Machine Shop 10 2 0 0 0 1 13 Map Reading 0 0 0 0 0 1 1 Mathemat.ics 0 1 0 0 0 0 1 Naval Air ~s 1 0 0 0 Q 0 1 Ottice Management 1 0 0 0 0 0 1 Pa\tern Making-MSal 1 0 0 0 0 0 1 Pharmaceutical Training tor Sales a 1 0 0 0 0 1 Phi l. sophy 1 0 0 0 0 0 1 Physics 0 1 0 0 0 0 1 Plumbing It Heating 0 0 0 0 0 1 1 Photo Engraving 0 1 0 0 0 0 1 Printing 1 0 0 0 0 0 1 Psychology 0 0 0 0 1 0 1 Radle Repair 0 0 2 0 0 0 2 Radio-Television Repair 0 2 0 0 0 0 .2 Steamtitting 1 0 0 0 0 0 1 Stone Cutting It N.m- I ument Lettering 1 0 0 0 0 0 1 Surveying 1 0 0 0 0 1 2 Teaching-Indue.Arts 0 0 0 () 1 0 1 Telegraphy 0 a 1 0 0 0 1 Television 0 0 1 0 0 0 1 Telephone Theory &: Operation 0 2 0 0 0 0 2 TJ'pewr1ting 1 1 0 0 0 0 2 Us. of Shop Tools 1 0 0 0 0 0 1 Us. of Sand Labora-tory Machines 1 0 0 0 0 0 1 Stat. Quality Con.: 1 0 0 0 0 0 1 Welding 1 0 0 0 0 0 1 ---~~

TOTAL _45 50 5 1 17 13 131

- 55 -

The questien was asked, "Did you graduate troll celleg.?" Seven­

teen ot the 190 or 8.9 per cent of the respcmdents indicated that they

had. This is summarized in Table 17. Fourteen or 7.4 per cent indl-

cated they were still in school. Beth sheet metal students who were

followed-up graduated trom cellege. Machine shop and electrical stu­

dents had 10.3 and 11.5 per cent .t their number represented respec-

tively.

Dlacounting the 23 students who neglected to answer the question

and the 14 students who were still in sch •• l, it seeDlB certain that

136 or 71.6 per cent .t the respendents did not graduate trom cellege.

Tabl. 17. - IUIIlber and Per cent .r Student. in Each Classification Wh. Graduated fram Cellege

Did You Graduate trom Cel1ege or Are leu Still 111 Shap Oour •• Sch •• l? Studied at Y •• •• Stm 1l~t..1 He Answer Henroe Trade 'NUJIl-. Per Hum-· Per Hum- Per NUll- Per Schoel ber cent ber cent ber cent ber cent

Machine Shop 7 10.3 52 76.; 1 1.5 8 11.8

Electricity 7 U.S 4.5 73.8 4 6.6 ; 8.2

Radio 0 0.0 6 75.0 2 25.0 0 0.0

Sheet Metal 2 100.0 0 0.0 0 0.0 0 0.0

Draftin8 0 0.0 19 63.3 6 20.0 S 16.7

O.=1nat1.o 1 4.8 14 66.7 1 4.8 5- 23.8

TOTAL 17 8.9 136 71.6 14 7.4 2.3 12.1

- ;6 -

AI a result of the que17 made to determine how many students

served in World War II, it was disclosed that, 68 or 35.8 per cent

or the respondents had been in one .t the many branches ot the Armed

Ferces. Students in each classification were represented among thoa.

having aerved.

aecause of the existing emergency many who answered no t. the

question were in the Armed. Forces at the t 1me et the study. One

hundred twelve re.p.ndents gave a negative answer but or this group

58.0 per cent. were either ,erving at the time ot the stud,. or wer,

X:.rean veterans. Slxty-nine and tive tenths per cent of the 190

reap.ndents were veterans of World War II, the I.rean War, or were

in some branch of the serv1ce at the time ot the study.

'rables 18 and 19 reTea! the nuaber or students in each c1a.81-

t!cation who serYed in the Armed Forces during World \.{ar II, during

the Korean War J or were serving at the time of the study.

- 57 -

Table 18. - Number and Per cent of Students in Each Classiticatiol'1 Who Served in the Armed Forces during World War II

Shop Ceurs. Did leu Serve in the Artaed Forces durina W.rld. War II? Studied at Ye. H. Ie Aftawer Memree Trade Number Per cent Number Per cent HUlIber Jler cent Scb •• l

Machine Shop 36 ;2.9 29 42.6 :3 4.4-

Electricit7 21 34.4 .39 6.3.~9 1 1.6

Radio 2 25.0 6 75 •. 0 0 0 •. 0

Sheet Metal 2 100.0 0 0.0 0 0.0

Drafting .3 10.0 26 86.6 1 3.4

Combination 4 19 .. 1 12 57.1 S 23.8

TOTAL 68 .35.8 112 58.2 10 5 • .3

Table 19. - Nt1Iiber and. Per cent or Stllients in Each Classification Who Were Serving in the Armed Forces at the time otthe Stud;y or Were Korean Veterans

Shop a.ure. Are Yeu Servirut in the Armed Ferces at Present? Studied at re. Ie .e Answer Kerean Veteran Monroe Trade NUll- Per Num- Per Ium- ,.1' Num- '81' School ber cent ber cent ber cent ber cent

Machine Shop 33 48.5 33 48.5 2 2.9 0 0.0

Electricity 19 31.2 41 67.2 0 0.0 1 1.6

Radie 1 12.S 6 75.0 0 0.0 1 12.5

Sheet Metal 1 50.0 1 50.0 0 0.0 0 O.~O

Drafting 2 6.6 25 83.3 1 3.3 2 6.7

Combinatlen ; 2.3.8 11 52.4 S ~3.8 0 0.0

TQrAL 61 32.1 117 61.6 8 4.2 4 2.1

- 58 -

In erder t. ascertain whether or not experience at Menroe Trade

Soh .. 1 helped students in the service .r their c()untry, each student

was asked the question, ItDid yotr experience at Monroe Trade School

help lOU in the service .t your ceuntry?" If the answer were yes,

the student 'Was requested to explain in what way.

Seventy-n1ne of the entire group or 41.6 per cent said that

their experience at Monroe Trade School helped the.. Thirty per cent

answered definitely ne. Drafting students indicated tm t their ex­

perience helped them very little. This ia net Significant, however,

because 56.7 per cent ot this group did not answer the question. It

does .e. apparent, t.hough, from the findings that electrical students

feund their work the most helpful vhile in the serv1c.,. Beth sheet

metal students indicated that their experience helped but the writer

teels that the number is too small to ~e significant.

The combination students, 'Who had a wider variety .r experiences

at the school ranked second with 47.6 per cent or their ftUDlber expre.s­

ing the .pinion that their experience. haa been of value.

Table 20 reveals the number and per cent of students in each

cla8.ificati.n who found that the work they studied at Monroe Trade

Sch •• l had been helpful while serving in the Armed Forces of their

countrr.

- 59 -

Table 20. - fJumber and Per cent of Students in £(Hzh Classification Whe Found Their Experience at Monroe Trade School Hel~d Them. in the Service or Their Country

... ~

Did Yo~r Experience at Monroe Trade School Shop Course Help leu in the Service ot Your Country? Studied at Monree Yes N. 10 Answer Trade School Number Per cent. !lUBber Per cent !Number Per cent

tkiachine Shop 25 36.8 30 44.1 1) 19.1

Eleotricity 35 57.4 12 19.7 14 22.9

Radio 3. 37.; I 12.5 4 ;0.0

Sheet Metal 2 100.0 0 0.0 0 0.0

Drafting 4 13.3 9 30.0 17 56.7

Combination. 10 47.6 5 23.8 6 28.6

TOrAL 79 41.6 57 30.0 54 28.4

Table 21 was compiled to point out the ways in which experience at

Monroe (trade School helped students while in the service. lIiere than

tiftY' per cent ot those responding to the question felt that their ex-

perienee ga.ve them background that qualified them for special work in

the service.

Table 21. - ~'lays in ~bich Experience at Monroe Trade School Helped Studen"ts in Each Classification in the Service or Their Country

Way in Which ~~erience ,.

Shop Course Studied at Monroe Trade School Helped Students in the i~achine Shop Electricity Radio Sheet Ketal Drafting Cembination Total Service or Their CountrY Number RUBber Number Number lumber Number lumber

Develeped Mechanical Ability 2 1 0 0 0 1 4

Gave Background Which Qualified Student tor Spec:ta.l vlork 14 17 3 1 3 7 4;

Mechanical Background Helped in Getting Rat.ing 3 :; 0 0 0 0 6

General Knowledge Was Usetul in Service 1

: __ L:_ 0 0 1 3

Guided Student in Se-lection of Field in Service

~- .. -~.--. 0 -~ -- .Q .. ___ 0 _~_l-~ ..

g;

- 61 -

rfhe employment status of the student.s followed-up may be sum­

marized by the statement that no one was unemployed at the time or the

stu~. Althougb only 48.4 per cent of the respondents were .employed

full time, the remainder were in the service, employed part-time, or

at.tending school full time.

Six of the total number or 3.1 per cent indicated they owned

their own business. The majority of these were former m1chine shop

students. Dra.fting students comprised the largest group whe were in

school full time.

Because of the tact that Many students were in the service, it ia

doubtful whether or not the figures of Table 22 are significant. If

tor the sake of comparison, in the service and being employed lull time

were consideredsynQnymous and the figures 'Were combined, sheet metal,

machine shop, and electrical students would represent the largest

group to be occupied, with 100.0, 88.2. and 8'.3 per cent of their

number being counted. Ne significant differenoe in the percentage or those in each classification may be assumed. Radio, drafting, and

combination students followed closely with 75.0, 69.9, and 57.1 per

cent ot their group either being empleyed full time or in the service.

Table 22. - Employment Status ot Students in Each Classification at the Time Study Was Made

--

Emplo)"l1lent Shop Course Studied at Monroe Trade School Sta.tus or , ....... .of.. Sol) Electrle.itv Radio Sheet ilet.al Drattirur C6mbiriatJal. ~~ Total FOl"ll.1er I=- Per Ilium- Per Hum- Per Ih.un- Per Ium- Per Hum- Per BUIll- Per Students ber cent her cent bel' cent bel' cent ber cent bel' cent. bel' cent

Employed Fu1l-time 27 39.7 33 54.1 5 62.5 1 ;0.0 19 6).3 7 33.3 92 48.4

Employed Part-time 0 0.0 5 8.2 1 12.5 0 0.0 0 0.0 2 9.5 8 4.2

Unemplo7ed at Time ot StudT 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 Rl In Service at • Time of Study 33 48.5 19 31.2 1 12.5 1 50.0 2 6.6 5 23.8 61 32.1

Own Business of Some Kind 4 5.9 1 1.6 0 0.0 0 0.0 0 0.0 1 4.8 6 3.1

Attending School ,Full-time 2 2.9 2 3.3 1 12.5 0 0.0 7 23.3 1 4.8 13 6.9

HQ_4J'HI~r ___ . ________ ... ~ ... ___ ... _._~ ___ '_ __ ~ .. _9 1 . ____ .1 .• 6 ~.Q __ . __ 9.0 _ 0. • 0.0 2 ..._6.6 __ 5 . _ ._.23_~ _.10 ____ 5 • .3

- 63 -

The majority or the respondents held trom one to three jobs

atter leaving Monroe Trade Scheel. Sixty-eight or 35.8 per cent held

..nly one job, 62 or 32.6 per cent held t~ jebe, and 42 or 22.1 per

cent held three or more jobs.

The machine shop students comprised the larleet group .t those

holding only one job alter leaving school. This would seem. to indi­

cate that theY' round something that interested them batere stu dents

in the other classifications. When totalling the per cent of those

finding Glpl.,.,nt in each classification alter holding as many as six

jobs, sheet metal, machine shop, combination, and electrical students

rat~~d about the same. Radio and drafting students followed respec­

tively.

Table 23 reveals the number .r full-time jobs held by students in

each classification since l.aTing Monroe Trade Sche.l.

Table 23. - BWJlbel~ of Full-time Jobs Held b7 Students in Each Classification Since Letfving Monroe Trade School

, Shop Course Studied at Monroe Trade School

Number of )1adl1ne SloP ltlectricity Radio Sbeet Metal Drattilut· t!omblnatlm lrotll Full .. time Nu.m.- Per lJ'alIl- Per Num- Per Num- Per IIhua- Per Num- Per fum- Per Jobs Held ber cent ber cent ber cent ber cent ber cent ber cent :>er cent

One 28 41.1 18 29.5 2 25.0 1 50.0 11 36.7 8 38.1 68 35.8

Two 32.4- 22 36.1 :2 25.0 0 0.0 10 133.3 6 28.6 62 32.6

Three 10 14.7 11 lS .. 1 .3 37.5 0 0.0 1 ).3 4- 19.0 29 15.2

Four 4 5.9 4 6.6 0 0.0 1 50.0 0 0.0 1 4.8 10 5.3

Five 0 0.0 1 1.6 0 0.0 0 0.0 0 I 0.0 0 0.0 1 0.5 j

Six 1 1.5 1 1.6 0 0.0 0 0.0 0 0.0 0 0.0 2 1.1

None 3 4.4 3 4.9 0 0.0 0 0.0 7 23.1. 2 9.5 1; 7.9

No Answr 0 I 0.0 1 1.6 ~~~ 12 ~_~_~Q __ ._. __ ~~Q~_~l __ . .. J .1._... Q.__ .. 0. J 2 3...6

1

C1' ,~

Tables 24 through 31 were compiled to present the number or s tu­\.

dents in each classirication ~o held jobs related to the shep courses

they studied at Y~nroe Trade Scheol.

In order to present these data cleatlly one table vas made tor each

classitication showing the number or semesters or work students com-

pleted and the cerresponding number of full ttme jobs held.

Table 24 discloses that electrical students held more jobs re-

lated to the shop course they studied than any other group, or all

the jobs held by·electr1eal students 52.6 per cent were related to

electricity"

Machine shop student"s clail'lW)d that 47.6 per cent of the jobs

they held were related to machine shop. Following cl.sely were radio,

sheet metal, and combinatiGn students who credited 40.0, 40.0, and

)6.1 per cent ot their jobs respectively to be related to the work

they studied at Monroe Trade SehGol.

Only 26.5 per cent ot the jobs on which the drafting students

'worked were considered related. Forty-tive and t~ve tenths per cent

or the entire group .r jobs were related to the werk studied at the

trade school.

It is evident in the tollowing eight tables that students who

completed one or two semesters of shop work held nearly as manT jobs

related to the shop course they studied as those who completed aore

than this amount of wrk. This was· true in each classification except

drafting ~ere tho se who completed six semesters of wer k reported that

80.0 per cent or their jobs were related to the work they studied. In

- 66 -

all other classifications there was no signifioant relationship be-

tween the number of semesters W3rk taken at the trade 6chool and the

number or jobs related to ~~e shop wo~k studied.

Table 24. - Number ot Full-time Jobs Held by Students in Each Classi­fication and the Number and Percent or Jobs Related to the Shop Course Studied at Monroe Trade School

Shop Course Studied at ,Number of Humber ot Jobs Per cent ot Jobs Monroe Trade Full Time Related to Related to Shop School Jebs Held Sh~p Studied Studied

Machine Shop 124 59 47.6

ElectricitY' 122 64 52.6

Radio IS 6 40.0

Sheet Ketal 5 2 40.0

Drafting .34 9 26.5

Combinatan 36 13 36.1

TOTAL 336 ·153 45.5

- 67 -

Table 2;. - Number or Jobs Held by Machine Shop Students Related to the Machine Shop Course Studied at Monroe Trade School

Machirle Shop Students Number of S ••• sters Number of Full Humber of .reba' Per cent .r Jobs Work COIIlpleted at Time Jobs Held Related t. Related to }J.onroe Trade School by Students Machine Shoo Machine Shep

One 17 6 35.3

Twe 20 a 40.0

Three 14 4 28.6

Four 21 12 57.1

Five 30 18 60.0

Six 22 11 50.0

Special* 0 0 0.0

TarAL 124 59 47.6

*Special represents epecial students who took lees than three peened. of shep work a day.

Table 26. - NUJIlher of Jobs Held by .IDctrical Students Related to the Electrical Course Studied at Monroe Trade Scho$l

Electrical Students lU$ber .r Semesters Number of Full N'UIlber ot Jeba Per cent, of Jobs Work Completed at Time Jobs Held Related to Related to Monroe Trade Scheol by Students Electricity Electricity

One 7 .3 42.9

Two 24 1.3 54.2

Three 1; 10 66.7

Four 15 6 40.0

Five 23 16 69.'

Six 38 16 42.1

Speo1al* 0 0 0.0

TOTAL 122 64 52.6 .".-Special repre.ents special students who took less than three periods ot

shop wrk a dq.

-68-

Table 27. - lumber of Jobs Held by Radio Students Related to the Radio Course Studied at ~lonr$e Trade School

li'adio . Studen ts Number of Semesters Number ot Full !Number ot Jobs Per cent of Jo Work Completed at 'rime Jobs Held Related to Related to Monroe Trade School by Student·. Radie Racl10

One 8 5 62.S

Two 1 0 0.0

Three 4 1 25.0

Four 0 0 0.0

Five 2 0 0.0

Six 0 0 0.0

Special* 0 0 0.0

TOTAL l~ 6 ~.O *Special represents 8pecial~:student8 who took less than three periods or shop "W'Ork a day.

