hundred kinds of accessible vocations. Their economic, hygienic,
technical, and social elements ought to be examined so that every boy
and girl could receive reliable information as to the demands of the
vocation and as to the prospects and opportunities in it. Secondly, it
would become essential to interest the schools in all these complex
questions of vocational choice, so that, by observation of individual
tendencies and abilities of the pupils, the teachers might furnish
preparatory material for the work of the institute for vocational
guidance. Thirdly,--and this is for us the most important point,--he
saw that the methods had to be elaborated in such a way that the
personal traits and dispositions might be discovered with much
greater exactitude and with much richer detail than was possible
through what a mere call on the vocational counselor could unveil.[3]

It is well known how this Boston bureau has stimulated a number of
American cities to come forward with similar beginnings. The
pedagogical circles have been especially aroused by the movement,
municipal and philanthropic boards have at least approached this group
of problems, two important conferences for vocational guidance have
met in New York, and at various places the question has been discussed
whether or not a vocational counselor might be attached to the schools
in a position similar to that of the school physician. The chief
progress has been made in the direction of collecting reliable data
with reference to the economic and hygienic conditions of the various
vocations, the demand and supply and the scale of wages. In short,
everything connected with the externalities of the vocations has been
carefully analyzed, and sufficient reliable material has been gained,
at least regarding certain local conditions. In the place of
individual advice, we have thus to a certain degree obtained general
economic investigations from which each can gather what he needs. It