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INDUSTRIAL EDUCATION: By HENRY TURNER BAILEY, Editor The School Arts Book

THERE are three principal reasons for industrial education, and they might be called the educational reason, the industrial reason, and the social reason.

A very large percentage of the men who are now doing the world's work were born in the country and raised on a farm. These men all had the advantages of a most comprehensive and salutary manual education. They learned to chop wood, care for poultry, milk cows, drive horses, spade a garden, plant, cultivate, mow, harvest fruits and vegetables; do elementary carpentering, blacksmithing, and painting; in short their whole early life from the time they began to climb trees to the day they left home to strike out for themselves was one continual discipline in adapting means to ends, using tools to some purpose, managing situations successfully. A similar discipline made efficient women of the girls. Helpful children so trained at home became useful all-round men and women. To the village or city child of this generation all this wholesome, solid education is impossible. There are no chores. Everything is bought ready-made, and hired servants do all the work. The education of the common school derived from books is miserably ineffi cient without the backing of the old-fashioned farm education derived from life and nature at first hand.

the industry to-day has almost no opportunity to learn anything but a fragment. He can learn his part mechanically in a few days, and there his growth in intelligence stops. He can attain greater speed in performing his part,

The Printer's Devil

Ink bespattered,
Clothing tattered,

With his broom in hand,
Leaning, cleaning,
Rubbing, scrubbing,
Under every stand.
'Neath the cases,
Type and spaces-
Trampled where they fell
By this Pluto
Doomed to go to
Printer's batter hell.
Running hither,
Darting thither,
Tail of all the staff,
Out and in doors,
Doing all chores,
Bringing telegraph.
Runs for copy,
Nor dare stop he
For his
paper hat
All the jour'men,
Save the foreman,
Yelling for some fat.
Proves the galleys;
Then he sallies

On Satanic pinion,
From the news-room
To the sanctum-

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Part of his dominion.
And the bosses--
Often cross as
Bears within their holes-
Make the devil
Find his level
Stirring up the coals.

Washing roller,
Bringing coal, or

but never greater skill. Skill can come only through self-directed discipline in producing a finer whole, persistent practice in view of an ideal. With no comprehension of the ultimate product,no standards of excellence, and no vision of anything beyond, a workman is but a machine. And manufacturers are realizing more keenly every day that machines wear out, deteriorate, and produce not finer goods but inferior goods. Industrial education will help to restore grasp and vision to workmen, and give industrial skill.

To the bulk of working men the old farm life will never return, the old individual trade will never reappear. The world does not move backward. Town dwellers and specialists they will continue to be. But that does not mean that they must continue to live narrow and monotonous lives. When a man has a knowledge of the history and traditions of his craft, when he sees its relations to other crafts and to the life of his time, when he sees himself as an efficient factor in the service of all, when he is furnished with ideals of what life should be, ideals of beauty in every commonest utensil, in his shop, in his home, in his city, in his country, when the heritage of the race in literature and the arts is open to him, and he is a partaker of that wealth, his life cannot be narrow, unsympathetic, meaningless, sordid, unsocial. Industrial education will help to enrich and glorify the common task, and make more neighborly men and women.

Lugging water-pail; Time he wastes not At the paste-pot Wrapping up the mail.. When the week's done, Then he seeks one, Where the greenbacks lay, There to settle, For the little Devil is to pay. In this spirit There is merit

Far from taint of shame, Often gaining

By his training

Good and honored name, Legislators, Great debaters, Scientific men, Have arisen From the prison Of the printer's den.

A large percentage of the men who are at the head of our great industries have come up through the ranks. They know the whole. business by actual experience in every operation. They know when any particular part of the work is well done because they see it in relation to all other parts. They have what is called industrial intelligence. But with the introduction of machinery and the high specialization of labor, the young man entering

Industrial education promotes intelligence, skill, and taste in the productive industries. It means for the workman more common sense, more remunerative employment, and a larger and more abundant life.

EDUCATION AND TRADE SCHOOLS By PROF. JOHN D. RUNKLE, ex-President Massachusetts Institute of Technology WITH the gradual and almost total ex

tinction of apprenticeship, labor has become not only unskilled, and nearly dead to all sense of professional pride and ambition, but too often dishonest, demoralized, and brutal.