Table 28. - Number or Jobs Held by Sheet Metal Students Related to tl'e Sheet Metal Ceurse Studied at Monroe Trade School

Sheet Metal Studen itS

Number ot Semesters !lumber .r Full liuJ.aber or Jobs Per cent of JdB Work Completed at Tille Job s Held Related t. Related to Monroe Trade School by Students Sheet Metal Sheet Metal

One 0 0 0.0

Two 4 2 50.0

Three 1 0

I 0.0

Four 0 0 0.0

Five 0 0 0.0

Six 0 0 0.0

Special*' 0 0 0.0

' .. TOTAL ~ 2 !to•O *Speeial represents special students who took less than three periods ot shop work a day.

- 69 ..

Table 29. - lumber of Jobs Held by Drafting StudCllta Related to the Drafting Course Studied at Monr~ trade School

ra I .:>. U en s D ftin ~t d t -Number ot Semesters lumber of Full lumber or Jobs Per cent of ,,_be Work Completed at Time Jobs Held Related to Related t() Monroe Trade School by Students Drafting Dra.fting

One 7 1 14.3

Two ; 2 40.0

Three 6 2 33.3

Four 0 0 0.0

Five 3 0 0.0

Six 5 4 80.0

Special* 8 0 0.0

talAL 34 9 26.5 *s cul re resents ~ pe p P Etcial students ... ho took les8 tha], three periods

of shop wer k a day.

Table 30. ~·lluaber ot Jeba Held by Oombination Student. (Those Taking More Than One Shep Course) Related to the Shop Courses Studied at Monroe Trade School

Cabin ti S a on ... tudEllts HU1Ilber of Semesters Number of Full IUl'iber of Jobs Per cent of Jobs Work Completed at Time Jobs Held . Related to the Rea ted to the Monroe Trade Scheol by Students Shop Courses Shop Courses

Studied Studied

One 1 1 100.0

Two 4 0 0.0

Three ,. 1 20.0

Four 0 0 0.0

Five 14 4 28.6

Six 12 7 ,8.3

Speclal* 0 0 0.0

.Y. TOTAL 36 13 36.1 Special represents s pecial students lI!'to took less thai three periods of shop work a day.

- 70-

Table 31. - Number or Jobs Held by Monroe Trade School Students and t.he lumber and Per cent ot Those Related to the Shep Courses Studied at Monroe Trade School

Hot de S h 1 St d t onr·e ra. 000 uens lumber flf Jeba Per cent .r Jobs

Number of Semesters Humber • .rlf:1i!ull Related to the aelated to the Work Completed at Time Job. Held Shep Courses Shop Courses Monroe Trade Scheol by Student. Studied Studied

One 40 16 40.0

Two 58 25 43.1

Three 45 18 40.0

Four .36 18 50.0

Five 72 38 ;2.8

Six 77 38 49.4

Special* 8 0 0.0

TarAL 336 153 45.5 *s eial re resents special student. s Who took less t h m three pe p pe r10da or shop work a. day.

- 71-

Three questions were aske d to le3rn whether the first job the

students took was rela.ted to the work they studied or whether it WH8

taken r or inoome only.

Tables 32 through 34 reveal that ;0.0 per cent or the former stu-

dents took the fir at job offered them and a bout 43 per cent 't:,()ok

their first job for income only. Sixty-eight students or 35.8 per

cent said that. their tiret job was related to the shop course they

studied ,a.t Men-roe Tr::tde School. Considering the tact th3t only 7.4

per cent of the students did not answer the question" it appears thlt

the students had to change jobs later to find work related to the shop

work they studied.

Mere sheet metal .• machine Ihep, and electrical students round their

first job related to the course studied t,han any or the other groups.

Table 32. - lumber and Per cent of Students in Each C1auif'icatlon Who Took the First Job Ottered Them

Shep COUTee Did You Take the First Job Offered You? I

Studied at Mon- Y •• No No Answer roe Trade School Number Per cent Number 'er cent Number Per cent

Machine Shop 37 54.4 27 39.7 4 5.9

Electricity 36 59.0 20 32.8 5 8.2

Radio :3 37.5 S 62.; 0 0.0

Sheet Metal 0 0.0 ... 2 100.,0 0 0.0

D~atting 10 33.3 14 46,.7 6 20.0

Combination 9 42.9 10 47.6 2 9.5

TarAt 95 50.0 78 41.1 17 8.9

- 72-

Table 33 .... !{umber and Per cent ot Student 5 in Etch Classification Wh. Took Their First ~ob tor Income Only

Shep Ceurs8 Did y0lt.!!.!s.!....your First Job tor Income OnlY! Studied at KOnroe Yes No No Answer TradeSoh •• l Number Per cent Number Per cent Number Per cent

Machine Sbop 34 ,0.0 28 41.2 6 8.8

Electricity 25 41.0 32 ;2.4 4 6.6

Radt. 4 50.0 :3 37.5 1 12.5

Sheet Metal 0 0.0 2 100.0 0 0.0

Drafting 11 36.7 12 40.0 7 23.3

Combination 9 42.9 8 38.1 4 19.0

TOTAL 83 4'3.7 8; 44.7 22 1l.6

Table 34. - Number and Per cent of Students :in Each Classification Whose First Job Was Related to the Shop Course They Studied at Monroe Trade Sohool

Was Your First Job Related to the Shop Course You Shop Ceurse Studied? Studied at Mon- Yes I. flo Anewer roe Trade School Number Per cent XUllber Per cent Number Per cent

Machine Shop 33 48.5 .31 45.6 4 5.9

Electricity 20 32.8 38 62.3 3 4.9

Radl. 1 12.5 7 87.5 0 0.0

Sheet Metal 1 50.0 1 50.0 0 0.0

Drafting 6 20.0 19 63.3 ; 16.7

Comb in atlon 7 33 • .3 12 57.2 2 9.5

TarAL 68 35.8 108 56.8 14 7.4

- 73 -

Of the 190 students who answered the questlfmnaire, 175 or 92.1

per cent gave information as to who helped the. secure their first

job.

Table 35 summarized thia information. The largest number ot stu­

dents, 106 or ;5.8 per cent indicated that they secured their first

job themselves and attributed their success to their O\Cl etfort. On17

37 or 19.5 per cent ot the students gained help trom the school, shop

teacher, or vocational director. It appea.rs that relatively rew stu­

dents made use ot the placement services of the United States Employ­

ment Office. The vocational education director and the shop teachers

helped more machine shop student 8 to secure empl~yment than any Gther

group.

Table 35. - Persons and Agencies from Whom Monroe Trade School Stuionts Received Help in Securing Their First Job

Person or ShQPCQgJ"_~.St\Jtl.i~.t_~~~ 'rl"'fli141_ S~~l _____ _ Agency tram M1ch1ne stoll Electricltr Radio Sheet. Metal. Draft.ing Combinatbl Total Whom Help Hum- Per Hum-. Per Num- Per Num- Per tIll»- Per N'WJl- Per Bum-Was Secured ber cent bel" cent ber cent ber cent bel" cmt bel" cent. ber

Parents .5 7.4 4 6.6 1 12.5 0 0.0 4 1).3 1 4.8 15

Own Effort 32 47.1 45 73.8 7 87.; 2 100.0 10 33.3 10 47.6 106

Friend 10 14.7 7 11.5 1 12.5 0 0.0 4 13.3 5 23.8 27

Other Relative 2 2.9 0 0.0 0 0.0 0 0.0 2 ' 6.6 0 0.0 I.

School 6 8.8 4 6.6 0 0.0 1 50.0 0 0.0 0 0.0 11

Shop '1' •• cher 7 10.3 1 1.6 0 0.0 0 0.0 1 3.3 2 9.5 11

Advertisement 1 1.5 0 0.0 0 0.0 0 0.0 0 0.0 1 4.B 2

Employment Agency 2 2.9 1 1.6 0 0.0 0 0.0 0 0.0 0 0.0 J

Vocational Director S 11.8 2 3.3 0 0.0 0 0.0 3 10.0 2 9.5 15

Otbers* 1 1.5 1 1.6 0 0.0 0 0.0 1 3 • .3 0 0.0 .3

10 Answer <-~--~- '-_ 2.9 __ _3 4.9 _Q_-~ '----0_-0 0 _Q.Q 7 2:3.3 :3 14.3 15 "Others - Other agencies named were: Civil SeT'vice Exmnination, 1i.etained Job Held as Student, and United States Navy.

Per cent

7.9

.55.8

14.2

2.1

5.e .5.8

1.1

1.6

7.9

1.6

7.9

I

~

- 75 -

The students were asked t.o list all the full time jobs they

had held since 18a:9'1118 Monroe Trade School. Table 36 lists alpha­

betically the ditterellt type jobs held by the students in each class­

ification.

One hundred twenty-nine different jobs were listed. A total ot

:;61 jobs were held dtring the ten year period.

Twenty-nine respondent. classitied themselves as machinists.

Fifteen more classified themselves as machinist helpers, apprentices,

or operators making a total or 44 in this field.

Twenty-nine respondents indicated that they were draftsmen.

Nineteen claimed they were electricians and 23 more were in or had

been in some type of electrical l«)rk. Closely allied to this type or

work we~ telephone workers and those in the fi aId of elnetronic8 and

radio. The total tor this type of lADrk was twenty.

Classified as various type clerks were 39 respondents. Stock

clerks and grocery' clerke led the list with nine and seven jobs held

respectively.

Table 36. '- List of Full Time Jobs Held by StudW'lts in Each Classification atter Leaving Monroe - Trade School

--- --- -_ ...

Full Time Jobs Shop CeuMJe Studied at Monroe Trade School Held by Machine Shop Electricl ty - Radio Sheet )fetal Draf\;ng Cembination tot,al Fermer StudEl'l ts lumber Humber NUlIber Humber l'WDber Number NUJlber

Adjustor, Insurance 0 1 0 0 0 1 2 Agent, Purcbasing 0 0 0 0 0 1 1 Agent, Special F.8.1., 0 1 0 0 0 0 1 Aircratt Metalsmith 0 0 0 1 0 0 1 Aircrafi Worker 0 2 0 0 0 0 2 A.sorter. Cloth 1 0 0 a a 0 1 Attendant. Garage 1 0 0 0 0 0 1 Attendant,.Service Stat1a1 1 2 0 0 1 2 6 Auditor t- Govemaem. 0 0 0 1 0 0 1 Barbe):" 1 0 0 0 0 0 1

• ~

Baseball. Manager 1 0 0 0 0 0 1 • Baseball, Professional 0 1 0 0 0 0 1 BMkkeeper 2 1 0 0 0 0 3 Border, Hosiery Mill 1 0 0 0 0 0 1 Brakeman, Railroad 0 1 0 0 0 0 1 Brick Mason 1 0 0 0 0 0 1 Cashier 0 2 O· 0 0 1 3 Chauffeur 1 0 0 0 0 0 1 Clerk 0 0 0 0 1 0 1 Clerk" Ct.lst 0 1 0 0 0 0 1 Clerk, Drug 0 0 0 0 1 2 3 Clerk,- Grocery :3 2 1 0 0 1 7 Clerk,. Manufacturing 1 0 0 0 0 0 1 Clerk,. Meat Market. 1 1 1 0 0 0 3 Clerk,. Order 0 0 0 0 1 0 1

SUlt~Tor ~~_~. ______ . -

15 __________ _ ~ ___ 15 . 2 2 4 6 46

Table 36. - Continued

-------- -~~-~- .. -

Full Time Jobs Shop Course Studied at Monroe Trade School Held by Hachine Shot.) Electric1t:r Radio Sheet. Metal Drafting Combination Tote !Y-Poraer Studcts Hur.aber Number NWIlber lumber !lumber Ihmber Numbt1 Et'

Clerk, P&7"ll 0 1 0 0 0 0 1 Cl.rk~ '.8\ Office 2 1 0 0 0 2 5 Clerk, Receiving 0 3 0 0 0 0 3 Clerk, Shipping 3 0 0 0 0 0 .3 Clerk, Standards . 0 1 0 0 0 0 1 Clerk, Stock 2 6 a 0 1 0 9 C_raul Truck Driver 0 0 1 0 1 0 2 Ceek ano Baker 0 1 0 0 0 0 1 Cerema.ker 1 0 0 0 0 0 1 Counaeler 0 0 0 0 0 1- 1 Crane Helper 0 0 0 0 1 0 1 ~ Crater. Box 1 0 0 0 0 0 1 I Delivery ~..an 0 0 0 0 1 0 1 Diaplayman 0 1 0 0 0 0 1 Dotter 0 0 0 0 0 1 1 Draftsman 3 12 0 0 8 6 29 Electrical Appliance Ift.taller 0 3 2 0 0 0 5 Electrical Appliance Service 0 4- 0 0 0 0 4 Electrical Apprentice 0 :3 0 0 0 0 .3 Electrical Assembly 0 1 0 0 0 0 1 Electrical Expeditor 0 1 0 0 0 0 1 Electrical Work.General 2 16 ~ 1 0 0 0 19 Electrical Groundman 0 1 0 0 0 0 1 Electricians Helper 0 5 0 0 0 0 5 Electronic Technician 0 1 0 0 0 0 1

SUB TC1l'AL 14 61 ~ 0 .. 12 10 __ 10:1. ___

Ta.ble 36. - Continued _ ._ ..... _--_ •. _ .•.... _ .... -.. , .. _- ..... - --_._ •. '. . .... - .- ... - w .......... _

Full Time Jabs Shop Course Studied at Uonroe Trade School Held bY' Machine Shop Electri city Radie Sheet Metal Dra.tting Combination Tots a\ "'"

Former Studm ts llt.her Number Buaaber Number Number Humber Numbr '1

Electricians Mate,~ 0 0 .~

2 0 2 0 0 Eng1r1eer, Cl vU 1 1 0 0 0 0 2 Engineer, College Apprentice 1 0 0 0 0 0 1 Engineer, Foundr,r 1 0 0 0 0 0 1 Fireman, HaUroad 0 1 0 0 0 0 1 Forecaster, Weather 1 0 0 0 0 0 1 Fereun, Ceal Mining 1 0 0 0 0 0 1 Foreman, Lynchburg Foundry 0 1 0 0 0 0 1

• Ci

Foreman, )Iachine Shop 2 0 0 0 0 0 2 • Grader, Steel 0 0 1 0 0 0 1 Heating Contractor 1 0 0 0 0 1 2 Iceman 0 0 1 0 0 0 1 Inspector Metalwork 0 0 0 1 0 0 1 ',/If:

Inspector Production 4 0 0 0 0 0 4 KIlitter 0 1 0 0 0 0 1 Laborer 4 2 0 0 1 0 7 Machine Operator 6 0 0 0 1 0 7 Machinist 28 1 0 0 0 0 29 Machinist Apprentice 4 1 0 0 0 1 6 Machinist KeIper 1 1 0 0 0 0 2 Manager, Btore 2 1 0 0 0 2 5 Manager ~ Terminal 0 0 0 1 0 0 1 Manager ~ T.uriat Camp 0 0 0 0 2 0 2 Manutacturer,P1cture Frame 0 0 a 0 1 0 1 Manufacturer, Truck BId7 1 0 0 0 0 0 1 Maintenance Worker 0 1 0 0 0 0 1

SUB TGrAL 58 13 2 2 5 4 84

Table 36~ - Continued ~-.-.. - .. ----

Full time Jobs Shop Course Studied at Monroe Trade Soheel Held by Hachine Shop Electricity Radio Sheet Metal Drafting Comblna tion Total Former Student.s Ihunber Number !hlUlber Number Number Humber INmate-

Mechanic" Aviation 1 0 0 0 0 0 1 Mechanic, Automeb11e 1 1 0 0 0 0 2 Mechanie, Bus 2 0 0 0 0 0 2 Mechanic, General 1 1 0 0 1 0 3 Mechanic, TJPewriter 0 1 0 0 0 0 1 Moter Carrier Work 1 0 0 0 I 0 0 1 Musician 1 0 0 0 0 0 1 Newspe. per Work: 1 0 0 0 I 0 1 2 Office Work 2 2 0 0 1 0 5 Operator.. Street car 0 1 0 0 0 0 1 Own Business 2 0 0 0 0 0 2 ~ Packer 1 0 0 0 0 0 1 I

Painter 1 1 0 0 0 1 3 Pattern Maker,Metal 1 0 0 0 0 0 1 Photo 'Engraver 0 1 0 0 0 0 1 Pilot 0 1 0 0 0 0 1 Plumber and Heater 0 1

, 0 0 1 0 2

Plumbers Helper 1 0 0 0 0 0 1 Policeman 1 0 0 0 0 0 1 Printer 2 1 1 0 0 0 4 Radio • Television Repairman 0 0 2 0 0 0 2 Radio it Electronic Wllk 1 3 0 0 0 0 4 Recruiter, ArJft3' 1 0 0 0 0 0 1 Repairman,Cash Register 0 1 0 0 0 0 1 aoad Builder & Repairman 1 0 2 0 0 0 3 Routeman 1 0 0 0 2 2 5

SUB TarAt 23 lS S 0 5 4 S2

--'-----_ ... __ .. _---

Full Time Jebs Held by Former Students

Salesman Seaman Serviceman Sheet Metal Worker She. Work, General Shoe Cutter Shoe Butt.a Stamper Shoe Heel Finisher Shoe Tack Puller Shoe Shanke r Signalman, RaUroad Spreader, Garment Stone Cutter ,Monuments Submarine Enginelilft Superviaer,. Laundr,y Surveyor Assistant Telegrapher Telephone Worker Tell.r~ Bank treater, Sand Tile Setter Timekeeper Vet.rularian Assistant Watchmaker Welder W.ll Driller W .. dwerker t Assombl,. Work

SUB TOrAL TarAL

Table 36. - Continued -~ ---,_._., ...... _-

~'--'-"-'- 'C'~~'_ ,············._,··.·.~TO_···· ____ _ .... ,-

Shep Course Studied a.t Monroe Trade School Machine Shop Electricity Radio Sheet Metal Drafting Combination

Number Number Number Number Number Number

2 8 1 0 2 2 0 2 0 0 0 0 0 0 0 0 1 1 3 1 0 0 0 2 1 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 1 0 0 1 0 '0 0 0 1 0 0 0 0 0 0 0 0 0 0 ~ 1 .2 0 0 0 0 0 .2 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 2 .2 0 0 2 4 1 0 1 0 1 0 2 8 1 0 2 1 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 3 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 0

1 0 0 0 0 0 26 27 :3 0 .i 13

136 l~_. __ ~ .. 16 --.-~-- ._--- _._.32 -.- _ . __ 3.,! __ .

