The Grammar Schools and Occupational Choice
To go further and to determine the relative weight of each factor, and the manner of its operation, is a task of great complexity, whether we are concerned with the individual pupil or with the school. We must nevertheless consider this problem if we are to test the assertion, implicit in much of the advocacy of the technical high school, that the academic curriculum of the secondary (grammar) school influences its pupils, irrespective of their interests and abilities, in the direction of the professional and clerical or black-coated occupations. It will be necessary, if we are to question this assumption, to ascertain how closely the secondary schools have been associated with this group of occupations, and, such an association having been established, to enquire why this should have been so. We must ask whether the pupils were diverted into the black-coated occupations by some aspect of the school itself, or whether, indeed, they entered the school just because it prepared for occupations of this nature.