the student works at the shop all the time, with the exception of a few weeks' vacation. He is paid for his shop work on a scale of wages which begins at ten cents an hour and increases at the rate of one cent an hour every six months, so that the total earnings of the course amount to about $1800. The first year there were sixty applicants. Of these forty-five went to the shops, of whom twenty-eight survived. The second year there were eight hundred applicants, sixty of whom were sent to the shops. Of the sixty, forty-four were recommended by their employers and started university work. The third year the applications numbered two thousand.

2. Part-time in High Schools. The secondary schools of Cincinnati are also operating the parttime system. In 1907 the Board of Education began the erection of two large high schools costing nearly a million dollars each. The schools offer the usual academic studies and, in addition, vocational training for boys and girls. The first two years of vocational study are designed to discover aptitudes and to give general manual dexterity. Then the pupil is placed into a trade shop, and is required to continue his schooling on the alternate week plan for the next two years. If the economic necessity of the

pupil requires it, his schooling may be limited to half a day per week. In the first school year the boy gives three or four hours a day to wood work. In the second year he gives the same time to mental work. At the beginning of the third year he selects his vocation and enters a shop on the wages of a thirdyear apprentice. The school is open at night for adult workers. In 1911 the evening classes enrolled 2400 pupils.

3. The Continuation School for Apprentices. The school authorities invited the apprentices in the shops to continue their education in the evening classes of the high schools. But it was soon discovered that the training of the apprentice is distinctly a daytime proposition. A boy who has concentrated his attention upon a machine or process for ten hours during the day has little energy left for serious work at night. Hence his education must be given, not in addition to his work, but in lieu of a part of his work. The Board of Education therefore opened a Continuation School for apprentices in 1909. It runs forty-eight weeks a year, eight hours a day, four and a half days a week. The teachers spend two half days a week studying the conditions under which their pupils work, con

sulting foremen about the needs of the boys, and getting ideas as to the matter and method of teaching. There are 250 students, divided into nine groups according to proficiency. They attend one half day (four hours) a week. At first they were docked for this absence from the shop; but several years ago the manufacturers' organization, the labor organization, and the school authorities decided to shorten the hours of labor without decreasing pay. Consequently the boy attends school for half a day and still receives a full week's pay. The apprentices at present in the continuation school are from the machine trade, pattern making, drafting, and printing. The wages of the boys for the half day during which they are absent from the shop to attend school amounts to $6000 a year. The loss in production suffered by the firms is over $25,000 a year. The Board of Education spends $5000 a year to maintain the school. The burden placed on the teachers thus amounts to $36,000 a year. They must produce an attitude of mind and an increase of skill and intelligence on the part of the boys which will produce $31,000 worth of work in the shorter week beyond what they would produce in a full week without going to school.

"The manner in which the attitude of the apprentice has been influenced and his intelligence increased, so that there has been no loss charged up to the shorter week, is most interesting and is the subject of comment in labor circles as well as educational and commercial organizations.

"The first thing an apprentice is taught is the difference between knowledge and skill. The average school lad has been led along the paths of knowledge until he has begun to believe that knowledge is money. He must be taught that few, if any, persons are able to derive an income from the sale of their knowledge and that knowledge is only saleable when it has been worked into skill. Knowledge is knowing how to do a thing. Skill is ability to do it with such a quality and in such a quantity that it is marketable. The purpose of manufacture is not to make things, but to make things that will sell and to make them for considerably less than they will sell for. The apprentice is usually offended at this commercialism, and it takes him some time to enter into the spirit of modern production. He wishes to learn how to do a multitude of things, but he scorns the drudgery of repeating any one thing until he has mastered it. The most vital part of apprenticeship is lost to the boy if he finishes his time with barrels of knowledge but without the skill to produce a day's work."

"1

As a result of the success of the school, the Ohio Legislature passed a law in 1910 authorizing boards of education to establish continuation schools, and

1 J. Howard Renshaw, Principal of the Continuation School, Cincinnati, Bulletin No. 15, National Society for the Promotion of Industrial Education, 1911, p. 82.

requiring the attendance of all children employed under sixteen years of age, for not more than eight hours a week.

IV. The Laws of Massachusetts and Connecticut. -The Legislatures of Massachusetts and Connecticut have passed laws authorizing the establishment and maintenance of three types of vocation schools:

(1) All-day schools for children over fourteen years of age who are not engaged in any wageearning occupation.

(2) Part-time classes for children between the ages of fourteen and eighteen who are employed in some industry during the remainder of the day or week.

(3) Evening courses for adults employed in trades. 1. The Newton Independent Industrial School. Of the first type the Independent Industrial School of Newton, Massachusetts,1 is an illustration. It receives boys from the elementary school who are 14 years of age. In June, 1911, the Industrial School had eighty-three pupils on register. Of these nine had come from the fifth grade, twenty-one from the sixth grade, twenty-five from the seventh grade, and

1 Vocational Education, Vol. 1, p. 244.