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about the number of youth in high schools taking vocational training. He gave an answer which includes the total number of people in allday schools and part-time schools and evening schools, including many who are in the process of being retrained to go back. So I don't think it is fair to say that this figure represents the youth in the high schools.

Dr. WRIGHT. No. Probably I should change that to the number in the all-day schools, which would be 656,020.

Mr. LEAVY. Or about 10 percent of the present high-school student body, day-school body, who are now taking vocational training? Dr. WRIGHT. That is right.

Mr. LEAVY. But there are in the United States now 5,000,000 of our youth between the ages of 16 and 24 who are unemployed. Dr. STUDEBAKER. That is a rough estimate.

Mr. LEAVY. I am quoting from this chart.

Dr. STUDEBAKER. Yes.

Mr. FITZPATRICK. Between what ages?

Mr. LEAVY. 16 and 24.

What portion of them are going to college?

Dr. STUDEBAKER. They are out of school and unemployed. Of course, this figure that we gave you would be over 18. Mr. LEAVY. And under 24?

Dr. STUDEBAKER. Yes. Many of them are high-school graduates. Mr. CUSHMAN. This, gentlemen [referring to a chart], is just intended to show the relative amount of money that is spent for vocational education for pupils of high-school age in this country as compared with the portion spent for general education in schools of the same grade. Out of a total expenditure in 1935 of approximately $358.435,000 for salaries of junior and senior high school teachers' salaries, only $29,290,000 was spent for the salaries of teachers in all fields of vocational education.

NUMBER OF ADULTS WITHOUT HIGH OR ELEMENTARY SCHOOL
EDUCATION

Mr. FITZPATRICK. I want to ask you one question. You told about the number of adults that did not graduate from high school. Can you give us an idea of the number of adults that reached 22 years of age that did not graduate from high school or elementary school? Dr. STUDEBAKER. That number is increasing constantly now with more years of schooling for all.

Mr. FITZPATRICK. It is increasing?

Dr. STUDEBAKER. The percentage arriving at 22 who are high school graduates is increasing.

But of the 76 million adults who now live in the United States 64 million of them did not finish high school.

Mr. RICH. Doctor, this is very interesting, and I don't think you will have to convince us that we need more education.

Mr. JOHNSON. Doctor, I want to ask you a question. I was very much interested in your last general statement."

There is one thing that has impressed itself on me, and that is that young boys, say, early in their teens, are quitting high school and going out to see the world and get rich and make a living. A great many quit high school who could continue in school if they were interested.

9. Deliverymen:

(a) Delivery salesmen: Milk, ice, laundry, etc.

(b) Retail and wholesale deliverymen.

10. Messengers, bundle and cash girls and boys in stores.

11. Miscellaneous: Auctioneers, meat cutters, newspaper vendors, waiters, stewards, and organization housekeepers.

A definition of distributive occupational subjects as provided under the George-Deen Act is also presented for inclusion in the record: Distributive occupational subjects are vocational subjects taught in part-time and evening classes to workers engaged in distributive occupations. Instruction in either part-time or evening schools must be limited to vocational or related distributive subjects which are supplemental to the daily employment of the pupils enrolled.

A vocational distributive subject is one involving a discussion or presentation of the specific working practices of a distributive ooupation for the purpose of increasing the skill, technical knowledge, occupational information, or judgment of workers engaged in that specific occupation.

A related distributive subject is one which is intended to enlarge the vocational knowledge, understanding, morale, or judgment of workers from one or more distributive occupations. Thus, subjects bearing on the production and preparation of the commodities sold, the consumer demand for such commodities, social contacts for store workers, laws affecting stores and business, art principles to be followed in the display of goods or preparation of advertisements, science in the sanitary handling of perishable goods, business organization and management, economics of retailing, are all examples of related distributive subjects.

Distributive occupations are those followed by workers directly engaged in merchandising activities, or in direct contact with buyers and sellers when

(a) Distributing to consumers, retailers, jobbers, wholesalers, and others the products of farm and industry.

(b) Managing, operating, or conducting a commercial service or personal service business, or selling the service of such a business.

Distributive occupations do not include clerical occupations such as stenography, bookkeeping, office clerical work, and the like; nor do they include trade and industrial work followed by those engaged in railroad, trucking, or other transportation activities.

To give the committee some idea of the number of workers in distributive occupations chart I was prepared using the census reports on gainfully occupied persons in this country in 1930. The bars showing the number of workers in agricultural, trade and industrial, and distributive occupations are drawn to the same scale. You will see that the trade or distributive division of workers totaled over 6,000,000 workers. This chart shows that the distributive workers were the third largest division in 1930, being exceeded only by the agricultural and industrial divisions. According to this classification, 1 worker out of 8 in this country in 1930 was employed in a distributive occupation. The census classification did not include in the trade division all of the workers in distributive occupations.

Chart II was drawn to the same scale as chart I and includes all of the distributive occupational groups reported in the census of 1930. The d fferent groups are arranged to show the number of workers on the different levels in distributive occupations in 1930. A summary of the different levels is given in the table below. The table shows that over 8,000,000 workers can properly be included in the distributive occupational group. This would indicate that 1 worker out of each 6 in this country in 1930 was employed in a distributive occupation.

Then young people begin to settle down; then we can start with Vocational education. Some of us believe that if they learn to work they may, then, in adult life, acquire a good many other abilities through general education.