~-............... -

Tots Numl:er

15 2 2 6 3 1 1 1 1 1 2 2 1 1 1

10 .3

14 1 1 1 3 1 1 1 1

1 78

361 ___

0.\ o I

- 81 -

When more than one job was listed, the fOl11l8r students were

asked why trtY' left their previous employment. Table 37 lists the

19 reasons given by the students in each elassitica.tion.

The major reason tor changing jobs was tor the purpose ot ob­

taining something better. An equally major reason tor lea:ving

their jobs was to enter the service. The next three reasons given

were: they did not like the work; the,. returned to 8choo~; or they

wei.". laid otf. Only one respondent indicated that he had been dis­

charged.

Table 37. - Reasons \>.ny Students in '[i~ch Classif.ication Lett Their Jobs

Shop Course Studied at Monroe Trade Scheel Reasons Given for )f achine Shop . Electricity Radio Sheet Metal Drafting Combination rotal Leaving Jobs Number Number Number !lumber lumber Nwnber !~w.aber

Better Job 20 .30 2 0 4- 10 66 Company Closed 1 0 0 0 , 0 0 1 Did Not Like Cenaunit:r 2 0 1 0 0 0 .3 Did Not Lite W.rk 7 ; 0 0 :3 4 19 Discharged 0 0 0 0 0 1 1 Discharged (From Service) 6 .3 0 0 0 0 9 Disqualified 0 1 0 0 0 0 1 Eater Apprenticeship 1 0 0 0 0 0 1 ~ Enter Own Business 1 0 0 0 0 0 1 Enter Service 23 20 4- 0 5 6 58 Health 2 '2 0 0 0 0 4 Laid orr 7 4 1 1 1 2 16 More Experience 1 0 0 0 0 0 1 Hore Salar,. 0 7 0 0 1 0 S No Future 2 0 0 0 0 0 2 Promoted 5 0 0 0 0 0 5 Return to Scho.l :; 11 2 0 2 0 18 Summer Job Only 0 0 0 0 0 2 2 transferred . . .. _ .. Ct .. . -.-- ~ Q. .. ,~ .. Q_ .. 2 0 0 ~-.

- 83 -

Table 38 vas arranged to indicate the relatio18hip between the

reasons -why students lett their jobs and the number ot semesters

work they completed at Monroe Trade School.

It seems apparent that more of the students who completed tive

and six semesters of shop work left their jobs for better jobs than

tor any other reasOD. Those who completed two semesters or one

year ot shop work at the trade school seemed to leave tor tb9 same

reason.

There was evidence, also, that the students 'Who had completed

the most work at the trade school were the ones ~ho changed jobs;

because they disliked t he work; because they wanted to earn more

money; and beca.use they \'\1mted to return to school.

Table 38. - Reasons Why Studeni",a Left. Their Jobs and the Relative Amount of Work They Completed at Monroe Tra.de School

Reasons Give Semesters of' Work Completed at 'Monroe Trade ,School tor Leaving One Two Three Four rive Six Special Jobs Semester Semesters Semesters Sen1esters S...,sters S eaeat-ere Students

!letter Job 7 1; 5 4 17 17 1 Company Closed 1 0 0 0 0 0 0 Did Rot Like Coaauntty 0 0 1 1 1 0 0 Did Wot Like ~'lork 1 3 .3 3 2 ; 2 Discharged 0 0 0 0 0 1 0 Discharged(From Service) 2 2 2 0 1 2 0 Disqualified 1 0 0 0 0 0 1 Enter· Apprenticeship 0 1 0 0 0 0 0 Enter ~ U.a1n ••• 0 0 0 0 1 0 0 Enter Service 11 7 4 7 14 14 1 Health 0 1 1 0 1 1 0 LaW Otf 1 .3 1 3 6 2 0 Kore Experience 1 0 0 0 0 0 0 Hore SalarY' 0 ;0 2 0 2 L- 0 No Future 0 1 0 -1 0 0 0 Prouaoted 1 (J 4 0 0 0 0 tletum to School 2 4 2 1 8 1 0 SUlBar Job Only 0 0 0 a 2 0 0 Transferred 0 2 0 0 0 0 0 -

CD .I='"

- 8S -

The students were asked how long 'they worked on each job and

these data were compiled into Table 39.

The majority or the jobs were held trQm one to five months.

Nearly as many jobs were held trom six to ten months. From these

ligures it would appear that the majority of the respondents spent

a year getting situated in a job that they liked or tor which they

felt tneywere prepared.

Table 39. - Length of Time Studel):t,s in Each Classification Worked Betore Leaving Their Jobs ----_ .•... _. __ .-.,----Lensth of Time Sbop Course Sw,died at, MonJ'M Trade School Students Worked Macbine Shop Electricit:r Rad1e She., Ketal Draft.iNc C.JIbination Total Number Metbe Humber lumber IUDber lumber lumber IUIlber lumber

One to Five 22 20 2 0 8 9 61 Six to Ten n 27 4 1 5 9 57 Eleven t,o Fifteen 11 14 1 1 .3 1 .31 Sixt.een to Twen\.7 11 9 0 1 0 .3 24 TweDty:-one te Twent;r-tive 1 .3 0 0 .3 0 7 Twent7-six to Thirty 7 .3 1 0 1 0 12 Thlrty-cme to Thirt7-tive S 1 0 0 0 2 8 I Thirty-six to Forty .3 5 1 0 1 0 10 'erty-ene te F.ny-li ve 2 1 0 0 0 0 .3 Forty-six to Fif't7 6 2 1 0 0 0 9 * I

Fifty-ofte to Fifty-tlve 0 1 0 0 0 0 1 Fltty-six to Sixty 0 2 0 0 0 0 2 Over Sixty (Five tea") 1 2 0 0 0 0 .3

- 87 -

Table 40 was prepared to determine the length oi' time a tudent s

worked before leaving their job and the semesters of" work they com­

pleted at the trade school. The table reveals that the more work a

student took at ~lonroe Trade School the greater the chance ,.,as the. t

he would change jobs within the first year. This was also true about

those who completed two semesters or one year of shop work.

Only three respondents indicated that they held their jobs tor

a period of five years. This was not unusual because of the interim

spent in the service by such a large number of the tormer students

studied.

Tabl. 40. - Length or Time Students Worked belore Leaving Their Jobs and the Semest.era or work They Completed &.t Monroe Trade School

-~~~----.-.- ....... --.---~ -----.---.~.-.-. - -~~-

lumber ot Semesters of Work Completed at Monroe Trade School Months Student s One TlfO Th_ee Four Five Six Special Worked. Semester Semesters Semesters Semest.ers Semesters Semesters Students

One to Five 8 9 a 4 18 12 2 Six to Ten 9 11 9 5 II l2 0 Eleven to Fifteen 3 6 .3 4 9 6 0 Sixteen to frwenty 2 5 1 2 5 9 0 Twent.,.-one to Twenty-ti ve 1 0 1 0 1 2 2 Twenty-six to Thirty 2 2 2 0 2 4. 0 Thirty-one to 1'hlrty-tive 1 1 1 1 2 2 0 Thirty-six to Forty 2 . 1 2 2 0 .3 0 Forty-one to Forty-tive 0 0 1 1 1 0 0 Forty-six to Fifty 2 1 1 1 2 2 0 Flf't,.-one to Fitt7-five 1 0 0 0 0 0 0 Fifty-six to Sin)" 0 0 0 0 1 1 0 Over Si.x.tl: {Five Yeiirs) 1 0 0 -~~-~---L- ___ ~ __ ~ 0 0

~

- 89 -

A classification of the jobs on which students were working at

the time of the study is summarized in Ta,ble 41.

Of the entire group o,f respondents 50.5 per cent classified them­

selves as skilled 'WOrkers. The greatest number of the sa were electri­

cal students with 59.0 per cent ot their number claiming to be skilled.

Macbine shop students ranked second ,,11th 55.9 p~r cent classified as

skilled.

It is interesting to note that the combination st.udents ranked

high among skilled 'WOrkers elso. It is possible that this fa.ct may

be attributed to the variety or manipulative experiences trey received

while at the trade school.

Radio and drafting students led the group as semi-skilled workers.

They were followed closely by electrical, machine shop, and combination

students respectively.

Less than seven per cent of all the students followed-up were class­

ified as laborers.

Table 41. - Classification ot Jobs on Which Former Student. Were 'Working a.t. the Time Study Was Made

- "",_ 0"" '.' ___ _. __ •. _._._--,-_ ....•.. - .-- ... - .. '-. '-~ ---.-... ~.~ --...... -.-- .. ---~ - .•. _ ....• - - ...... ~ -

Classification ,- Shop Course Studied at )ioDroe Trade School ot Job Held by Machine Ilop Electritt7 Radio Sheet Metal Drafting Combinatbn Total '0 11Iu&r Num- Per N-ua- Per N\8- 'er N\DI- Per N\1Il- Per Nua- Per Jum- Per Students bel" cent, ber cent 'her cent ber cent bel" cent ber cent ber cent

Sldlled Worker .38 55.9 36 59.0 2 25.0 1 ;0.0 S 26.7 11 ;2.4 96 50.5

Semi-skilled Worker 12 17.6 12 19.7 , 37.5 0 0.0 6 20.0 3 14.3 .36 18.9

Operator ; 7.4- 3 4.9 1 12.5 0 0.0 2 6.6 1 4.8 12 6 • .3

Laborer 7 10.3 1 1.6 0 0.0 0 0.0 .3 10.0 ~ 9.5 13 6.9 8 Others 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 • No Answer 6 S __ ~ c_9 J 14.8 2 ~S_.J~ ---.~- 5Q.Q ~ 16,1 _4 19.0 ---'-3_ _ 11 ___ 4

- 91 -

Table 42 sets up a comparison between the clasairiestion ot jobe

held by the sbldenta and the amount of work they completed at Monroe

Trade School.

The table reveals that those student s who completed only one or

two semesters ot shop l«>rk at the school held nearly as mart7 skilled

and aemi-akUled jobs as those who completed more work. This would

seem to indicate that the shop courses at Monroe Trade School were

outlined and taught in such a way that one year ot instruction was

sutficient to give the tormer students enough background to secure

and hold jobs related to the shop work they studied. However, this

does not imply that the students who oompleted only one year of work

held the best jobs. It 1s still rea,sonable to inter from these data

tha t those who took six semesters of a perti cular shop course were

better prep:::tred.

Table 42. - Classification of Jobs on Which Students lA/ere \lJorldng at the fl. of the Study and the Semesters of \-lork Coapleted at Jlonroe Trade School

~-- ~ ,

ClassifIcation Semesters of Shop vJork Com.pleted at Monroe Trade School or Jobs Held One Two Three Four Five Six Special by'orlller Semester Sell8sters Semstere Semesters Semesters aeesters ~t\1dent8 Students Mum- Per N\UI- Per Nua- Per Num- Per NllIIl- Per Num- Per Rum- Per

ber cent. her cent ber cent ber CeI'lt ber cent ber eert. [her cent

Skilled Workers 9 33.3 14 46.6 18 64.3' 1, 6S.4 23 58.9 19 47.5 0 0.0

Semi-skilled Workers S 18.5 5 16.7 5 17.9 .3 15.7 .3 7.6 12 30.0 .3 42.9

Operator 2 7.4 2 6.7 2 7.1 1 5.3 1 2.6 4 10.0 0 0.0

Laborer 3 11.2 1 3.3 2 7.1 1 5.3 5 12.8 1 2.5 0 0.0

Others 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

B9_~n~l'" __ ~ _______ . ~ ___ ft. __ __ 22-_2. . -~----- . __ ~Q.~7_ c ___ l. __ _ ___ .3~6 _ __ 1_, _ iJ "-- _7 ___ L-lL.2_ --~-~ _lQ~ L-~ __ ____ 2.'L.l

IS I

- 93 -

The tormer studen~s who ans'.iered the que5tionnaires in~licated in

Table 43 the extent to i"Jhieh the jobs' on ',·!!iich they ".!Vere working at

tZle ti!l1e of the atudy were related to the shop 1\'Ork they studied at

)-1onroe Trade School.

The students lllGr$ asked .. rhether their jobs were closely related,

eomewhatrelated, or not relat,ed at all. Their answers lJ.!ere almost

equally distributed among the three rel,~ti :mships. About 25 per cent

said that their jobs were closely related to ,.mat they studis<:i at the

tr;;;de school; 31.1 per cent said their jobs ?.vera 50lnewila t related; and

37.9 per cent said they ~~re not related at all.

Machine shop stAldents and electrical student s held the most jobs

related to the work they studied with 61.7 and 59.1 per cent of their

number being represented. Combina.tion students or tbose who took more

than one shop course followed closely with 52.4 per cent of their gro'd,p

indicating that their jobs were either closely or somewhat rela;ted to

the shop \\Ork they studied. Only one-third of the dr;t1fting student,s

were able to secure jobs related to the drafting cour.se they studied.

Table 43. - The Extent to Which the Jobs on ll?bich Students Were l.t1orking at the Time ot the Study Were Related to the Shop ~'ork Studied at Monroe TrBde School

Relationship of Shop Course Studied at !1onroe Trade School the Job to the Machine S'Q) Electricity Radio Sheet Metal Dratt~ Combination Total Work Studied lium- Per Num- Per ~um- Per Mum- Per NUil't- Per Bum- Per lum- P.-Monroe Tra.de ber cent, ber cent :her cent ber cent ber cent ber cent ber cett School

Closely Related 20 29.4 19 31.2 2 25.0 0 0.0 1 3.3 .3 14.3 45 23.7

Somewhat Related 22 ';2.3 17 27.9 2 25.0 1 50.0 9 30.0 8 38.1 59 31.1

Not Related at All 25 36.8 22 36.1 .3 37.5 1 50.0 13 43.3 8 38.1 72 37.9

NQ An~~~:r _____ 1 l.~ 1~ ___ _k,'1 __ _1 __ 12,-5_ "--_0 __ _ ~~O~ _ __ 'I __ ~ ~ 2 ~~ ~L-. ,--_L~

'#

- 95 -

A comparison was set up again in Table 44 to indiCBte the number

of semesters of wo~k taken at Monroe Trade School and the relation­

ship of the students' present job with the W)rk the,. studied.

As in Table 42, the da.ta in Ta~~le 44 revealed no significant

relationship. Those who completed one snd two eenesters of work at

the school were holdillt~ as many jobs clos ely related and somewhat

related to the shop wo!'k they studied as those irlho completed more

work. This was true also ,d.th tl"!ose students who were working on

jobs not related at all to the shop 'Work studied.

Table 44. - The Extent to Which Jobs on vJb1ch Student s Were World.ng at the Time of the Study Were Related to the Shop Work Studied at Monroe Trade School and the Semesters ot 'tlork Com­pleted at the School

- ...•. -~-. - .. ~ .. ,_... ,-- •......... --'--.... -.......... ~.- .. - ... jjjjij ~ ..•.. -~-

---.-.- .. - .. ~.-............ ~-- ..... ~~-....... ---- ... -.. , ..... - -_ .. -_ •.•.. , ... _,. ---

Relationship ot Semesters of Work COJll')!leted at );ionroe Trade Sd100l the Job to the One T\;IO Three Four ri'" Six Special Work Studi ed at Semester Semesters Semesters Semeste-rs Semesters Se_sters 5tuden ts Monroe Tr a.d. Num- Per NU1l1- Per r~um- Per' Num- Per Num- Per Num- Per ~um- Per School ber cent ber cent ber cent bel" cent ber cent ber cert ber cent

Closely Related 4 14.8 7 23 • .3 4 14.2 7 36.8 10 25.7 12 130.0 1 14.3

Somewhat Helated 10 37.0 6 20.0 12 42.9 4 21.1 11 28.2 . 15 37.5 1 14.3

Not Related at All 10 37.0. 14 46.7 12 42.9 S 42.1 13 33.3 12 30.0 :3 42.9

No Answer 3 11.2 3 10.0 0 0.0 0 0.0 .S 12.8 1 2.5 2 28.5 ....0 0'

•

- 97 -

Approxima.\,ell 46 ptir C611t of Ule respondents l.Ildic.ted tha. t their

work at Monroe Trade School gave them a background for their job.

Approxim.a.tely 1.2 par cant sc-"idt.rr:.., t t:.heir experiences a.t the school

actually prepared them for their ~ob: Another 31.6 per cent of the

respondentaex.Pressed the opinion that t.heir industrial experiences

gave them no help at .. li .. 5 far as their job was conc0rnad.

Table 45 was compiled to present the ~3 in \.hichtraining at

lion roe 'Tra.de School helped the students in each classification on the

job.