There is common testimony to the fact of the decay of the system of apprenticeship, and the causes, with only slight modifications, are the same the world over-the conflict between labor and capital, the rapid introduction of machinery, and the changed conditions resulting in all the producing and manufacturing industries.

The consequences are serious and farreaching, and thoughtful persons everywhere are beginning to seek a remedy. As the system of apprenticeship was based upon a form of education, we naturally seek a remedy through the same agency.

The system of mechanic art teaching, which was introduced into this country by the Massachusetts Institute of Technology in 1867, has already become an important factor in our public school instruction. Manual training schools have already been established in very many of the cities of the United States. So much interest has this subject attracted, and so much thought has been given to the method as a means of broadening our public school instruction, that it is already fast working its way into the lower grades. So many years have elapsed since this method of teaching handicraft as a substitute for the extinct apprenticeship system has been under consideration, that it seems sure to extend and become a fixed factor in our public school education.

If all pupils could have the advantage of this revised education, it is not likely that any further extension of the method of teaching would be required. But unfortunately, this is not the case.

The question is, What is the best method to elevate and fit this class of young men to become useful and self-supporting citizens? It is obvious that the ordinary methods employed in our public schools are not adapted to this end. Instead of a purely scholastic education, they need to be so trained as to be able, in the shortest time, to become useful to themselves and to others. If they are to become self-supporting, is it to be through

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THE

HE SCHOOL OF PRINTING was established in January, 1900, by the North End Union, under the supervision of a number of leading master printers of Boston. It has had to demonstrate its purpose in practical results, and is gradually being recognized by those who realize the important need in the trade of such a method of technical instruction.

The aim of the School is to give fundamental and general instruction in printing-office work, and to offer young men, through a system of indentured apprenticeship, an opportunity to learn the things which are becoming each year more and more difficult for the apprentice to obtain in the restricted and specialized conditions of the modern workshop.

The course of study embraces book, commercial, and advertising composition, and platen presswork. The school is supplied with hand and job presses, roman and display types of various styles, and the usual furniture and material of a modern printing office.

The School is continuous and pupils may enter at any time. The hours are identical with those of a regular workshop, from 7.40 A.M. to 5.45 P.M., excepting Saturday afternoon.

The tuition fee for one year is $100. Applicants must be sixteen years of age or over.

Further imformation may be obtained by addressing SAMUEL F. HUBBARD, 20 Parmenter Street, Boston.

THE APPRENTICESHIP BULLETIN is intended to be issued each month in the year, except July and August. Price 25 cents for the ten numbers. The composition and presswork are done by the apprentices in the School.

mental or manual work? It seems to me the answer is clear. They should be taught in the most direct way the use of their hands in some specific industry, and this can best be done through the system which is known as trade schools. In such a system the primary object is to teach the principles and practice of labor in some industry, as a foundation, supplemented by such teaching in other subjects as the pupil's pursuits and best interests in life require. It seldom happens that there is not some study or pursuit in which each pupil most easily attains success; and if he can be made to find this line of least resistance it will certainly be the direction for which he will be the best fitted, and, therefore, the happiest and most successful in life.

Visitor in a printing office: "What is your rule for punctuating?"

The "Apprentice" (lately promoted to the case): "I set as long as I can hold my breath and then put in a comma; when I yawn I put in a semicolon, and when I want a chew of tobacco I make a paragraph."

VOLUME 1

ADVOCATING TRADE SCHOOLS AND MODERN INDENTURED APPRENTICESHIP

EDITED AND PRINTED AT THE SCHOOL OF PRINTING
NORTH END UNION, BOSTON, MASS.

MARCH, 1907

TECHNICAL EDUCATION IN RELA-
TION TO PRINTING

[Extracts from a lecture by Samuel F. Hubbard, at the Boston Public Library, February 21, 1907]

MANUAL training and industrial training

are often used one for the other, as if they meant one and the same thing. This confusion of meanings is not surprising when we consider the similarity of the terms and remember that some of the early advocates of manual training emphasized the industrial value of such training. Manual training has now come to be considered as only a means of intellectual training, and bears about the same relation to mental development as mathematics or languages. Manual training is not vocational in its aims and purposes and does not predispose graduates of such schools to enter the trades. From a recent analysis of the occupations of over one thousand graduates of manual training it appears that only two per cent were engaged in the trades. On the other hand, industrial education has come to be recognized as strictly vocational. Some hold that it should include technical and commercial education, others use it in a much more restricted sense.

