Transferred to (a) Trade school, 38. (b) Other public and parochial schools, 133. Employment certificate or equivalent, i. e., sixteenth year, 118. Improvement in (a) Scholarship, 328[4]. (b) Conduct, 252[4]. (c) Attendance, 310[4]. Left city, 39. Difficulty adjusted, 531. Cases in which some change that gives promise of permanency has been effected. Proved unsuitable or unnecessary, 108. Cases which, as a result of the initial investigation, are placed in the hands of the school nurse or attendance officer, as well as those which are dropped because the suspicion that inspired the inquiry has proved to be false. WHAT DO YOU CARE? WILLIAM EDWARD ROSS IN _PEARSON’S_ Out to the mines in the chill of the morn, Stunted, ill nourished comes the forlorn Stream of humanity—undersized men, Slaving and toiling for life blood; but then, Dressed warm and cosy, with slate, book, and rule, George and your Nellie have started to school; They are _your_ children, _their_ cheeks warm and fair, While Tony’s a hunky, so—What do you care? Over the bridges, the hills, and the fen, Streams the procession of undersized men Climbing the stairs to the waiting machines: Lowered in cages to death-marked ravines. Look at their faces; sad, pinched and worn! Look at their garments; threadbare and torn! Look at their swagger, their precocious air, Some mother’s babies, but—What do you care? [Illustration: _Courtesy Massachusetts Child Labor Committee._ CHOSE HIS LIFE WORK AT FOURTEEN Already a child laborer, this chap is typical of the class for whom vocational guidance is being introduced in Boston and elsewhere. ] THE VOCATIONAL COUNSELOR IN ACTION MEYER BLOOMFIELD DIRECTOR VOCATION BUREAU, BOSTON LAURA F. WENTWORTH SECRETARY VOCATIONAL INFORMATION DEPARTMENT, BOSTON PUBLIC SCHOOLS [_The philosophy of vocational guidance has been often written. But it is from the actual cases of boys and girls, influenced to this course of conduct or that, that the general public can best get an intimate notion of how this new function of the schools counts in the life of youth. The stories in the following article represent typical experiences and services of such teacher-counselors as Miss Wentworth, who was formerly vocational counselor in the High School of Practical Arts, and Eleanor M. Colleton, whose work among the Italians and other children of the North End in Boston has had merit of a high order._