Table 45. - Ways in Which Training at Monroe Trade School Helped Students in Each Clusification on The Job

Ways in Which Shop Course Studied at Monroe Trade School Training Mad1t.n e Slol) ~leetric:l.tv Radio ,Sheet Metal Drafting ~ombinat:lon Total Helped on. the Num- Per !-Jum- Per Num- Per NllDl- Per N'U1l'!.- Per Num- Per ~um-. Per Job ber cent ber cent bel" cent b"r cent ber cent. ber cent ber cent

Prepared Me tor t.he Job 10 14.8 6 9.8 1 12.5 0 0.0 2 6.7 4 19.1 23 12.1

Gave }i8 B~ek-ground tor the Job 37 54.4 34- ;5.7 3 37.5 0 0.0 7 2).3 S 38.1 89 46.8

Gave !ore No Help 14 146.7 At All 19 27.9 1:J: 3 .37.; 1 50.0 7 33.3 60 31.6

10 Answer -~-~.-'"'.-

2 .. _~L "-.; 8.;L L-_~_ 12 __ 2 __ c-) .. __ ~~.2Q~Q._ .7 __ .b~i4!L '--.'~ 2.lt 5_ c.lft __ ,---9~

cg

- 99 -

Approximately 64 ppr cent or the fo:"rner 9tuden~s "rhe answer-ad

the question, "no you bf~lieve th~lt shor matheMatics is important in.

your work?", inriica.ted t h~· t they believed 1"t ',vae. Comparati valy the

sa.me per cent of students in each classific1t1on reported that this

was so.. }\bout 27 ne1" cent of the res!1ondenta said that shop math-

ematies _,5 not important in relation to their 1«)rk.

Table 46 reveals ther::date compiled from tho M5wers to this 1m-

portp~t question.

Table 46., - lumber and Per cent of Students in Each Classification Who Thought Shop Mathematics Was Important 1n Their Work

Shop Course Is Shop Matheutias Important in Your Work? Studied at Mon- t .. 10 10 Anewer roe Trade School Number Percent NUIlber Per cent Number Percent

Machin e Shop 1.4 64.7 20 29.4 4 5.9

Electricity 41 67.2 14 23.0 6 9.8

Radio 5 62.5. 3 37.5 0 0.0

Sheet }1etal 0 0.0 1 50.0 1 50.0

Drafting 15 50.0 10 33.3 5 16.7

Combination 16 76.2 3 14.3 2 9.5

TOTAL 121 63.7 51 26.8 18 9.5

- 100-

Blueprint reading was found to be important in reJ...;~tion to the work

ot 58.9 :per cent of the respondent s. Over 60 per cent of the machine

shop, electrical, ra.dio, and combination students answered yes to the

query about the im.portance ot a course of thts type. Only 1.6.7 per

cent or the drafting studoots acknot'iledged the importance of hI ueprint

rea,d:lng. Considering the number i'\no did not answer the question and

the compnratlve number that gave a negative answer this ,,,,ould not be

significant.

Ta.ble 47 lists the number and per cent ot students in each classi­

fication who thought blueprint reeding 'WaS important 1n their work.

Table 47. - Number and Per cent ot Studcts in Each Classification Who Thought Blueprint Reading 'rlas ImportP..n t in The! r Work

.. Shop Course Is Blueprint Reading IlrU)Qrtant j n Your \iork? Studied at 1-10n- Yes Ro No Answer roe Trade School Number Per cent lumber Per cent Number Per cent

Nachine 3hop 42 61.8 22 32.3 4 5.9

Electricity 38 62.3 17 27.9 6 9.8

R.adio 5 62.5 ,3 3t7.5 0 0.0

Sheet Metal 0 0.0 1 50.0 1 50.0

Drafting 14 46 .. 7 11 36.7 5 16.6

Combilla. tion 1.3 6l.9 6 28.6 2 9.5

TorAL l12 58.9 60 3l.6 ~.la 9.5

- 101 -

Over 60 per cent at the respondents placed hidlest value on

general mathematics, .English, and algebra a~ the high school subjects

other than those studie d at Monroe Trade School hn ich had proved most

helpful in their work.

As high as 100 per cent of the res}iondent s in ra.dio 1ndicp.ted

that general mathematics was most helpful. Fifty per cent or more or

the tltudents in each cle,ssific~tion felt the SB.me.

The compiled data in Tnble 48 reveals tha.t the student s pla.ced

the high ~ohool subjects th~t were most,helpful to ~here in their wo~k

in the following order =

General Mathematics . .. . . . . . . Engl 18 h, Algebra • . . .. . . .. • • •

Economics, Science • • • . .. .. . .. . Ge01Betry, Social Studies, Civics • .. • • • • • • .. .. • • • • •

Typewriting, History • .. .. .. .. .. .. ..

Art, Biology, Geer al Business, Physics j Trigonometry • • .. .. ..

Ohemistry, Latin, Spanish. SpellinS, Physical Education • •

French. None • .. • • • • • • • •

· . • • • •

OVer 75 Per cent

From 60 - 70 Per cent

From 30 - 4,0 Per cent

From 20 - 30 Per cent

From 15 - 20 Per cent;

From 10 - 15 Per cent

From 1 - 10 Per eM t

Less than 1 Per cent

Table 48. - List of High School Subjects flat Proved Most Helpful to Monroe Trade School Students in Their \iork and the Cheelrieation at Students Taking Them

High'-School Subject Shop-Course -Studie1 at )tonroe 'rrade-Sehool---------------' Taken by}1onroe HaGbkle SoP Eleetrid..tv Radio .Sheet )IetBl Draftiru!: ~ombina:t1on 10\;a1 Trade Sebool stu- Num- Per lJum- Per r:um- Per 1!um- Per tlum- Per NUl'!l- Per Hum- Per dent that Proved ber cent bel" cent bel" cent bel" cent. bel" cent her celt bel" cent Helpful _

Algebra. Art Biology Business.General Chellist17 Civics Economies l~nglish Frenoh Geometry History Latin Mathematics ,General Physics Science Social Studies Spanish trigonolD8try

=:.1t1ng

None No Answer

JS a 5

12 ;

10 18 48 o

13 5 1

54 7

14 1()

o 8

11 1 o

JJ.

55.9 43 11.a 11 7.4 1

17.6 ; 7.4 6

14.7 16 26.5 28 70.6 44-

Q.O. 0 19.1 19

7.1+ 11 3 1.5

79.4 47 10.3 12 20.6 27 14.7 15 0.0 2

11.8 11 16.2 11 1.5 1 o. 1 _5_~ 6

70.; 18.0 U.5 8.2 9.8

26.2 45.9

,72.1 0,0

31.2 18.0 4.9

77.0 19.7 44/3 24.6 3.3

18.0 18.0 1.6 1.6 .9.8

*Others - 3pelllng 1, :Phye ic&1 Education 1

6 o 1 1 1 1 3 6 o 3 2 o 8 o 3 .3 o 2 3' i:)

o o

75.0 1 0.0 0

12.5 0 12.5 1 12.5 0 12.5 0 37.5 0 75.0 1

0.0 0 37.5 0 25.0 0 0.0 0

100.0 1 0.0 0

37.5 0 .37.5 0 0.0 0

25.0 0 37.5 1 0.0 0 0.0 0 0.0 1

50.0 14 0.0 5 O.J 6

50.0 4 0.0 .5 0.0 6 0.,) 9

50.0 1t.. 0.0 a 0.0 10 0.0 6 0.0

50.0 0,0 O .... .v 0.0 0.0 0.:>

50.:) 0.0 0.0

SO.O

o 20

2 12

8 o :3 4 o o 6

46.7 14 16.7 It. 20.0 .3 13.3 5 16.7 0 20.0 6 30.0 10 46.7 17 0.0 0

33.3 7 20.0 6 0.0 0

66.7 19 6. l}

40.0 6 26. g 0.' 0

10. 3 1). 4 o.! _ 1 0.' 0

20.{ 1

66.7 19.0 14.3 23.S 0.0

28.6 47.6 81.0 0.0

33.3 28.6-0.0

S5.7 19·.0 28.6~'-38 • 0.'

14'~1 19.~ 4.tl O.(l 4.a

116 28 22 28 17 39 68

130 o

52 30

4 14·8

25 62 44-

2 27 34 3 1

18

61.1 14.7 11.6 14.7 8.9

20.5 35.8 68.4 0.0

27.4 15.8 2.1

77.9 13,2 32.6 23.2 1.1

14.2 17.9 1.6 0.5 9.5

b l\)

I

- 103 -

Table 49 reveals tha.t 58.4 per cent of' the turmer students who re-

sponded to the questionnaire ",ere interested in jobs other th;J.{l the

ones on "mice they were currently woryJ.ng. All of the radio studmts

wer-e apparently interested in some other type of employm:9nt. Over;o

per cent of the machine shop, electrical, and combination students

would like a ch!i.nge ii.lso.

The question " .. as asked, ttWhat type job other tha..-~ your present. job

would :/0-':" like best1ft The answers to this question seem to indicate

that many former studen~ s are still interested ill obtaining employment

in the fields for 'l'ihich they t:·a.ined. It is ellident from the data.

compiled tha.t former rnachine shop si:.uda:l ts are interested in jobs in

machine shop, elc':ctrical students a:ce still interested in electrioity,

dratting students want to be draftsmen, and radio students want to

pursue some type of work rel&ted to the work they studi~1.

Table 49. - lumber and Per cent ot Students in Each Classification Who Indicated an Interest in Jobs Other Than the Ones on Which They Were Working at the T1me ot the Study

A t I ~ t d in J b Othe Th t re ou n Greae a 0 r an our p t resen Shop Cours. ene? Studied at Mon- Yea 10 10 Answr roe Trade School lIumber Per cent Number Per cent Number Per cent

M3.ehine Shop 35 51.5 14 20.6 '19 27.9

Electricity .39 63.9 10 . 16.4 12 19.7

Ra.dio 8 ~oo.o 0 0.0 0 0.0

Sheet Metal 1 50.0 0 0.0 1 SO.O

Drafting 14 46.7 5 16.7 11 26.6

Combination 14 66.7 I

3 11.4.3 4 19.0

TOl' AL 111 58.4 32 16.8 48 25.2

- 104 -

ment were asked wh8.t t~'Pe Ijf j')b oth~r than the! r ,resent ',)ne they

would like best. Table;O li5ts the jobs in \'lhteh the fa ~er stlldmte

were interested according to the cl~ssific G tion in '.lIi"hich they were

placed.

There were 54 difter{,nt t''T'e jobs mentioned. This r~veals the

'\ vast difterence!of' interest found among the respondents. Although

the majority of the jobs listed were reltlted in some ~ur;t to the trttde

and indust-rial COl.trses oftered ~t Monroe Trade School, many were in

advanced fields, some of which were highly technic;.l. Others "rere

in non-related fields ranging fflom game warden to oollege tea.ching.

There was a great diver-si ty in the aspirations of the former student s.

Table 50. - List ·ot Jobs in Which Menroe Trade School StudEllta Were Interested Other Than the Ones on Which The,. Were Working at the fia of the Study

Job. in .111ch Sb~J;) Course Studied at Menree Trade SellM1 'ormer Stud_ts Machine Sho" Electrici. ty Radio Sheet Metal Oraf'tina Combinat1e Total Were Interested Nunbar Number Nuab-er Number IUlIber Huber Nwa'ber

Acoountant (CPA) 1 0 0 0 0 0 1 Architect 0 1 0 0 1 0 2 Bookkeeper 1 0 0 0 0 0 1 Brick Mason 0 0 1 0 () 1 2 Cabinet Maker 1 0 0 0 0 0 1 Carpenter 0 1 0 0 0 0 1 Constructi<m Worker 0 0 0 0 1 0 1 CMrcI.1aator tor Mus Preduc~.n 0 2 0 0 0 0 2 DraftslIan 2 1 0 0 S 1 9 Druggist 1 0 0 0 0 0 1 Electrician 2 6 0 0 1 :3 12 Electroni c Technlcl an 0 3 1 0 0 0 4 Engineer (lot Classitied) 0 0 1 0 0 0 1 En.blear, Industrial 0 2 0 0 0 0 2 .g1ne.r~ Civil 0 1 0 0 0 0 1 En&1neer, RaUread 0 1 0 0 0 0 1 Forestry" Worker 0 1 0 0 0 0 1 G_ Ward_ 1 0 0 0 0 0 1 Heating Centractor 1 0 0 0 0 0 1 Ia8tructer Ph7s1cal Education 1 0- 0 0 0 0 1 Ill8tructor Indus trial Arts 0 0 0 0 1 0 1 Instructor College Biology 1 0 0 0 0 0 1 Machinist 6 0

-0 0 0 1 7

b V'l

Tabl. SO. - Continued _. __ .••. "' __ ' __ 'T_~_~"' __ ' __ '_'_ ..• , .... ___ .. _ .....•.. __ ._ _·········,···········c···· __ --- --- ---_ .. _ ... - ~-,-- .•. - -...... -.. -.-.. - ... -...... "~-... - -- - .... - .. -... -........ ~ ......... , .. -. -

Job. in Which Shol> Course Studied at Monroe Trade School Former StudSl ts Machine Shop Ilectrieity Radie Sheet Metal Drafting Combination Tete ! Were Interested lusher Number Number lUBber N\1.lIber lumber Numb~ Ef'

Machine Worker (Experi_nul) 1 0 0 0 0 0 1 M'&th ... ticial'l 0 1 0 0 0 0 1 Mechanic, Aut. 1 0 0 0 1 0 2 Mechanic, D1 ••• 1 1 0 0 0 0 0 1 Mechanic, General 1 0 0 0 0 0 1 Musician 0 1 0 0 0 0 1 Own Busin esa 1 0 1 0 :3 0 5 Outdoor Work. Genera 1 0 0 0 0 0 1 1 OperatAr. Bus 1 0 0 0 0 0 1 Operator, Lathe 1 0 0 0 0 0 1 ottice Worker 0 2 0 0 0 0 2 Parte 'Manager 0 1 0 0 0 0 1 Pattemmaker 1 0 0 0 0 0 1

g •

Personnel W8rker 0 2 0 0 0 1 3 Phetegrapher 1 0 0 0 0 0 1 Pilet 0 1 0 0 0 0 1 P1Ullber 0 1 0 0 0 0 1 Printer 0 1 0 0 0 0 1 Radie Technician 0 2 1 0 0 0 :3 Radi. and relevisien Repairman 0 0 1 0 0 1 2 Railroad lYorker 1 0 0 0 0 0 1 Salesman 4 2 0 0 0 0 6 Salvage Diver 1 0 0 0 0 0 1 Teacher 0 1 0 1 0 0 2 Telepbone Technician 0 1 0 0 0 1 2 T7J)evrlter Repairman 0 1 0 0 0 0 1 To1eY1.1oo Technician 0 0 2 0 0 0 2 Welder 0 1 0 0 c:t~ _____ '--------Q_-- _1 ____

- 107 -

Special training would be needed by 54.2 per cent ot the reapon-

dents in order to change to another t7Pe ot job. Table 51 reveal.

that 103 or 92.7 per cent ot the 111 former itudents who signified they

would like difterent employment would need special training to qualify.

Although 60,7 per cent or all electrical respondents 'Y«)uld need

speCial training to change jobs. 1 t seems apparent by comparing Table

51 with Table 49 that approximately 95 per cent or those who indicated

they wished a change l«)uld need special training. Allot the sheet

metal and machine shop stUdents would. need training to cha.nge to the

type ot job they indicated. Eighty-tive per cent of the drafting stu­

dents, 75.0 per cent ot the radio students. and 71.0 per cent or the

combination students would be concerned 1.180 with additional training

tor a change in jobs.

Table ;1. - Number and Per cent of Students in Each Classification Who Would Need Special Training for the Type ot Work in Which Thor S1anit1ed Intereat

Shop Course Do You Need Special Train1rut to Chl!llle Jobs? Studied at ~J()n- 1 •• Bo No Arulwer roe Trade School IUlIber Per cent .WIi'ler Per cent Number Per cent

Machine Shop 37 54.4 8 11.8 2.3 33.8

Electricit)t' 37 60.7 8 1.3.1 16 26.2

Radio 6 75.0 1 12.5 1 12.5

Sheet Ketal 1 50.0 0 0.0 1 SO.O

Drafting 12 40.0 4 13.3 14 46.7

Combina tion 10 47.6 4 19.1 7 33.3

TarAL 103 54.2 25 13.2 62 32.6

- 108 ;..

About. one-third ot the respondents signified that they would like

help in securing the t)'pe ot work in which they were interested. at

the 111 who definitely wanted a change 63.9 per cent wished that assi8-

tance could be given them. Another 38.7 per cent at those who wisbed

a change in employment stated that they were not interested in help.

In Table '2 the number and per cent ot students in each 01&881-

tioation who 'WOuld like help in securing th~ type work in which they'

were interested are listed.

Table '2. - Number and Per cent ot Students in Each Classification Who Would Like Help in Secunn8 the Type Work in Which They Were Interested

Would tou Like Help in Securing the 1'1P8 Work You Shop Course Want? Studied at Mon- Ie. Ho· 10 Answer rOe Trade School lumber Per cent IU1Iber fer cent Humber Per cent

Machine Shop 23 33.8 18 26., 27 39.7

Electricity 23 37.6 18 29.5 20 )2.9

Radio 4 ,0.0 1 12.5 3 37.'

Sheet Metal 0 0.0 1 50.0 1 50.0

Drafting 11 36.7 4 13 • .3 15 50.0

Combination 10 47.6 1 4.8 10 47.6

TOTAL 71 37.4 43 22.6 76 40.0

- 109 -

Over SO per cent of the respondents indicated an interest in tak­

ing IISpecial training to quality tor the type of wor k in Wl iob they were

interested. learly 90 per cent ot those who definitely s1.gnifled a

desire to change jobs were interested in taking training.

In Table '3 the number and per cent ot students in each classiti-

cation who professed an interest in taldng special training are recorded.