NUMBER 3

of purpose. It is the promotion of this sort of training with which industrial education concerns itself.

THERE are many problems inherent in

the situation which must be solved before industrial schools can be fairly started. Those who have given the most thought to this subject frankly admit the difficulty of adjusting the various conflicting forces. An industrial school must have much more than

When a boy gets out of
school, he often looks
for the position where
he can earn the biggest
dollar at once, and his
parents encourage him,
without regard to his
future welfare. A boy
should start out to see,
not how much he can
EARN, but how much
he can LEARN

INDUSTRIAL training means to the

workman greater efficiency and skill, a better appreciation of the art element, and a broader and more comprehensive knowledge of the scientific principles involved. This training insures a higher wage, and more constant employment; it is a patent of nobility among his fellow workmen, and makes "joy in work." By the same token, this training means to the manufacturer a superior class of goods, which find a more ready market at prices as far above the normal as they are superior in quality of workmanship, beauty of design, and appropriateness

bricks and mortar, equipment, and an instructor, before it can fully realize its purpose. Many failures will of necessity have to be recorded before anything like an ideal technical school system is established. The situation is made all the more complex by the specializations that are going on in the trades. In early days the workman was able to do everything belonging to his trade. The shoemaker cut and made the whole shoe; the one who spun the thread also wove, the butcher took the steer from the pasture and brought the steak for your morning's breakfast, the seamstress came to the house and made the garments for the entire family; and so with every industry, the worker was able to transform the raw material into a complete whole. With the advent of machinery and the factory system all this began to change. Processes of manufacture are divided into parts, each part being done by a different person. This team work resulted in a larger output, and a superior quality of work, because in doing a single part continuously the workman developed a facility and skill not to be acquired in the old system; but it also resulted in destroying the all-round workman : he became simply a cog in the machinery of production. But great as has been the gain in quality, quantity, and cheapness of things made or produced, it has been done at the

expense of the workman's intelligence, independence, broad-mindedness, self-respect. ♡ ♡ ♡

SUCCESS in printing is dependent not alone on cost of production, but in a large measure on tastefulness in design and excellence of execution. It is therefore of the utmost importance that due consideration be given to the training of the workman on whom these qualities depend.

That supply is giving out, and it now devolves upon employers to train up their own workmen. Many appreciate this necessity, but they have been using the easy go-as-youplease method so long that it will take some time before any large number will assume the responsibility which this training involves. ~ ~ ~

AMONG some people there is a foolish notion that a trade is not quite as respectable as selling pins, running typewriters, or keeping books. Parents are largely responsible for this attitude of mind. Boys are

We are at the beginning of a great development of primary industrial education. We are, perhaps, but half awake as yet to the imperative need for that sort of education Hon. F. A.Vanderlip

SPECIALIZATION and the introduction of labor-saving machinery has caused havoc with old-time industries and is making more complex the problem of training workmen. So far have these methods been carried in the United States that this system of manufacturing has been called the "American plan." But none of these methods have materially changed the processes of printing. There is, in large printing houses, a limited amount of specialization. But in almost all cases these specialists have been selected from regular compositors because they have shown an aptitude for the particular form of work. A compositor is expected to be able to do all parts of composition, as indeed he would be required to do in smaller offices. Type-setting machines are rendering the same sort of service as the sewing machine. The dreary monotony of straight seams is no longer necessary, and while the sewing machine has increased enormously the amount of sewing, it has also increased the demand for hand work. Since the advent of the linotype and monotype there has been a very notable increase in high grade printing, and there never has been a time when competent compositors are in such demand as now. If they can show exceptionable ability, they can command a price far above the average income of professional men.