I keep asking myself all the time, Why do the 40 percent become so disinterested in school that they stop going to school? And I don't believe we are fulfilling our obligations to those stranded youths until we more and more answer that question with an organization of education that will not drive them away from school.

Mr. FITZPATRICK. What was the early life and circumstances of this party that you referred to? What was the financial condition under which he read all of those books?

Dr. STUDEBAKER. I think probably he was reasonably well fixed. He lived up in New England.

Mr. FITZPATRICK. A little better off than the average boy?

Dr. STUDEBAKER. I imagine so. He had a very marvelous mind for that sort of thing.

COURSES IN HOME ECONOMICS

I think I mentioned this morning that of the 20,000 high schools in the country only about one-third of them have any courses in home economics. Last year we had requests for funds with which to assist in the establishment of home-economics courses in 1,600 additional high schools. I don't know what the figure stands at now.

I will ask Miss Fallgatter if she can tell you that.

Miss FALLGATTER. The total is 2,643 requests for departments. But many supervisors made it plain when they sent in that number that they had on file, that these requests had come wholly unsolicited; that they had really done no promotional work. So there was a total of 2,643 requests on file January 1 for home-economics departments. Dr. STUDEBAKER. These red dots on this map of Kentucky represent the number of schools in Kentucky that now have courses in home economics.

Miss FALLGATTER. As I remember, that is 91 in Kentucky.

ESTIMATE OF AMOUNT REQUIRED FOR THE THREE MAJOR VOCATIONAL EDUCATIONAL ITEMS

Mr. JOHNSON. I wonder if Dr. Studebaker would mind making an estimate as to the minimum that he feels is absolutely needed in the three major vocational education items. If the doctor cares to study it, he may put a statement in the record.

Dr. STUDEBAKER. As nearly as I can gage the situation from the demands that are coming to our office, I should say that the schools of this country under the terms and regulations of the act would absorb next year 12 or 13 million dollars.

Mr. JOHNSON. Without a dollar being squandered or wasted? Dr. STUDEBAKER. Yes; because we always have a safeguard against the reckless use of money in a State, since the States and local communities have to put up some money in order to get Federal funds. Then another thing that we should remember is this: That of any amount appropriated by the Federal Government those portions which are not used in the States are deducted from the next year's

TABLE 11.-Young workers in distributive occupations in 1930 and pupils in high school salesmanship, advertising, and retail selling classes in 1933

1. A large percentage of young workers is employed in distributive occupations:

AGE GROUPS AND PERCENT OF ALL WORKERS AT THAT AGE

14 to 17 years.

18 to 19 years.

20 to 24 years-

9

10

9

2. Number of young workers employed in distributive occupations is increasing rapidly except at ages 14 to 17:

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3. Proportion of young workers employed in distributive occupation is rising rapidly except at ages 14 to 17.

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4. Changes in proportions of young workers indicate that young male workers are increasing in proportion while females are decreasing.

5. Only a very small proportion of high-school youth receive any instruction specifically preparing for employment in distributive occupations.

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Mr. FITZPATRICK. And have spent it for years.

Mr. LAMBERTSON. Why was it that they spent more than the Federal Government did?

Dr. WRIGHT. They didn't get enough Federal money to match State money dollar for dollar. But they are trying to boost their program. They increased the States expenditures from $2.03 the preceding year up to $2.39 this past year, for each Federal dollar spent for the same purpose.

Mr. LAMBERTSON. Under this new act will all the old schools as well the new ones get reimbursmeent or will it be dollar for dollar? Dr. WRIGHT. I don't understand the question.

Mr. LAMBERTSON. Under the George-Deen Act that means the old schools as well as the new?

Dr. WRIGHT. No, sir. George-Deen funds should be used for the furgther development of the program.

Mr. LAMBERTSON. Just for the new?

Dr. WRIGHT. Under the Smith-Hughes Act the States must match Federal funds dollar for dollar; while under the George-Deen Act only 50 percent of all expenditures must be matched.

Mr. FITZPATRICK. They can spend $5 of their own to every one that they get from the Government?

Dr. WRIGHT. Yes. Some do. Massachusetts spent about 11.

Dr. STUDEBAKER. Then, Congressman, you will recall that this George-Deen Act starts on the basis of a dollar of Federal money to 50 cents of State or local money; but after a period of 5 years the State must add to its portion until the ratio runs up again to a dollarfor-dollar basis. I guess the theory is that the State would be induced further to develop its own program.

VOCATIONAL EDUCATION IN AGRICULTURE

Mr. RICH. What relation does the Agricultural Department have to Education, and also what relation does your Department have to the land grant colleges?

Dr. STUDEBAKER. Mr. Linke can discuss those two features.

Mr. JOHNSON. I would suggest, Mr. Chairman, that Mr. Linke be permitted to make a statement.

Mr. LINKE. I would like to state this in the beginning: Back in our days, back in the years when you and I went to school, when a boy got an education, he left the farm; and as a result of that we left. on the farm an uneducated class of people. But the thing that we are trying to do in this work of ours is to turn back on the farm, if possible, an educated and trained class of people.

I think vocational education in agriculture will go a long way to avoid getting this country into what we call the peasant problem. There is no doubt in my mind but what we are confronted with this problem today, but if we can turn back on the farms of this country a trained and educated class of people, I think we need not fear for the agriculture of the future.

Now, I want to present some charts to show the growth of our program of vocational education in agriculture and the need for its further development. We have here a chart which shows the gradual development of our program from 1918, when we started with only 500 departments of vocational agriculture, up to 1937 when you will

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