Table S3. - lumber and Per cent of Students in Each Classification Wh. Signified an Interest in Taking Special Training for the Type of Work in Which Thq Were Interested

Sh<>p Course Are You Interested in Taldg S!!cial Trainirla? Studied at Hon- lee 10 No Answer roe Tr.de School IUDlber Per cent lumber Per cent Number iPer cent

Machine Shop .33 48.5 10 14.7 2; 36.8

Electricity .33 54.1 9 14.7 19 31.2

Radio 4 SO.O 1 12.5 .3 37.5

Sheet Metal 1 50.0 0 0.0 1 50.0

Dratting 12 40.0 2 6.7 16 53.3

Combination 14 66.7 2 9.5 5 2.3.8

TarAt 97 Sl.1 24 12.6 69 36.3

- 110-

To ascertain why the students took the shop course they did at

Monroe Trade Sehool, they were asked to check whether they were

espeCially interested in tbEtt trade, liked it best ot the shop courses

ottered, liked the instructor, or had no choice.

Of the total nUJRber of respondents J 62.6 per cent indicated that

they were especial.l7 interested in the trade. Another group of stu­

dent. representing about 32 per cent ot the 190 said that the;y liked

the shop they took beat ot those otrered. Less than one per cent ot

the respondents said that they had no choice,

Table 54 lists,- the reasons why.tudents in each classification

took the shop they did at Monroe Trade School.

Table 54. - List or Rea.sons WhT Students in Each Classification Took the Shop Course They Did at Monroe Trade School

----

Reason tor Taking 'hoD Course Studied at H wnroe Trade ~ chool Shop Course at Macl:imS'iot Electricity Radio Sheet I·leta]. DrattinJl CombiJati:ll Tot 1 Monroe Trade Nua- Per Num- Per Num.- Per Num- Per Num- Per Ntmt- Per Num- Per School ber cent her cent ber cent ber cent ber cent ber cert ber cent

ly Inter-Trade 39 57.3 42 69.8 7 87.5 0 0.0 16 60.0 13 61.9 119 62.6 Best of

"<

~ered 27 39.7 17 27.9 1 12.5 1 50.0 9 30.0 6 28.6 61 .32.1

• )r :3 4.4 .3 4.9 2 25.0 0 0.0 9 30.0 J 14 • .3 20 10.5

I Given 0 0. ') 0 0.0 0 0.0 0 0.0 1 3.3 0 0.0 1 0.5 :'rlend 1 1.5 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 1 0.5 Out work 1 1.5 0 0.0 0 0.0 0 0.0 0 0.0 1 4.8 2 1.1

Operate r 1 i., 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 1 0.5

Monotony . Routine 0 0.0 1 1.6 0 0.0 0 0.0 0 0.0 0 0.0 1 0.5

~d in Re-things at

Home I 0 I 0.0' 1 1.6 1 0 I 0.0 I 0 I 0.0' < 0 • 0.0 I 0 · 0.0· 1· 0.5

..... :::: •

Reason for Taking Shop Course at Monroe 'frade School

To Get Background tor Engineering Field

To Get Background tor Trade

For Credit

Thought It Would Be Uaeful

No Answer

Ta.ble .54. - Continued

Sholt~C()ur~~j)~t'gdl~Lat~j'1pl'1roe 'trag!' School

0,.,'-1 0.01 1 1.61 0

o 0.01 1 1.61 0

o 0.01 0 0.0 I 1

o 0.01 0 0.0 I 0

Sheet Metal.. Bum- Per ber cent

0.0 I a 0.0 I 1

0.0 J 0 0.0 I 0

12.51 0 0.0 I 2

0.01 0 0.0 I 0

3.31 0

0.0 I 0

6.61 0

0.01 1

o~o I 2

0.0 I 1

0.0 I 3

4.81 1

1.1

0.5

1.6

0.5

4 5.91 1 I 1.61 0 I O.ot _1 I 50.01 0 I 0.0 I 0 ~tO.O I 6 13.1

..... ~

- 113 -

Inn.pODse to the question, "It you could have selected another ,

type shop course in high school, name the type you 'WOuld have •• -

lectedft , 21 difterent. courses were men t1oned. The tour moet fre­

quently named trade and industrial courses were, in. orete%" ot preter-

ence: drafting, electronics, auto mechanica, and electricity.

The data are summarized in Table 55.

fable 55. - List of Shop Courses Student. at Monroe Trade School Would Have Selected It The,.. Had Seen ottered

Subject St.udent She'D Course Studied at Monree Trade Sch_l lInlel lave Machine ShoD Elect.ricity Radie Sheet Metal Drattiru! C.mbination Selected .umber RU1Ilber Itmber Il1JIber HtUllber llUD.ber

Aviation 1 1 0 0 0 0 Brick )laMDry 1 0 0 0 ·0 0 BusiDea. Education 0 0 0 0 1 0 Advertising 0 0 0 0 0 1 Dratt,inI 7 15 0 0 0 2 Diyersitied OCCUpatfaU8 0 1 0 0 0 0 Cabinet Making 2 1 0 0 0 0 Electricit.y 7 1 0 0 5 0 Electronics 6 10 0 0 2 1 Heat Treating " Plating 1 0 0 0 0 0 Machine Shep 0 :3 0 0 3 0 Meehan i.e.. Aut. 5 6 0 1 1 2 Mechanics, D1eael 2 2 0 0 0 0 Mechmics, AviaUon 0 0 0 0 1 0 Print1Da 2 1 1 0 1 0 Sb .. t Hetal 2 0 0 0 0 2 relevisien Service and Repair 0 0 0 0 0 1 WeoelwerkiDg 0 2 0 0 0 1 Welding 0 1 0 0 0 0 Ne !rur".r 33 20 7 1 19 11

!otal Ihmiber

2 1 1 1

24 1 3

13 19

1 .... ~

6 IS 4 1 5 4

1 :3 1

91 __

- U5 -

Twelve shop subjects were listed on the questionnaire and the

tormer students were asked to check the .tive courses that they now

would select in the order of their preference.

Table 56 list8 the courses that the respondents in each clas8ifl­

cation would select It they were ottered in high school and the order

in which tJley l«)uld prefer them.

From the table it 18 apparent that the majority of the students,

68.4 per cent, would .elect drafting first. This was tollowed by

e180tr1<:1t7 and machin. shop. This i8 interesting and 8Ome-what 8ig­

nificant because theae three shop courses have been popular in Monroe

Trade School eince its inception.

Two Course. that tollowed closely and rec81 ved the fourth and tifth

rating 'W8 re radio and. auto mechanic". As radio was taught at one time

in the school, auto mechanics becomes the on17 newcomer among the

first tive.

Woodworking, an industrial arts subject in the junior high school,

rece! ved the sixth rating. Sheet metal, a subject once taught at the

trade school and later discontinued, received the lowest rating,

namely nUDlber twelve.

Table 56. - List ot Shop Courses Monroe Tra,de School student,s in .Each Classification Wou.ld Select It They Were Otfered and the Order ot Their Preferenee

...... - _ .. _- . --

Shop Course Shop Course Studied at, Monroe Trade School Student Would Madlim Slot) Electric .. 'R.adio aheet MeW Drafting ~ombinatlGO Total Select, in Order )Jum- Per Num- Per Bum- Per N~ Per Bum- Per Rum- Per ~ Per ot Preference ber cent ber cent bel" cent her cent ber aent ber celt, ~er cent

1. Drafting 40 58.8 41 67.2 5 62.5 1 50.0 28 93.3 15 71.4 l30 68.4

2. Electricity 38 55.9 45 73.8 7 87.5 1 50.0 22 73.3 10 47.6 ~3 64.7

:3. Machine Sl¥;p 48 70.6120 32.g 7 87.5 0 0.0 14 46.7 9 42 • .3 98 51.6

4. Radio 28 41.2133 54.1 7 87.5 1 50.0 13 43.3 10 47.6 92 48.4

S. Auto Mechanics 22 32.4 27 44.3 J 37.; 1 50.0 16 ,53.3 10 47.6 79 41.6 ...

6. Woodworking 24 35.3 20 32.8 2 25.0 0 0.0 4 13.3 6 28:.6 56 29.5

7. Welding 2/-!- 35.3 8 13.1 2 25.0 0 0.0 :3 10.0 6 28.6 43 22.6

8. Printing lh 20.6 9 U.S 1 12.5 0 0.0 10 33.3 6 28.6 40 21.1

9. Carpentry 9 13.2 10 16.4- 3 37.5 0 0.0 , 10,0 2 9.5 27 14.2

10. Brick Masonry 4 5.9 12 19.7 2 25.0 0 0.0 4 13.3 :3 14.3 25 13.2

ll. Diversi.fied Occupations f"1 10.3 10 16.4 0 0.0 0 0.0 6 20.0 2 9.5 25 1).2 I

U._~h~_e\J1~tal _____ ~ .1Q 1.~,_7_ ~---.1_ ~-~~ 0 0,0 1 SO.O 3 10.0 4 19.1 21 ll~l

f-'

~ I

- 117 -

The findings in Table 57 with reterence to public relations indi­

eate that nearly evexy former student. 96.8 per cent I thought that

personality, attitude toward others, and general good manners were

moat important in holding a job. Four of the six groupe studied

agreed to this 100 per cent. This 1s very signiticl!urt, as onl,. tw

students out ot the 190 or 1.1 per cent failed to answer the question.

Table 57. - Number and Per cent ot Students,in Each Classification Who Indicated !Jlat an Individual'. 'ersonality, Attitude Toward Others, and General Marmers Help 6111 Hold a Job

Are Personality Attitude Mannerl Helptul on the • , Shop Cova. Job? Studied at Mon- f •• .0 10 AMwer roe Trace School lwiber Per cent lumber -Per cent lumber Per cent

Machine Shop 65 9,.6 2 2.9 1 1.5

Electricit;y 58 95.1 2 ).3 1 1.6

Radio 8 100.0 0 0.0 0 0.0

Sheet Metal 2 100,0 0 0.0 0 0.0

Drattina )0 100.0 0 0.0 0 0.0

Conbination 21 100.0 0 0.0 0 0.0

TOI'AL 184 96.8 4 2.1 2 1.1

-118 -

To pursue the question of human relations further, tbt student,e

were asked if they thought a course in personal rea tim. and •• ployer­

employee relations should be taught at Monroe Trade School. Over 95

per cent or the students followed-up indicated the. t they thought it

advisable.

The writer teels that this i. significant alao a8 97.9 per cent

ot the respondents answered this question.

Table 58 summarize. thee. data.

Table ,8. - Humber and Per cent or Students 1n Each Classification Who Indicated That a Course in Personal Relations and Eaployer­emplo,.ee Relations Should be Taught at Monroe Trade School

I

Shop Course Should a Course in Personal a.latlon. Se Tav.bt? Studied at Mon- Yea •• 10 Auwer roe Trade School lumber Pei' cent Jaber IPer cent Jaber Per cent

Machine Shop 66 97.1 2 2.9 0 0.0

Electricity 57 93.5 1 1.6 3 4.9

Radio 8 100.0 0 0.0 0 0.0

Sheet Metal 2 100.0 0 0.0 0 0.0

Drafting 28 93.4 1 3.3 1 .3.3

Combination 20 95.2 1 4.8 0 0.0

TarAt 181 95.3 S 2.6 .4 2.1

- 119-

In order to receive federal reimbursement tor the operation ot

day trade clas8es, they must operate three consecutive hours a day.

In some instances this created difficulty in scheduling, resulting

in students dropping out ot the trade and industrial department at

Monroe Trade School.

The former students were asked whether they preterred one, two,

or three periods of shop work a dar- The majority or the respondents,

61,6 per dent, indicated that they would st111 preter three consecutive

periods a day. This WHS true tor the students in each classitication.

Only 1.6 per cent of the entire group signit1ed that one period would

be satisfactory. Sixty-tour or 33.7 per cent said that two periods

would suffice. More electrical students felt that two periods would be

eatisfactory than any other group. This would indicate that the three

periods ot electricity were either too long or the students lelt that

they could accomplish what was necessary in two periods ot shop a day.

Table 59 was compiled to summarize the etudents response to the

question about the length or the class period.

Table 59. - Number of Periods of Shop Work Per Day Students in Each Classification Indicated They v~ould Prefer Taking

Number or Shop Shop Course Studied at Monroe Tra.de School .

Periods Per Day }idtne Srm Electricity Radio Sheet Metal Drafting CombinatllJr1 Total Preferred b)" NUll.- Per llum- Per Num- Per Mum- Per Num- Per Num- Per Num- Per Former Students ber cent ber cent ber cent her cent ber cent ber cent ber cent

One 2 2.9 1 1.6 0 0.0 0 0.0 0 0.0 0 0.0 'J 1.6

Two 20 29.4 26 42.7 3 37.5 0 0.0 10 33.3 5 23.S 64 33.7

Three 45 66.2 33 54.1 ~ 62.5 2 100.0 18 60.0 14 66.7 117 61.6

59 tm.~_we:t~ ___ ~ _____ ~ __ l. _1.'- _. l __ ... ,_.1._.6. 0 O.Q , . Q .--. _ .O.Q._ ... _Q~1 '-- .. ~-- .9.2 6 . 3.1.

·1

~ I

"'!!' 121.-

Table 60 reveals that over three-tourths ot the 190 respondents

would leave Lynchburg to take jobs for which they ha.d been trained.

Tw-thirds or more of the students in each classification made this

statement.

Table 60. - Number and Per cent ot Students in Each Clas81f'icatloD Who Indicated They Would Leave L11lchbur g to T alee Jobs tor Which They Had Trained

Sbop Course Would You Leave LDOhburg to Take a Job? Studied at Mon- Yes . Ho· 10 Answer roe Trade School Number Per oent Humber Per cent Number IPer cent

Machine Shop 47 69.1 20 29.4 1 1.5

Electricity 49 SO.3 7 11.S .; 8.2

Radio 7 87.5 1 12.5 0 0.0

Sheet Ketal 2 100.0 0 0.0 0 0.0

Drafting 2; 8).3 2 6.7 .3 10.0

Combination 18 85.7 .3 14.3 0 0.0

TarAt 148 77 •. 9 :33 17.4 9 4.7

- 122 -

In answer to the question, ltWere you ever employed outside L,nch­

burg?· it was learned that 37.9 per cent ot tt. respondents hael been.

The sheet metal students and over 60 per cerd# of the radio students

had worked outside the city. Approximately one-third ot the _chine

shop, electrical, and combina tien students and about ora-fourth of the

drafting students also had been _ployed outside of Lynchburg. These

figures are quite significant as all but). 7 per cent ot the respon-

dents answered the question.

Table 61. - Number and Per cent ot Studmts in Each Clas81t1cation Who Have Been Employed Ou~.ide L1DcbburS

Sh C oJ) . our .. VI y Iv 1Jlp1o d Out ld L bbur? ere . au er Z! • • eo I Studied at Mon- Y •• llo 10 Answer roe Trade School Nwnber Per cet lumber Per cent Baber ·Per cent

Machine Shop 25 )6.8 41 60 • .3 2 2.9

Electricity 24 39.' 34 ".8 .3 4.9

Radio ; 62.5 .3 37.5 0 0.0

Sheet Ketal 2 100.0 0 0.0 0 0.0

Drafting 8 2.6~.'1 22 73.3 0 0.0

Combination 8 38.1 II 52.4 2 9.5

TarAL 72 37.9 111 58.4 7 3.7

Table 62 lists the areas outside Lynchburg where students in each

classification had been _plo7ed. Fortl'-one places were named, .32 or

Which were in the State or Virginia.

Table 62. - A List or Areas Outside L1I'lchburg Where MenrM Trade Scheel St.ude ta in Each Cla.sltlcatien Have Worked

Area. Outside L1Dcb- Shoo C.urs. Studied at Monroe Trade School burg Where Students Machine She'D Uectricity Radio Sheet Metal Drattina C"1nat.101l 'fAal Have Been :EJlQ:)lOYed l'UJDber Humber lumber lumber Ihaber If'Wliler Humber

All AroUlld the World 4 5 0 0 0 1 10 A1.xandr1a~ '1r,btia 0 1 0 0 0 0 1 Altavista, V1r&1nia 1 0 0 0 0 0 1 Ashland, Vir&1n1a 0 0 1 0 0 0 1 Bal;ttillore, Maryland 2 3 0 0 0 0 5 Charlette t w.rth Carolina a 1 0 0 0 0 1 Cbarl.tt •• v1ll., Va. 0 0 0 0 1 0 1 Clarksburg, West Va. 1 0 1 0 0 0 2 Clifton F.rge, Virginia 1 0 0 0 0 0 1 DanYille, Virginia 0 1 0 0 0 0 1 Entire State or VirJ1nia 0 0 0 0 1 0 1 Fairment, West Virginia 0 0 0 0 1 0 1 Florida 1 0 0 0 0 0 1 a .. rJia 0 0 0 0 1 0 1 Harrisonburg, Virginia 0 0 0 0 1 0 1 Iadiana 1 0 0 0 0 0 1 Kentucky 1 0 0 0 0 0 1 Ian .... 1 0 0 0 0 0 1 HarTland 0 1 1 0 0 0 2 Middleburg, Virginia 0 2 0 0 0 0 2 MORrM. Virginia 0 0 1 0 0 0 1 I.bra.lea 0 1 0 0 0 0 1 Ifev York C1 t;r 4 0 0 0 0 1 .5 Hewport, Rewa, Virginia 0 0 1 0 0 0 1 lew Jersey 0 0 0 0 0 1 1

e1 •

Table 62. - Continued ---.--~,~-- ~-.-. ,--.-~ -- --- ----~--. -- ~-~-.,~-- --

Areas Outside Lynch- Shop Cours. Studied at Monroe Trade School burg Where Stud_to. Machine Shep nectricity Radi. Sheet Metal DratUrut CoRbinatie T.tal Have Been .lIaplend lumber .umber NlDlber Nwaber lumber Buaber lumber

•• rt.lit, Virginia 3 1 0 0 0 1 5 Berth Carolina 0 0 0 0 0 1 1 Philadelphia, Pa. 0 2 0 0 0 0 2 Pittsburgh, Pa. 1 0 0 0 .0 0 1 Perlamouth, Virginia a 0 1 0 0 0 1 Radtord.. Virginia a 0 0 0 0 1 1 RlcbMnd, Virginia 0 2 1 0 0 2 5 Reanoke, Virginia 0 2 0 0 1 0 :3 Salem .. Virginia 0 1 0 0 0 0 1 Tennessee Q 1 0 0 0 0 1 Trent.l'1" New Jersey 0 1 0 0 0 0 1 Walderf" Virainia 0 0 0 0 0 1 1

..... ~

Waahingten" D. C. 3 2 1 0 0 0 6 WJ\berllle" Virginia 1 0 0 0 0 0 1 W1lliamsburl, Virginia 0 0 0 0 1 0 1 Virain1a Beach. Va. 0 0 0 0 1 0 1

-l2S -

The student 8 were asked to list the type ci" work they did while

working outside Lynchburg. Electrical and machine shop work of 80me

kind were done in the majority or cases. There were 40 difterent

type jobs listed. Thereapondent 8 he ld a total of 75 job. in all.