FORMERLY the city printing office de

pended upon the country office for its supply of all-round printers. These men, trained under the free conditions of the country office, which was supplied with meager and oftentimes inferior material, rendering all sorts of make-shifts necessary and often called on to do all sorts of work, from building a fire to printing a wedding invi tation, easily found places in city offices.

brought up with the idea that manual work is degrading, even though ninety per cent of the world's work is done with the hands. More than three quarters of the moral derelicts in Concord Reformatory enter there with hands uncalloused by manual work. "What shall I do with my boy?" is a question often asked by parents anxious to start their boy aright. It was just this question that a good mother asked years ago of Rev. Lyman Beecher, and his reply was, "Have him smash a jeweller's window, steal a fiftydollar watch and he will then be sentenced to the Elmira Reformatory, the only place in the State of New York where a boy can be taught a trade." A trade not respectable? What makes respectability except character and intelligence, both of which are the very foundations on which a trade should be built. The dignity of a trade is fast approaching the dignity of a profession, because of the scientific training and larger intelligence demanded by many forms of work.

THE public schools are also responsible

for educating boys away from trades. An anxious mother came to a friend of mine, a man of large experience in life, to know what she should do with her boy. He advised her by all means to have him learn a trade. A month later he met the mother and asked what her boy was doing, and she replied, "James consulted his high school master about learning a trade, and the master told him he was too bright a boy to learn a trade, and that he would get him a place." And he did; the boy was then putting up cards on a stock-broker's board. Our public schools not only fail to stimulate a kindly good-will towards trades as a vocation, but

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five per cent were engaged in the trades. The radical changes in our public school methods are due more largely to outside demands than to the high priests in charge of the ark of culture. Evening high schools, kindergardens, and manual training schools get their standing here in Boston through private initiative. In fairness, however, let it be said

that our educators are not so stubborn in their own conceit that they refuse to follow when others lead, and we may hope that the time is not far distant when trades, as vocations, will receive some of the favorable consideration now bestowed upon training for the professions.

SOME of the reasons why a trade school

can render a better service than the shop in developing a competent compositor are: (1) The school can help to make a profitable workman in a shorter time, by giving him at once, under instruction, legitimate shop practice in the work of the trade.

In the shop a period of weeks, usually of months, is devoted to sweeping, running errands and similar work and there is little or no opportunity given to practice the work of the trade.

(2) The school can give a series of graded lessons, general and fundamental, upon which other work may be based and future efficiency more certainly developed.

In the shop there is no sequence in the kind of work given to the learner-it is all alike routine work, or it is all so radically unlike to his untrained mind that he gets lost and flounders around in a maze of uncertainty.

(3) The school can give the opportunity to do a task over and over again, until it is done right, the opportunity to study each problem closely and deliberately.

In the shop there can be little or no chance to try again. The work must be thrown away,

or allowed to go imperfect, and the beginner rarely is told why it is not right.

(4) The school can give a broader, more intelligent idea of the relation of parts to the whole. Where there is an opportunity to practice all the usual operations of production, the beginner learns the dependence of each part upon the others. When he locks up a form on the stone he learns why it is important that the composition in the stick or on the galley should be accurately justified. When he puts a form on the press he learns why the work on the stone should be done so that the lock-up is firm and square.

In the shop the tendency to keep him doing one thing may make him a tolerably good workman, but he is helpless in emergencies or when any unusual problem appears.

(5) In the school the instruction is direct and personal, given by one who is selected not only because of his superior qualities as a craftsman but because of his ability to teach.

In the shop the instruction is haphazard and accidental, given by a foreman who is already harassed by a multiplicity of details, not to mention his temptation to exploit the boy for the sake of profit to his department. (6) On the other hand the school can never take the place of the shop:

(a) In emphasizing the value of time, on which cost of production is based. A clear perception of how a piece of work should be done is necessary at the outset, to avoid waste of time and a consequent money loss.

(b) While a degree of skill and efficiency can be acquired in a school, it needs the incentive of the commercial demands of the shop to develop them to a higher degree.

On the whole, the shop gives the opportunities of putting in practice the principles which have been learned in the school.

THE moment an intelligent man applies

himself to labor, and labors for his own benefit or for that of his family, he begins to inquire whether the same task cannot be performed with less expenditure of strength, or greater task with an equal expenditure. He makes his wits save his bones. He finds it easier to think than to work-nay, that it is easier both to think and work, than to work without thinking. He foresees a prize as the reward of successful effort, and this stimulates his brain to deep contrivance as well as his arms to rapid motion.-Horace Mann.

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