skilled mechanics who have the industrial intelligence and capacity for advancing the art. But these schools, effective as they are, only reach a few of those who are destined to work in the shop. Such efforts on the part of the large manufacturers, admirable and fruitful as they are, cannot touch the main question, which is to find some way to train the enormous army of workers who are entering into an industrial life each year.

There are also many trade schools, some founded by the munificence of philanthropists, and others of a commercial character. Their existence is a proof of the demand for such education. But useful as are these schools, they deal only with the comparatively few who have the good fortune to enter them. The problem is to reach the many of the same class as these fortunate ones who have the benefit of the apprenticeship systems, in the factories and in the trade schools. Once the latter are trained they will excel in the running of an automatic machine, if such work happens to be their lot in life; they will also have the chance to grow from the position of a common workman to that of a leader. They will have the capacity to take advantage of any opportunity that may come for their own advancement. They will be in a position to do their part toward the development of the industry with which they are associated. If they fail, it will not be because the conditions were such as practically to compel failure. They will have had the opportunity for an advancement which makes for their own. good and that of the community.

All such trained men could not gain promotion. It will probably always be the case that many will fail to get the results for which they hope, because they lack some of the underlying qualities essential to success. But even those who remain as common workmen will be more competent, more useful to the industry and more useful to the world. This will be a great source of satisfaction to them, and in addition, it will surely lead to their securing a larger share of the profits of the industry in which they are engaged, that is to say, larger compensation for their work.

It is a law to which there are few exceptions, and those only of a temporary character, that a good workman will get better pay than a poor workman. Many artificial contrivances have been suggested for increasing wages or reducing the hours of labor, but there is no doubt that the greatest and best way to

accomplish these desirable results is to develop efficiency on the part of the workman. The whole history of the industries of the world has shown that this is sure to be effective.

I would also present one other thought, though one not exactly germane to the material side of this discussion. Our industries depend to a very large extent for their stability and their prosperity, upon the character of our citizens, upon their views. of life and of obligation, upon their ideas of the function of government, and of the relations which should exist in society. I firmly believe, that there is no course open to us, which will go so far toward developing sound and honest views on all these, and every other important social question, as definite training in the line of industrial education. Such training will teach honesty of purpose, and directness of effort, because materials. and machines are governed by definite laws which must be recognized and respected or the work fails. It will teach accuracy cf observation, for this is required in every effort that the student or the skilled mechanic makes with the view, to understanding or doing his work. It will teach that labor is dignified. It will develop intelligence. These are not material things, but the man who has learned these lessons will be a better citizen and more helpful in dealing with the political and social, as well as the industrial problems of society.

Every one of us must give independent thought to these questions. If we conclude, as it seems to me we shall, that industrial education is essential to our well-being, we must co-operate to develop that public sentiment which will not only introduce industrial training into our school system as an integral and important part of it, but will see that it is developed and maintained on sound lines. It may be that we do not know exactly what is the best way to get the desired result, but if we accept the principle, some way will be found. Personally, I believe that industrial education is at the present time, the one thing most needed. for the development of American industries.

ADDRESS

By MR. ALFRED MOSELY.

I am not an educationalist. I am merely one of those who have noted the effect of education upon the industries both of Germany and the United States. I have often been asked what turned my attention to the United States, and to Americans. In South Africa, I was some years since, engaged in mining. We mined with little or no success for a generation, until the American engineer came upon the scene in the shape of Gardner Williams. He, with other Americans, placed our mining industry upon a sound basis, and I determined that I would at the first opportunity visit America, and see what had contributed to develop the level-headed men who were able to accomplish what Englishmen had failed to do.

The conclusion reached was, that your public schools developed an initiative that was largely wanting in England, and that your schools encouraged the imagination and the reasoning power of the pupil.

I cannot help contrasting the condition of things to-day with those which existed when I was a boy. In those days, every lad, as soon as he left school, as a matter of course became apprenticed to some particular trade. Factories were then in their infancy, one employing fifty men was a large concern. The proprietor knew each workman and each apprentice. He took a keen interest in their welfare, and every boy went through the shop, learning the trade from A to Z. Nowadays a man in a factory may simply sand-paper the ends of table legs from morning to night, and do nothing else.

Now, this revolution of modern machinery and modern methods has served an excellent purpose. It has given cheaper goods to the masses. It has largely tended to raise wages. But there is now dawning upon us a belief that we must consider the ques

tion as to whether it is wise to allow a man to become merely a machine. I venture to think that under our modern conditions, in which the apprentice has practically ceased to exist, we must determine what must take the place of the training the apprentice once had.

Germany, without natural resources and without capital, had nothing to help her in the struggle for industrial success; yet in spite of the odds against her she has forged to the forefront in the last thirty years, and to-day is England's greatest competitor. She is putting our own workmen on the streets.

Many of you who are not conversant with English methods, and the condition of British trade, are probably unaware that the Honorable Charles Booth, in his report upon the condition of the masses, notes that out of a population of 38 millions in Great Britain, there are thirteen millions on the verge of starvation. Is this a thing to boast of, after 50 years of supremacy, after having led the world, after having conquered the markets of the world!

It is true we led in the past; it is true we might lead to-day. But we will have to do as Germany has done, work for the scientific, up-to-date education of our people. To-day we are reaping the sorry harvest of neglect. It is this submerged tenth, which is an ever increasing danger to the position of Great Britain.

This movement that you inaugurate to-night comes none too soon. The old-time apprentice has passed, but our present workers must be taught, as the old apprentice was, to know their trades thoroughly. The people of the United States are to be congratulated upon the interest now shown in this great movement. I trust you will strive with might and main to see that your children are given that education which it is necessary for them to have, if they are to hold their position as one of the foremost nations in the civilized world.

ADDRESS

By MR. SAMUEL B. DONNELLY.

Secretary General Arbitration Board of the New York
Building Trades.

The necessity for industrial education must be made plain to the people of this cour.try, and particularly to those employed in mechanical industries. This is positively necessary if it is proposed to promote industrial education by the use of public funds. I understand that the Society for the Promotion of Industrial Education proposes to conduct a campaign for the purpose of creating a sentiment in favor of industrial education, and that it desires the support of organized labor. The general organization of labor and the necessity for industrial education are both the result of the factory system of manufacture and of specialization in industry. Domestic manufacture can only be found to-day, and on a very small scale, in the isolated communities in the mountainous districts of the Middle and Southern States. Along the streams that flow down the Eastern and Western slopes of the Appalachian range are seen the ruins of small iron foundries, wagon shops, cotton and woolen mills, many of them in close proximity to enormous factories and great industrial cities. These ruins are relics of an industrial age that has passed and a condition that will never again return. The country tannery employing skilled mechanics is abandoned. In its place we find what is known as the Extract Factory, to which the bark from the timber land is conveyed for the purpose of removing its useful properties which are carried in tank cars to distant industrial centres where leather is manufactured by specialists in enormous factories. The home of the mechanic was the village cottage with its garden. The home of the specialist is the tenement.

The question as to whether the mechanic was better off under