The majori t7 ot tt.ae were held by machine shop and electrical stu­

dents.

Table 63 lists the type ot work reported by the former students

in each classification.

Table 63. - Type ot Work Done Outside Lynchburg by Students or Menroe Trade Scheel in Each Cla8eificatlOll

Type of Work Done Outside Lynchburg by Former Students

Aircraft. \~lork Air Force (Service) Baseball Cable Splicing Clerking a .. king '''r Baldng Construction Work C.uaselling Drafting Electrical Work Electronic s Engineering,Civ11 F1Jing (Pilet) Grading Steel 1l'18urance Adjusting Laboratory Work Machine Shop Work Manufacturing (Production line) Mecbanic" Radar Mechanic, General Merchant. Marine MiniDg, Engineering Musician Naval Officer

SUB !rOTAL

Shop Course.Studied at Monroe Trade SchoGl ~lachine Sho~J.~l~~tI'~c:it:,yJ .J~~~oSil~.~ }~~tall Drf!.ft:,ingt Combination Number !hlmb(~r Numbr:r I Number Number I Number

o .3 o o 1 o o o o 1 o 1 o o o o 9

1 o 1 o o 1 o o 2

10 1 o 1 o o o ()

c o o 1 o o o o o 2 o o o 1 o o o

o o o o o o o o o o o o o o o o o

o o 1 o o o o o 2 1 o o o o o 1 o

o o o o o o 1 2 1 o o o o o 1 o o

Tetal Number

1 3 2 1 1 1 1 2 5

14 1 1 1 1 1 1 9

1 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 1 o 1 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 0 1

21 18 4 () 5 5 53

~ 0-..

•

Table 63. - Continued

-- -- -~-.-.- -----

Type of Work Done Shop Oourse Studied at Monroe Trade School Outside L1Dchburg ¥.ul.chine Sho)) Electricity Radie Sheet Metal Drafting Combina tiol'l Total 1:>)" Former Student.s Humber Number Number Number Number NUDlber Number

Office Work 0 1 0 0 0 0 1 Painting 1 0 0 0 0 0 1 Radio Operator 0 0 0 0 0 1 1 Radio & Television Work 0 0 1 0 0 0 1 Restaurant Work 0 0 0 0 1 0 1 aead Construction 0 1 1 0 0 0 2 Railroad \.\1ork 0

., 0 0 1 0 2 "'-

Sbeet Xetal Work 1 0 0 0 0 1 2 Special Agent FBI 0 1 0 0 0 0 1 Surveying 0 0 0 0 1 1 2 Sales Work 0 0 0 0 0 1 1 Technician, Radar 0 1 0 0 0 0 1

~ -.)

Telegraphy 0 0 2 0 0 0 2 I

Telephone Work 0 2 0 0 0 0 2 U. S. Marines 1 0 0 0 0 0 1 Work with Ameri-can 0an 1 0 0 0 0 0 1

SUB TarAL 4 7 4- 0 3 k 22 TOTAL 25 2S S 0 g 9 75 -

.... 128 -

The students were asked whether or not "their present job was re­

lated to the W)rk they studied at Monroe Trade School. Table 64,

l'hiC"'.h tf\UJ.1m8.ri.e. their answers, reveals tha.t 50.6 per cent ot the re-

spondente were working on jobs either related or somewhat related to

the shop york they studied. Electrical and machine shop students held

more related jobs than the student 8 in the otbe r groups.

Approximatel,. one-third ot the respondent. a were _ployed in tield 8

that were not related. to the shop course. ottered.

Table 64. - lumber and Per cent ot Stlllents in Bach Cla8.itication Who Were Working on Jobs Related to the Work The,. St,udied at Monroe. Trade School at the Time ot the StudT

Are You Working on a Job Related to or Somewhat, Re-Shop Course lated to the Work Iou Studied at Monroe Trade School? St.ud.ied at tes Somewhat No No Answer Monroe Trade Jum- Per Hum-' Per Rum- Per Nua- Per School ber cent bel' ccmt ber cent ber cent

Machine Shop 20 29.4 18 26.5 27 39.7 3 4.4

Electricity 22 )6.1 15 24.6 18 29.5 6 9.8

Radio 2 25.0 1 12.5 4 ;0.0 1 U.S

Sheet. M.tal 0 0.0 0 0.0 2 ~OO.O 0 0.0

Draft.ina 7 23.3 3 10.0 14 46.7 6 20.0

Combination 4 19.0 S 2.'3.8 9 42.9 :3 ~14.3

tarAL S5 28.5 42 22.1 74 39.0 19 10.0

- 129 -

In answer to the question, "Are you still interested in working

on a job related to the work you studied at Monroe Trade School?" it

was learned that over one-third or all the respondents were interested

in doings,o. This represents 67 or about 90 per cent ot the 74 stu ....

dents who previo,,!sly indicated that they were not currently working on

jobs relAted to the shop work they- studied.

Comparing Table 64 with Table 6" which reveals the answer8 to the

question, it maT readily be seen t~.t a large per cent ot t he students

in evert classitication except sheet metal were still interested in re­

lated employment. All the combination student. liS and all the radio stu­

dents were interested. Twenty-tour or 88.8 per cent ot the 27 machine

shop etuden',. ,: 17 or 94.4 per cent of the 18 ale ctrical students, and

13 or 92.8 per cent ot the drafting s~udent8 were interested also.

Table 6,. - lumber and Per cent of Stu1ents in Each Classifioation Who Were Interested in Wor1d.ng on Johl Related to the Work ther Studied at Monroe trade School

Are Iou Intere.ted in Working an a Job Related to Shop Course the Work You Studied at Monroe Trade School? Studied at Hon- I •• 10 No ADa...,.r_ roe Trade School NUllber Per cent lumber Per cent IUIlber,rer cent

Machine Shop 24 35.3 2S 36.8 19 27.9

Ele ctrici ty 17 27.9 18 29.5 26 42.6

Radio 4 SO.o 2 25.0 2 25.0

Sheet Metal 0 0.0 2 100.0 0 0.0

Drafting 13 43.4 7 2).3 10 33.3

Combination 9 42.8 7 33.3 5 23.9

TOTAL 67 35.3 61 32.1 62 32.6

- 130 -

In response to the question, "Are JOu married or singl.," it was

learned tblt 100 or 52.6 per cent or the respondents were married.

Excluding the sheet metal students, the machine shop group had the

largest number of married students with 64.7 per cent or its number

represented.

Considering that les8 than one per oent ot the responden ts neg­

lected to answer the question 1t appears certain that there were &1-

IIlO8t 88 many sinel. students as married atud81ts in the group stud1ed,

These data are r.vealed in Table 66.

Table 66. - Marital Status ot Studfl"lta in Each Cla.aitication at tbt Time ot the Stu<i7

Shop Cours. Are You Married or Sinal.? S tudled at Mon- Karried Sing: Le Ho Answer roe Trade School Rumba) Per cent Number Per cent lumber Per cent

Machine Shop 44 64.7 24 35.3 0 0.0 -

Eleetrlcity 3.5 57~4 25 50.0 1 1.6

Radio 4 50.0 4 50.0 0 0.0

Sheet Metal 2 100.0 0 0.0 0 0.0

Drafting 8 26.7 22 73.3 0 0.0

Combination 7 '33.'3 14 66.7 0 0.0

TOTAL 100 52.6 89 46.9 1 0.5

- 131 -

Table 67 reveals that the torll8r students who were tollowed-up

have a tatal ot 65 children. There 'were 39 boys and 26 girls.

Table 67. - Nuai>er of Children Students in Each Classification Had at the Time ot the Stud7

Shop Course How Many Children Do touH_ve? Studied at Mon- Bon Girl. None No Araswer roe T r&d. Sohool Number lhmber Nud>er Nwaber

Machine Shop 22 12 18 24 I

Electricity 9 11 20 27

Radio 1 0 3 4

Sheet Metal .3 0 0 0

Drafting .3 2 4 22

Combination 1 1 6 14

'roTAL 39 26 51 91

- 1.32 -

The former students were asked if they WJuld encourage their

children to attend the industrial department of the new E. c. Glass

High School.

One hundred twenty or 63.2 per cent ot the respondents answered

in til e affirmative. Only 5.7 per cent indicated that they would not

etlcoura.ge their children to take trade subjects. ApprOJdnately 27

per cent indicated that they were undeoided. Table 68 summarises

these data..

Table 68. - IUilber and Per cent ot Studmta in Each Cla.sitication Who Indicated The)" Would Encourage Their Childre to Attend the Industr:1.s.l Department ot the lew E. c. Glass High School

Would. You Encourage Your Children to Attend the Shop Course Industrial DeI)artant ot E. C. Glue H~ Ih School? Studied at fts I. Undecided 10 hewer Monro. Trade Num- Per Num- Per Num- Per Nwa- Per SchoQl ber cent . bel' cent ber cent ber cent

Machine Shop 47 69.1 6 8.6 15 22.1 0 0.0

Electrici1J 32 52.4 :3 4.9 22 36.1 4 6.6

Radio 5 62.S 0 0.0 3 37.5 0 0.0

Sheet Metal 1 50,0 0 0.0 1 50.0 0 0.0

Drafting 23 76.7 0 0,0 7 2).) 0 0.0

COllbina tion 12 57.1 2 9.; 4 19.1 :3 14.3

TOTAL 120 63.2 11 5.7 52 27.4 7 3.7

- 133 -

Students who indicated that they would not encourage their children

to attend the industrial department of the new E. C. (;.lass High School

or who were undecided were asked why.

Only 17 students responded. The two majo,r reasons given were:

a. The decision sbould be 18.f't up to th e child.

b. My child ren should take the college course.

Table 69 records the answers given to the question.

Table 69 •. - Reasona Given by Students in Each Classitication tor Net, Encouraging Their Children t. At-tend the Industrial Department at the Hew E. C. Glasa High Sch •• l

- -----

Whl" Would You Rot Encourage Your Children te Attend the Indutr1a1 Department of the )l.v E. C. Glass HlIth Sch .. l?

Machine She llect.rlc1ty Rad18 Sheet I(etal DTatt.kl. Ceabinat 1en fetaL Reasons Why lumber lumber I_ber Jtumber tlUDlber lu:raber Number

Academic Coursea otter More 2 0 0 0 0 '0 2

Industrial Department I •• ds Improving 1 0 0 0 0 0 1

Insutticient Practical Experience Given :in Industrial Departent 1 0 0 0 0 0 1 ~

~

Preter Child Take College Caur se 1 3 1 0 0 1 6

Up to Child. 1 4 0 0 0 2 7

•• Answer 62 53 7 2 30 18 172

- 135 -

Table 70 reveals the number and per cent ot students, in each class-

ification who desired a summary ot the results of' the questionnaire.

The large number ot to~r students :requesting a summary seems to indi-

cate a genuine interest in the affairs or Monroe Trade School, in the

weltare of' tormer students, and in the trade and industrial program ot

the new E. C. Glass Higb School~ One hundred "seventy or 94.2 per cent

of the respondents requested a copy ot the results or the study_

Table 70. - lwaber and Per oent of Studcts in Each Classification Who Would Like a Summary ot the QU8stionnaire

Shop Course Would Iou Lib a Cow ot the Re8u ltD ot This Stud:(l Studied at Mon- te. No 10 Hawer roe Trade School Number Per cent !lumber Per cent BUlber 'er cent,

Machine Shop 65 95.6 1 1.5 2 2.9

Electricity 56 91.8 3 4.9 2 .3.3

Radio 8 ~OO.O 0 0.0 0 0.0

Sheet Metal 2 ~OO.O 0 0 .. 0 0 0.0

Drafting 27 90.0 1 3.) 2 6.7

Combination 21 lOO.O 0 0.0 0 0.0

179 ; 2.6 6

CHAPTER :w

SUMMARY

In September ot 1938, Monroe Trade School was organized as the

trade and industrial education department ot E. C. Gl:lsS High School

in Lynohburg, Virg:l.n1a. The school has operated continuously since

its inception and a variety of day- trade courses have been oftered.

After a period ot nearly 14 years a study ot the many tormer

students ~o had entered the employment world seemed advisable.

The object ot the study waa to review the emplojment record ot the

stud.-its, ascertain their present educationa.l and vooationa.l deeires,

and gather data which could be used in evaluating the effectiveness

ot the t raining ott ered.

"In the spring ot 1952, questionnaires were sent to 298 tormer

students ot Monroe Trade School as part or a ten year tollow-up

study. One hundred ninety or 63.7 per cent ot the se studftnts responded.

ManY' pe rtinent questions were asked, the answers of which were compiled

into tables and interpreted.

The 190 stud."ts represented a diversified group 'Who attended Mon­

roe Trade School at different times over a ten year period; who com­

pleted difterent amounts of shop work at Monroe Trade School; and who

took different vocational industrial courses.

The tollowing is a summary of the data compiled trom a study ot the

high school records, and the significant findings ot the questionnaire.

- 137 -

1. Monroe Trad.e School Enrollment from September. 1942 \0 September.

l22Q.- During the ten year period covered by the studT 607 ditfer­

ent students attend.ed Monroe Trade School. or this number 601

students completed at least one semester or work. Major enroll­

ment was tound in the electrical, machine shop, and dra.fting

c1as8es. In all, eight different subjects ware taught by a tol.;&1

ot 23 ditterent instructor8. Seven courses were 1» Id at Monroe

Trade School and the eighth, diversified occupations, was taught

in the main high school building. Machine shop, electricity, ani

dra.fting (either related drawing, blueprint reading, or vocational

drafting) were continually taught over the ten year period. Radio,

sheet metal, and diveraitied occupations were ottered tor a limited

period ot time and dropped from the curriculum.

More tonner students dropped. out ot Monroe Trade School during

their first semester than 11.1"1' other. Machine Ihop students consti­

tuted the large at number. There were very rew drop-outs in any

class atter three semesters ot work had been completed at the tr8.de

school. Fewest droP-Outs occurred in the diversified occupations

class and the drafting class.

Host of the failure. at Monroe Trade School occurred the first

semester. Radio students and electrical students comprised the

largest group ot failures. The fewest number were 1n the drafting

class with leas than one per cent ot the nuaber failing.

During the tm ;rear period ,2.4 per cent ot the student II grad­

uated trom high school. Two hundred or 33.3 per cent dropped out

- 138 -

ot school. Ot the student 8 followed-up, it is evident tl'B t the aore

work they completed at Monroe Trade School the better chance they

had. of graduating from hi31 school. or those who completed one

sem.ester or work 51.9 per cent graduated and of those who com­

pleted six semesters work 85.7 per cent graduated.

2. Pr....Monroe Trade School Industrial Arts TraininS. - At the time

ot the study it was apparent that near17 three-tourth. ot the stu­

dents at Monroe Trade School bad studied woodworking and mechanic al

drawing on an industrial art. basil. Nearly fifty per cent had

studied a little art metal and electricity. Ninety per oent had

taken some type of industrial. arts 'Work at Robert E. Lee Junior

High School. The amount ot industrial arts, however, was limited.

It consisted tor the mst part ot one or two semesters work or

approximately 36 hours ea.ch. Hechanical Drawing, only, was offer­

ed to a select group ot boys tor a longer period of time.

3. Related SubJects at Monroe 'tIrade School. - Two related subjects

were oftered namely I shop mathematic. and blueprint reading. Ap­

proximately two-thi.rds of the respondents studied shop mathematics

and nearly three-fourths studied blueprint reading. In the major­

ity ot eases the related courses were taught by the regular a.hop

instructor during part ot the three consecutive hour day trade

elaas. During part of the ten year period shop mathematics and

blueprint reading were taught b1 a related teacher.

4. lost-higb School Training of Former Students. - Of the 190

- 139 -

respondents 20.7 per cent attended college; 17~O per cent took

some type ot oorrespondence oourse; 1;.8 per cent took on-the­

job training; and 12.6 per cent enteredsoDJ type ot apprentice­

ship. Ra.dio, electrical, and achine shop students, reapect1w.ly

comprised the group ot a.pprentices and on-the-job trainees. One

hundred thirty-one different courses were taken after leaving

Monroe Trade School. the JM.jority or the se were taken by elec­

trical and machine shop students.

at all the courses taken by tOrJHr students 41.6 per cent

were completed. Another 17.0 per cent indicated thq were still

in school. It seems evident tram tl'» accumulated data that onlT

17.4 per cent ot the students did not complete the work they

started.

Approx1mately 46 per cent or tho.e going to college 8raduated.

This was 8.9 per cent or those responding to the questionnaire.

S. Service in the Arlled Force •• - or the former students who partici­

pated in the 8tudy 133 or 70.0 per cent had served in World War II,

in the Korean War, or were eerving in the armed forces at the time

or the 8 tudy. or the enti re group ot responde ts 41.6 per cent in­

dicated that their experiences at Monroe Trade School helped th_

in the 8erv1oe of their country. The majority •• emed to teel that

the things they learned at. the trade s choel gave them background

which qualiti ed t hem tor spe 01al liIOrk in the servic e.

6. Eaplopent Status ot Former Student .•• - lot one of the respondents

was une.ployed at the tJ,me of the study. ..ar17 tifty per cent were

- 140 -

employed full time and 32.1 per cent were in tl:e service.

Approximately 90 per cent ot the students who were tollowed­

up held from one to three jobs after leaving MOnroe Trade School.

Machine sbop students seemed to find satisfactory employment be­

rore the students in any other group. They were followed by

radio, electrical, and drafting students respectively. The en­

tire group or student s held 3.36 tull time jobs. Of these 153 or

45.5 per cent were related to work studied at Monroe Trade School.

Fewer drafting students worked on jobs related to the work they

studied than any other group. Students who completed one or two

semesters ot l«>rk at the trade school held nea.rly as man,.. job.

related to the 'WOrk they studied as those who completed more W)rk.

Not one studmt who took drafting as a special student held a job

in this or an allied tield. or the vooatimal drafting students 26.5

per cent held jobs related to drafting.

About SOper cent of the students took the tirst job oftered

them and 87.4 per cent or these accepted the first job because of

incom.e only. The first job of about one-third ot the respondents

was related to the work they studied at the tra.de school.

In indicating the sources or securing emplo,aent 5S.8 per cent

aaid the,. .ecured their first job by t.h emselvee and attributed

their success in tinding "WOrk to their OlCl. effort. Approximately

20 per cent indicated they received help trom school personnel.

There were 129 dltterEllt type jobs held by the tormer stu­

dents. The main reasons for lea.ving one job tor another were to

- 141 -

a.ccept a better job or to enter the service. The lIDre work a

student completed at Monroe Trade School the morecohance there

was that he would change jobs until he round something in which

he wars interested or something that was related to the work he

studied. Over 60 per cent of tm respondents spent 12 months

finding jobs in lIdl1chthey were interested.

At the time the questionnaires were distributed, April 28,

1952, ;0,.5 per cent of the respondents classified themselves as

skilled workers. Electrical and machine shop students comprised

tha largest group. The versatility round among combination stu­

dents (those taking more than one shop course) apparently pre­

pared them tor skilled trades also. Another 18.9 per cent of the

students classified themselves as semi-skilled workers. Students

who completed only one or two semesters of l\Ork at Monroe Trade

School were holding as Dl8.n7 8 killed and semi-skilled jobs as those

who completed nIlre work. Of all the jobs listed 23.7 per cent

wet.. closely related to work studied at the trade 5 chool and ,31.1

per cent were somewhat related. Also, of these jobs 37.9 per cent

were not related in any way. Those who only completed one or two

semesters ot industrial work at the school were holding as many

jobs related to the W!>rk they studied as those who completed more.

About one-third' of the former students indicated that their ex­

periences at Monroe Trade School gave them no help at all tor their

present Employment. Over SO per cent signified that their ex­

periences either prepared them tor the job or gave them valuable

- 142 -

bacqrOW'ld.

Exactly ;8.0 per cent of the tc:umer trade school students were

interested in jobs other than the ones on 'Which they wre working.

From. the accUIlulated data it was apparent that m.any were interested

in Wlrk "no way rela.ted to the work they studied at Monroe Trade

School. In the table, listing jobs in which students vere 1nter:­

ested, appear such types ot em.ployment as bookkeeper J accountant,

druggist, game warden, Ilusicia.n, and salesman which are not con:­

aid.red trade a.nd industrial pursuits. However, approxlmately

eighty per cent ot the jd:> s listed were either directly or some­

what related to tr40rk studied in the industrial department ot tht

school.

OVer 90 per cent ot the stuients who indicated they would like

other work would need special training in order to change jobs.

Nearly 90 per cent were definitely tnterested in taking the train­

ing necessary. In tact, over SO per cent or all the respondent.

signified an intereat 1n taking more training. or the group who

were intereated in changing jobs 64.5 per cent indicated that the,

would like help in securing them.

Over thr$e-fourths ot the respondent.s would leave Lynchburg to

seoure jobs for lbich they had been trained. Approximatel,. two­

thirds ot the respondents had been employed at some time outside

Lynchburg. However, 78 per cent ot the jobs were in Vir ginia, moat

of which were in the field or electricity and machine shop.

In surveying the employment status or fonner students at the

- 14.3 -

time ot the study it was disclosed that a pproxima tely one-third ot

the students were not working on jobs related to what th~ studied

at Monroe Trade School and were still interested in doing so,

Fifty per cent of the res,ondents were working on jobs either re­

lated or somewhat related to the work they studied.

7. High School Sub.lett That Helped Former Students Most. - Nearly

two-thirds ot the respondents indieated that shop mathematics was

important in their work. Its value was recognized by students 1n

each 01&88it10 ation ot work taught at the trade school. Bluepr1di

reading was important in the 'flOrk ot ,e.9 per cent or the respon­

dents.

or the subjects that normally appear under general education,

general mathematics, English, and algebra were considered the most

important. Over 60 per cent or t he respondents expressed this

opinion. Economies and science were mentioned by 35.8 per cent ~'nd

32.6 per cent ot the group respectively. The remaining subjects

round in the high school curriculum were considered important in the

work of less than 30 per cent of the respondent s •

Two major reasons were given why former students se~cted the

shop they did at Monroe Trade School. Over 60 per cent of the re­

spondents were especially interested in the course they selected.

Nearly one-third attributed their selection to the tact that they

liked the shop course beet of those offered.

In order of preference, the five shops selected out ot a group

of twelve as the current choice ot the respondents were: drafting,

- l44-

68.4 per Qent; electricity, 64.7 per cent; machine shop, ;1.6

per cent; radio, 48.4 per cent; am auto mechanics, 41.6 per cent.

Former students almos t unanimously agreed that personal! ty,

attitude toward others, and general good manners were important·

attributes to holding a job. Over 95 per oent indicated they

thought it advisable to teach such a course at the trade school.

The majority or the respondents, 61.6 per cent, approved

of three consecutive pe riods of shop work a day. Abou. tone-third

or 33.7 per cent indicated a preferenQe tor two periods a day.

Less than 2.0 per cent felt that one pericxi a day would be suf­

ficient, This would indioate that the three consecutive periods

ot shop necessar,y for day trade classes were both necessary and

acceptable to the former students.

8, MaritalStatu8 ot Fo~er Students.-- One hundred or 52.6 per cent

or the 190 tormer student s followed-up were married at the time

the questionnaires were returned. They had among them 65 children,

39 boye and 26 girls. Approximately 63 per cent ot these students

indicated they would encourage their children to attend the trade

and industrial department ot the new E. C. Glass High School.

About one-fourth ot the group indicated they were undecided and

would prefer their children to decide for themselves.

9~ Interest in the Study. - Approximately 94 per cent of the students

requested a summary of the results of the study. Students in each

of the six classifications were interested.

- 145 -

CHAPTtn V

CONGWSICllS

In 50 far as the data involv~d in this study are representative

of' the students who attended. Monroe -rrade School during the period

1940 - 1950 and in so :tar as the interpretation given t.he findings

1s accurate, the' following inferences may be dra.wn.

1. The traditional day trade courses of machine shop # electrio­

ity, a.nd dra.fting which seem to predominate the trade am industrial

education program of' J~. C. Glass High School continue to have a follow­

ing and are apparently meeting the present day needs or the students

taking them.

2. The large number or drop-outa and failures occurring during

the first semester at )lonroe Trade School indica.te that S}e e1al

attention and study should be g1 yen to this level of work and calibre

or student. It suggests tbJ re-evaluation ot the Calrse outlines in

ea.ch subject and the more adequate and effective presentation of their

content.

3. The large number or J.1onroe Trade School students who graduated

tram high school seems to indicate a need tor more flexibility in the

program or studi..*,. The data seems to suggest a need for developing an

industrial e':!uoativll program that not only interests the potential

graduate but serves the prospective drop-out and failure so reallati­

c~lly that th~ will not want to leave school before graduation.

4. It long has been recognized that industria,l arts is a valuable

- 146-

prerequisite tor industrial vocational training. The -r17 dro:p-out

record and failures or the day trade students indicate a need tor

further stud.7 or the relationship be\ween induatr1a.l arts and vo­

cational industrial courses. It is possible that & need exiats tor

more industrial a rts training. Thirty-aix to aevent7-t'WO hours ot

industrial arts in areas only somewhat related to those tltught in

the dar tra.de cla8ses are not considered sufficient. The State recoa­

mendation tor industrial arts 1s a. minimum ot tive hours per week fer

36 weeks which totals 180 hours tor two semesters or one school year.

This i8 lOa hours more a ;year than were being ottered at the time or

the study. In terms of the industrial arts work desired by contem­

porary schools, a need :tor Dl)re adequate experiences exists.

S. The study indicates that a large nusaber or Monroe Trade School

student 15 will tab some type ot tr8.ining beyond high 8 choel. The fact

that 20 per cent of the number will enter college should not be OVer­

looked, It scheduling permits it aeems advisable to encourage the ••

student a to take COlrses in advanoed mathematics, science, and engineer­

ing drawing. These subj ects would supplement the! r college preparation

and at the same time strengthen the background o"f those who drop from

college before graduation and enter the trade tor which they trained.

It is also apparent that mat'lJ'" students in the day trade class ••

will become apprentices. This 1s anoth er reason for simulating the

industry thi:kt 18 being represented 8.S much as possible. It al •• indi­

catee that a study of local apprenticeship opportunities would be in­

valuable.

- 147 -

6. Because of the current call of A1erican youth to the •• rvice

of the ir country cons idert.t1on of the help vocational industrial ed-

ucation ean give students is advisable. Of the 133 tormer student.

who served in branches of the ::-.. :rmed fOTces, approxilrstely 59 per cent

signified that their industrial e~ri~nc.s in school helped them.

Realizing that & large pe:r- cent of the future students will either be

dra..tted or encouraged to enlist, itseeme practical to consider this

possibility and organlze course material in such a way tbl. t students

\iill profit by as littleaa one aernester or work or as IllUCP- as they

have t:im3 to take.

7. Sharp deviations occurred in the number of persons employed

in Virginia during the decade or the study, 19LtO - 1950. There were

98,000 workers unemployed in April, 1940. This nu.'IJlber receded until

it nearly reached the vanishing point during the war years of 194' -

1945. It rose again after V-J Day until the number of those •• eking

jobs totalled almost 45,000 duri.'lg 1946. There was a ;!light, decline

the following year but by 1948 unemplo:~ent reached uplfllrd to 70,000.

By 1950, there was evidence tha.t a post-liar hil;h had been reached of

76,000 workers.

From an article by Elizabeth D. ~~ei8igeI', Assistant Chief, Re­

sea.rch, Statistics and Information, Unemployment Commission W the

above figures "[ere secured. They may seem to be exceedingly high.

However, in 1940 the 98,000 persons u:l$lnpluyed represented 9.5 per

cent of Virginia's labor force. The national ayerage was estimated

JJ Elizabeth D. Wsis1ger, "Unemployment in Virginia Over the Past D •• de"" Tbe Vir&1n1a Econom1c Review, III (July 1950), page. 5-6.

- 148 -

at 9.6 per cent. In April, 19;0. the 72,,00 unaployed workers in

Virginia represented only 5.7 per cent of its labor torce, a per cent

equal to the national average. Virginia's labor torce during the

decad.e ot the study increased .,re than 23 per oent.

There may be sane question as to the significance at the figure.

found in the study- relative to the employment status ot the former

etl.dents. .Although Virginia's un.ployment record equa.lled that of

the national average, the ten y.ars studied were not normal years and

surely atfected the job opportunities ot the students. The writer

teels, however, that some ilnplications are present and the· data are

valid in the light that the decade studied represents the age in which

the tormer students had to live, and seek and hold employment.

Hot one ot the respondents was un_plaTed at the time of the study,

Over 90 per cent of the student. held trom one to three jobs after leav­

ing school. About 45 per cent of theae were related to the work the

students studied at Monroe Trade School. From theae data it se ...

apparent that the students shifted from one Job to another until the,..

found something related to the industrial work they studied or something

in which thq were genuinely interested. This tact is substantiated by

the student s when they indicated the main reason for leaving their jobs

was to accept a better position. Only about one-third of the jobs

accepted directly after lea.ving school were related to the day tra,de

courses taught at the trade school. Over;o per cent ot the jobs held

at the time the questlonrlaires were distributed. were related to the in­

dustrial work studied. Over two-thirds or the jobs were held by students

- 149 -

who classilied t.hemselves as skilled and semi-sldlled workers.

The da.ta indicate that students who eompleted only one or two

semesters ot shop work were holding as many jobs related to the work

they studied asthoee who completed more. This ~:ould seem to indicate

that a student could prepare himself tor employment in one school ,..ar J~{~

of 54P clock hours instead of ~he miniDrumlOSO clock hours advocated tor

day trade courses or the 1620 hours offered at Monroe Trade School.

This conclusion cannot be established without further 8tU~ because the

data do not measu-re the degree of skill necessary for the various jobs

accurately, the quality or the product, or the responsibility of the

worker. ,More measura.ble items shou.ld be studied. There is eVidence,

however, that the experience at Monroe Tra.de School, even duringt;&

one-year period, either prepared the students for their jobs or gave

them valuable background.

It 't.,ras revealed in the study that over 50 per cent ot the re8pon-

dents would like tlOrk other than that on 'Whi'ch they were working at

the time the study was made. Over 90 per cent of this group would need

speoial training to do 50. The majorit,Y ot these were willing to take

the necessary training 1n order to make the oocupational change. From.

this response it would $e~ practical to study the possibility of or-

ganizlng tra.de preparatory and tr,E~de extension classes to meet the needs

ot these employees. The fact th.::tt, over 50 per cent of a.ll the respon-

dent. requested apportunities for further training indicates a need tor

80me type ot post-school program.

Approximately one-third ot the respondents were worldng on jobs

- 150 -

foreign to the shop work they studied at Monroe Trade School. This

group signified a desire to secure employment in the field for which

they prepared and to receive belp in doing so. This and the tact that

few students received help from. s'c~1001 personnel in securing employ""

ment after leaving school suggests a need tor SOt18 type of placemant

service.

There is evidence th,'l.t 75 per cent of the £0'81' students would

leave Lynohburg to find jobs for which they WfJre trained. This indi­

cates tmt students are not being trained for locEil jobs only. It.

also implies that the trade school may be training its students tor

allied jobs that do not currently exist.

S. Shop mathematics and blueprint reeding were found to be ot

value in the work the ujoritr of the respondents. These subjects

have been ta,ught as part of th(! ,rela.ted instruction in each of the

day trade classes Hrd should be continued,.

Nearly all the respondents agreed that a. COlrse in Thtployer­

et1ployee relations, personality, and good marlllera should. be taught

to all trade school students. liearly 100 per cent voiced the opinion

thc:.t such a course would help the studerlts secure and hold their jobs.

The former students ststed tblt general mathematics, English, and

algebra were the most importf~t subjects in the high school curriculum.

They agreed that th.ese 6\lbJects helped the day trade student most while

on the job. This should be r,ecognized by day trade instruct ors and

the importance of these subjects stressed.

Consideration should be given to the current selection'of dar

- 1;1 -

trade courses made by the tormer students. Drafting, electricity,

machine shop, radio, and a.uto mechanics were the most popular. Al­

though this reveals the present interest. of the former student 8, it

may indicate the~/vocational choice of the students today. It •• ems

advisa.ble to study job opportunities in theee fields around the L1flch­

burg area. It may prove practical to add radio and auto mechanics to

the present curriculum, or even 80me area closely allied to Qneot the

five listed above.

Approval was given the three consecutive hour day trade class by

nearl,. two-thlrdso! the respondents. An equal nUDber indicated that

they would encourage their children to attend trade a.nd industrial

classes in the new E. C. Slu·s High School. This may be interpreted

as satisfaction on the part of the majority of the former students ..

- 152 -

CHAPtER VI

RECOMJ.JlNDATIONS

The value of any follow-up study is re_lized only when some US8

:.1s made of the results. Invariably the findings present. data that

need turtilerexplanat1.Qn. This makes the original study merely the

initial step in a continuous program. The philosophy ot E. C. Glus

High School implies tha.t t.here can ba no reasonable assurance ot pro­

gress in the attainment of the goals ot the school wit.hout frequent

cr! tical anal,-ais and evaluation of the outcomos ot the educational

program. This sUSgests a. constant analysis of pupil and teacher needs

and re-evaluation of practices to the end or improving the product

ot the school, the equipment, the offering, the instructional methods,

the gu1d;mce of youth, and the development of teachers and. achdnl­

strators. The recommendations that. follow are outcanes of the ex­

perience derived trom the present study, It 18 hoped that turther re­

search will be made to analyze more intensively existing probl_a in

the trade and industrial depHrtment and steps will be taken to improve

continually the indu6trial orrerings.

1. A study should be made of the drop--outs in the trade and

industrial education department to ascertain why th.,. lett school,

their post-school industrial experiences. a.nd their present vocational

needs and desires.

2. An industrial survey of Lynchburg should be made to determine

the training neede ot business and industrial establlehm«lts and to

- 153 -

ascertain existing vocational opportunities for the trade and indus­

trial stud ents.

3. A re-evaluation of the trade and industriAl services otfered

by the public schools should be made to establish a basis ror revising

and expanding the existing currieulq.

4. A study should be :made to determine the adv1sabillt1 ot otter­

ing trade extension, trade prepara.tory" and general continuation

classes to meet the needs of In~trial and business establishments

in the area and those ot former students and others in the communit,._

5. A study should be made of the industrial arts oftering a.nd

oonsideration should be given to broadening the scope ot activity at

both the elemCltary and high school levels.

6. A trade and industrial permanent record folder should be de­

signed and maintained r or &11 industrial edU)ation students. It should

contain a brier but complete history or the student's trade and i~dua­

trial experiences :including aptitudes. attitudes, succeStl,. and tail­

ures; exira-curricular activities; anecdotal records; and reterences.

A tollow-up form should be designed and contact with all stUdents

should be maintained tor a period of at least live years. The follow­

up should include drop-out., tailuresand graduates or the trade and

industrial education department.

- 154-

CHAPTER VII

BIBLIOGRAPHY

Public Documents

Federal Security Agency, Office ot Edu.cation. Digest ot Ann;yalne­R!rta of State Boards tor Vooat1cnal~llcat1on. Fiscal tear laded June 39.1950, Superintendent of Docutlents, U. 'S. Govermr.ent Printing Oftice, Washington, D. e., 19S1.

F.deral Securl t7 Asenc)", Oftice ot EdlJCatlon. AdJdnlstratlon ot Vocational Educatiop, Bulletin No.1, Superintendent ofOocuments, U. S. GoverDJUllt Printing Office, Wa.sh1l'8ton, D.C., 1948.

United States Department of the Interior, Otfice ot Education. Industrial Arts. Its Interpretation in American Schools, Bulletin No. 34. Superintendent ot Documents, U. S. Government Printing Office, ~iashil1gton, D. C., 19.38.

Report-.

Herringshaw, Hazel, and Hawld..na, Christl'. A Study of the Baplozmerlt ot Graduates of the Michigan Practical Nurse T raining Program, College 01 Hursing, Wayne Univ.raitT, Detroit., Michigan, 1951.

Articles

Leonard, Reiis J. nOccupatiOl'lal ~periances of Trade School Graduates", The Education Digest, XV (Janus17 1950) J 30-31.

W'ei81,er, Elizabeth D. tfUnemployment 1nV1rsinia Over the Past Decade" I The Virginia ~conomic Review, III (July 1950), ;-6.

Unpublished Material

PulleY', Mason H. "A Follow-up Study of Graduates, Post GradUl.tee, and Those Qualified to Tea.ch by Taking Certain Classes in Agricultural Education at Virginia Po1yt,echnic Institute Since 1918". Master' I Thesis, Voc£tional Education Department, Virginia Polytechnic Insti­tute, 1941

- 155 -

neamer, Rutus Wilford, "A Follow-up Study of Virginia PolTtechnic Inetltut,e Graduate. in Agricultu-r.f1 1du98.tlan SiRe. 1918". Master •• Thesis J Vocational Education Department, Virginia Polytechnic Insti­tute, 1948.

~lchard., Claude E., and Wakeman, T ruman_ J'. "The Stud7 of Occupat.1onal Status ot Fonner Students or Voc<3tional .c..ctucation 1936-37". Master'. Thesis, Vocational Education Departaent, Vir,1nia Polytechnic Institute, 1940 .•

- 156 -

CHAPrER VIII

VITA

I, (;verge Edward v.lallac., wa.s born January 6, 1911 at Oswego, New

York. I was the tourth child ot Gu.sie and the late John Wisher Wallace.

1 have one brether and t.wo si.ters all older than I.

I attended the public schools in Oswego and graduated from iligh

school in June 1929. I entered Osw8ge State Normal School in September

of the same year and was graduated vith a three year dipioma in Indus­

trial Arts Education in June 1932. A few 1ears later the sohoel was

made 8. State Teachers College and b,. attSldil1l sUBIIl8r 8choel sessions

I cOIIlpletAd the requiremmte and received my B. S. degree in Education

during the summer or 1945.

In Janu&r,y 1934 I began teaching industrial education on the Adult

Education Program ot the Public Works Administration at Oswege, lew

York. This was done tor a period of three years at Fitzhugh Park Junior

Higb School under the direction of the Oawega Public Sch_l System.

In September 1937 I accepted a position to teach industrial arts at

t.he Virginia School tor the neal and the Blind at Staunton, Virginia.

Here I organized a general shop and taught industrial arts to deat child­

ren 1'0 r t WI:) ,..ars.

I married Vera Ella St.aathens •• r Pitman, lew Jersey in June 1939.

She was the .ecupat~nal therapist at the Virginia Se1»ol tor the neat

and the Slilld. We ha.ve one daughter, Suzanne.

We m;;rJ'ed to Lynchburg, Virginia in Septenber 1939 where I taught

- 157 -

mechanical drawing in the Robert E. Lee Junior High Schoel. In 1940, I

started teaching engineering subjects after school at Lynchburg CC)llege

al&ng with ~ public school teaching.

In 1944, I resigned my position ~1.th the public school system to

teach ph,.aics on the Army Training Program at Lynchburg College. This

work was discontinued atter one year when the A~ Unit was inactivated.

I then returned to the junior high school to teach mechanical drawing_

Afternoon classee in engineering and descriptive geometry were continued

at the college.

In 1946 I was transterred -to Monroe Trade Sche.l where I taught

Tocational drafting on the high school program and the veterans program

until 1951.

I entered graduate school at V1rg1n1a Polytechnic Institute in the

summer of 1948.

In August 1951, I was appointed Assistant State Supervisor .t Trade

and Industrial. Education in the State Department of Education, Richmond.

Virginia. This is the pGsitien I held at til 1s time.

~c::~ a.erge E. Wallace May 18, 1953

- 158 -

CHAPrER II

!PPEMDICES

1, Subject;

- 1'9 -

SCHOLASTIC RECORD BLANI FOR

liONP.OE TR·\DE SCHOOL STtJDOOS

Studentts Name --------Pall Orade Spring Grade Fall Orade Spring Grade Fall Grade Spring Grade

Machine Shop _______ _ ------------Eledt,rlcity -- --- --- - - --- - - -----

----------------

Radio

Sheet Metal

Drafting

Special --------------------

----- - - ----- --- - - ---2. Average Grade

3. Distinction

4. lumber of 3hop Credits Earned

5. Number of 3emesters Completed

6. Dropped __ Date Six W.ek Grades -

7. Shop J?ael'ler ------- Year ___ Shop Subject _________ _

8. Remarks

Code: / - I •• R -Radio S - Special (n.o. _ Less than J lira.) D - Drafting

3M - Sheet X.tal M - Macbine Shop E - Electricity

- 160 -•

Ho.-fE ADDRESS

RECORD BLANK FOR

}10NROE TP.ADE SCHOOL STUD~ 3

Name

Address

Graduated from High School

Scholastic Average ___ _

Dropped _~~ __ _ Year

Shop Credits Earned ____ _ Name or Shop Course

Remarks:

-----------------

- 161 -

NOTE: Please return in enclosed envelope if ______________ cannot be lecated.

Dear

Monroe Trade School Eleventh and Monroe Streets Lynchburg, Virginia

April 28, 1952

E. C. GLASS HIGH SCHOOL is making a study of the students who attended Monroe Trade School at some time during the period of September, 1940, to September, 1950.

T,'vill you help us by answering a few questions about yourself? Your welfare con­tinues to interest us even though some of you have left school and are well beyond student age,

By answering the enclosed questions you will bring us up-to-date on your activi­ties. This will be a great help to us and will only take about fifteen minutes of your time. We hope that if enough of you do this, we may impr~ve the voca­tional offerings of the high school and give the youngsters of today the industrial subjects they need.

Even though you have had little work at ~lonroe Trade School and have held ne job related to the shop you studied, your answers are important to us. Please try to answer everything.

We are sure you will be interested in the results of this study. If you wish,a summary of the answers will be sent to you. The information you give vall be strictly confidential. The results will deal with groups only.

For your convenience, a self-addressed, stamped envelope is enclosed. }1ay I have the answered questions returned as soon as possible?

Thank you for helping us. It will be nice to hear from you,

Sincerely yours,

George E. Wallace

- 162 -

TEN YEAR FOLL01fJ-UP STUDY

OF

MONROE TRADE SCHOOL STUDENTS SEPTF:1vlBER, 1940 - SEFT~1 BER, 1950

Date ________________________ __

1. Name ______________ Address _________________ _

2. Check the shops you took in Junior High School: Art IvIetal, ____ , Wocd-working _, IVlecbanical Drawing

3. Check the shops you took at Monroe Trade School: Machine Shop ______ __

4.

5.

Electricity , Radio , Sheet ~ietal ____ , Ivlechanical Drawing , Diversified Occupations ______ __

Did you study shop mathematics at Trade School? Check answer: __ I

If answer is yes, did the regular shop teacher teach it?

----Yes No

Yes N", Check answer;

6. Did you study Blueprint Reading at Trade School? Check answer; ____ a

Yes No 7. If answer is yes, did the regular shop teacher teach it? Check answer:

----Yes No e. If you have attended, or are attending a school or college, or have taken

training since you left Eo C. Glass High School, check type of institution below:

9,

Still at E. C. Glass College or University Business School Apprentice Training On-the-Job Training

Correspondence School Evening School Trade School (This may include after school or evening courses at Monroe Trade School)

Other type of school (explain)

Did you complete the course you started? Check answer: Yes No

st ill in school

10.. I!']hat type of a course did you take? (Explain briefly) _________ _

11.

12.

13.

Did you graduate from college? Check answer; -- -- --------Yes No Still in college Did you serve in the Armed Forces during World War II? Check answer. --Yes No Are you serving in the Armed Forces at the present tL~e? Check answer:

----Yes No l4~ Did your experience at Monroe Trade School help you in the service of your

country? Check answer; __ __ In what way Yes No

- 163 -

15. ~1hat is your present employment status? Check one:

EJnployed full time Employed part time Unemployed Other (Explain)

In Armed Forces Own Business Attending school full time __

16. How many full time jobs have you had since you left Monroe Trade School?

Give number

17. How many of these jobs were rela~ed to the shop or shops you studied at Monroe Trade School

18.

19.

20.

21.

-----Give number Did you take the first job offered you~ Check answer: ---'

Yes No Did you take your first job just to have an income? Check answer;

Yes Was your first job related to the shop or shops you studied at Monroe Trade School? _.

No Which of the following helped you most in getting your first job? answer:

Other rela ti ve School Shop Teacher

Advertisement Employment Agency Vocational Director

Check

22. List below the full time jobs you have held since you left Monroe Trade School;

Name of Firm Type of Work Number of

Months Employed Reason for Leaving

If not enough space, use back of sheet, please.

23. On your present job, are you classed as a skilled worker, semi-skilled worker, operator, or laborer? Check answer.

skilled worker semi-skilled operator

laborer

24. To what extent your present job like the type of work you studied at IYionroe Trade School? Check answer:

Not related at all Closely related Somewhat related

- 16/,. -

25~ In 1"hat way did the training yeu received at honroe Trade School help you in your present jC"'b? Check anS1-rer:

26.

27.

Prepared me for job No help at all Gave me a background for ,job

Do you believe that shop mathe.rm tics answer:

Yes No Do you believe that Blueprint Reading answer:

Yes No

is important in your work? Check

is important in your work? Check

2B. Besides your shop subjects, check the following subjects that you took in high school which have been helpful to you in your ,..,ork:

English Social Studies Science Biology Physics Econumics Chemist.ry

---

Typewriting General 0usiness History General Mathema.tics Art Algebra Geometry

Trigonomet ry Latin Spanish French Civics Others

29. What type of job other than your present job would you like best? (write answer) -----------------------

30. Do you need special training for this type of job? Check answer:

31.

32.

33,

Yes No v[ould you like help in securing this type of work?

Yes No ~"ould you be int.erested in taking special training for this type of work if it were available? Check answer: - --'

Yes No ~fuy did you take the shop you did in high school?

Especially interested in that trade Liked it be3t of shops offered Liked the ~1structor No choice given - sent there by school Other reason (Explain) ----------------------

Check answer:

34. If you could have selected another type of shop in high school, name the type you would have selected? ~vrite answer ------------------------------------

35. After studying the list below, check five shops that you WDuld now select in order of preference (write 1, 2, 3, etc.);

i,ijoodworking Aut a Hechanic s Printing Textiles Brick Masonry

Electricity Radio Mechanical Drawing (Drafting) ~velding Others

~1achine Shop Sheet Metal Diversified

Occupa tions Carpentry

------------------------------------------36. Do you think that your personality, attitude toward others, and general

manners have anything to do with holding a job? Check answer: Yes No

37.

38.

39,

40.

41.

- 165 -

Do you think the students at Monroe Trade School should be taught how to gQt along with people and employer-employee relationship? Check answer: •

Yes No 'i'Jhile at school, if you had your choice of taking one period or two periods of shop a day instead of three periods a day, which would you have taken? Check answer:

one period two pariods three periods T:'lould you leave Lynchburg to get a job for which you are trained? Check answer: - -' Yes No If you have never worked at the job for which you studied, are you still interested in doing so? Check answer: ________ , Are you now working

Yes No on a job related to the work you studied?

Ye-s N;- To some extent Vvere you ever employed outside Lynchburg? Check answer: __ '

Yes No 42. If so, where? Doing what? ___________ _

43. Are you married or single? Check answer: married single

44. HoyT many children do you have? (give number) ___ -boys girls none

45. If you had children and lived in Lynchburg, would you encourage them to attend the industrial department of the NEW E. C. Glass High School? Check answer: -Yes No Undecided

46. If the answer is no, why? (explain briefly) _____________ _

47. How many semesters (18 weeks) of shop do you think is necessary to qualify for your present job? (write number of semesters) _________ _

48. -':~ould you like 3. copy of th e results of this study? Check answer: _. N.

(Have you checked all the questions?)

THANK YOU FOR ANSWERING

Student' 8 I._ Address

Dear (Student's Name)

- 166 -

SAMPLE OF

FOLLOW-UP .I:tl'T}~R

September 19, 1952

Last spring I sent several hundred questionnaires about Mon­roe Trade School to tormer students asking questions about their act.ivities after leaving school. About sixty per cent of the papers have been returned but a tew m.ore are needed to make tbt study complete.

r am writing to you, (student's name), because I did not re­ceive yours. Somehow, I teel that you either did not receive it or it '01;'&8 lost in the mail. \:1111 JOu help .e by answering the enclosed questions? The tellows say it v.lll take about fifteen minutes.

You wUl be doing me a big favor. I need your assistance. Besidea, I shall enjoy hearing trom you.

Please do it today. Thanks.

Sincerely,

George E. Wallace

~est1on No.,

/ 1 . I I ~f':n1nA Sn~~

1"1.::> ,-,-- i i I EI1eC'~'Ericitv ~ EL .l. ! 1 na.Ol.O

·R T -r-.----,-. I ShA~t .I.'let-aX ~ One Semester I-~.!i, - . I j -~. ~--'f'"WiCn;:-Urawi'fif~1 . ~Q I I Comb mat ~on _I i . \~h. .!

i ~otaJ . t1~Ch ~!1~;>p()n i I is I ::1 ~ -. ,Y"1;': ~ ts I ~L - ~ :aaio I r .. ,l","", S-""'I!':' I:!!+ ere ~bfr er He'I:.~_; ! ;'1w" ..... l •• vO....... _ Hi .. _ - - ~_ I ( llA~h Dl""Awi T;P

I "HI! f l;omhi Y!t\t,~. ("'171 , -·t':;c;mb __ i __ ~ ,_~_+. ; r-YotaJ l''j; :hif'Hi: ~lwn) j----------. M.::> 1 I h, .E . ctt':lC ~v ~ .tc;l., I· n.Hn1.~ . rr I Iff- I' 0tloet, i'lllAT • .to.l I I Three Semesters S!>! I I i I fj"::i~, lJr .. aJ- I-'

~ '-1lI I I , _~omtn '1f-t-tj ::)'- . 0"-J. I {,O:I)Z!l.b ____ 1---" -.J

f' . ,-:':ot.a] ~~cn. J.n,~ i::"lfl""'~-. •

~ I - I I .G.1 act"F!C:i"~ - I ~r:- . __ ~_I I 1"#.1 • ! ~a~oQ . I R, - . I I vf1eeT, !~leG~,.~. I ~ Four Semesters~:M 1 r_J_~~ __ !_. ----"--. I l"'lech" vra\'I1.:1.;Ji4 t r-1D I CQmbina tl on i ! :omb I I i otal - I I I Nach :ine 5110;::1 r ~ j __ T___ J. . I _ L.Elec.tricl tv

I Five semesters ... 1 ~om J I I I I -4· II I I I t- I b~!1 J ot~ __ I . . ... .... . .. _ ~ -- ---

M.~ I ; I I I I I 1"la,chine ~hop. ELI I I r.;lectr~clt.:r_

I , I tta.dif} _ ~M.i 1 I .:)neet:. !JJ.elia.L Six Semesters {'ltD I ----r I l~~ach" Dra'WiliR

;nmb T I l,;ombl.na:tlOn~ .

Special

I . 01:.=.1

~s ± 11:: 1:: I ~cht¥f:hop. m . . I dcrci& ':)l>~ w

'Comb" 'rotal -,-

iad10 >heet _.fIl.et.aJ. '~eeh n Drawin~

\.! o1iibina£J~on _

Total ._.~ __ .. _t __ l __ . -, ____ L. __ ,_I~ __ . __ ... __ .. ___ _'__ r-­I

~ ... ---.