INDUSTRIAL
education is rapidly becoming recognized as one of
the potent factors in the trades development of this
country. When one takes a retrospective view of the
origin and development of trade schools, the
influence they have exerted in the trades and the
social development of the tradesman, we cannot fail
to recognize the immense amount of good already
accomplished and the tremendous possibilities of the
future. Industrial education is in its infancy, but
the movement is advancing with such strides that in
future it will outrival our present institutions for
preparation in professional vocations.
Trade education is becoming more and more
universally recognized as the likely successor to
the apprenticeship system. While it is not meant
to imply that the apprenticeship system has not to
some extent at least been a success in years gone
by, yet we must not fail to recognize the fact that
the class of work today is not the same as that of
generations since. The growing demand has created a
surplus of deficient mechanics and there is urgent
need of such reforms as will replace them with those
who are competent to perform the work which they are
called upon to execute.
The
development of the country along trade lines demands
a more thorough and efficient system than the
haphazard methods used in instructing the young
apprentice. The trade school seems to satisfy
this demand in every respect. Speaking of this
subject, President Eliot of Harvard University says
:
"The apprentice system has been in past
centuries, and still is to some extent,
an unjust and imperfect method. It is a
slow and wasteful method of learning a
trade and liable to great abuses. Any
bright and diligent youth can learn a
great deal more in three years at a good
trade school than in seven years'
apprenticeship."
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Should the
apprentice, in spite of the fact that he is almost
invariably given the work of an ordinary laborer,
yet retain interest enough to strive to learn, he
receives little or no encouragement. He receives no
competent instructions as to the proper use and care
of tools; his knowledge of working drawings is
meager at the most and if at the end of his
indenture he is able to command full journeyman's
wages he is an indifferent mechanic, with no
ambition and little interest in his trade.
In the opinion of those who have given the subject
much study and deep thought, the trade school is the
best solution of the problem of creating a greater
number of skilled mechanics. Trade education being
as it were in a state of experiment many mistakes
are made and many incorrect principles put into
practice as to the proper application
of trade instruction.
Whereas, in the old system the apprentice received
much practice with little or no theory, he is liable
to meet the other extreme in the trade school. The
prime underlying principles of the trade, the proper
instruction as to the care and use of tools, careful
attention to details, a full knowledge of working
drawings, intelligent instruction in the
constructive and mechanical details of the trade,
and the proper amount of theory to use with
practice—these are important points that cannot be
overlooked in the successful education of the trade
school apprentice.
Another very important factor is the elimination of
anything tending toward commercialism. In some of
the trade schools it is the common practice to take
contracts in the production of some staple article.
This is frequently done to defray the expenses of
the less firmly established trade school. This
method would not arouse the interest of the
apprentice as it should and so the primary object of
the trade school would be defeated. It would also
tend to fit the apprentice for engaging in
piecework—a practice which is followed quite
extensively—but to say the least, does not tend to
produce an all-around mechanic.
What industrial education has been doing to better
the conditions of the building trades is not so
generally felt as yet. The country is too large and
the members of these trades are too transient for
any marked improvement in any one place.
The trade school does not receive the encouragement
it should, considering the great practical value to
the country. That conditions are changing for the
better, however gradual, are clearly discernible,
and before many years there is no doubt that trade
education will become more general.
Among
notable examples of successful trade schools to-day
mention may be made of the William-son School,
founded 26 years ago by one who recognized even then
the. coming need of this country for better educated
and more skilled mechanics. The fact that the school
to-day is conducted along practically the same lines
as when founded, and that the principles as laid
down by the founder are in accord with present-day
ideas of trade education are ample proof of his
far-seeing sagacity.
While situated but a short distance from
Philadelphia, and sending forth each year a class of
from 40 to 70 young journeymen carpenters,
bricklayers, pattern makers, machinists and
engineers, the school is not widely known, and brief
reference to the methods there in vogue may not be
without interest in this connection. The
successful applicants are
indentured for a period of three years, for
the first two of which the time in the class-room
and shop is evenly divided.
During the
last year the time in the shop is increased so that
at the end of his third year the apprentice is
working full journeyman's hours. The classroom work
consists of a good practical English education, and
with the exception of the languages, the curriculum
is about the same as our high schools. In addition
the strength of materials, electricity, steam and a
good course in mechanical and architectural drawing
are taught—the work in the drafting room
corresponding to the work in the shops. The young
apprentice is taught:
-
Fundamental principles of his particular trade,
- the
proper use and care of tools,
- how to
draft correct working drawings and construct
from them,
-
constructive and mechanical details with
estimating in actual construction work.
Throughout the entire course the point of theory in
practice is not overlooked. The carpenters and
bricklayers use the science of geometry and
mensuration. The machinists are familiar with
trigonometry and so on. During the greater part of
the course the apprentices of the building trades
engage in the construction of the school buildings.
The work on these is done in the same manner as on
jobs in the cities. Competent instructors constantly
direct and give the apprentice personal attention in
the many details of his work, for the instructors
are practical men well informed in the many points
of their various trades.
A unique
and successful system has been inaugurated at this
school called "The Bonus System." It is founded
on the estimated time based on a full journeyman's
time. For the first six months of his second year
the apprentice is given 20 per cent. more time to
complete his work than the journey-man's time; for
the last six months of his second year this is
reduced to 10 per cent. The first six months of his
third year a further reduction to 5 per cent. is
made and the remaining six months of his stay at the
school he works on the same level as a full-fledged
journeyman. For any better results the apprentice is
given a bonus or merit, and for any deficiency a
corresponding demerit. The general results of trade
education as here taught are most gratifying and the
success of the graduates is in nearly all cases very
good. While it is not the primary object of the
school to produce foremen and contractors, yet
returns show that a large number of the graduates in
a very short time reach executive positions of great
responsibility.
The
ultimate future of the development of the building
trades depends upon the increased promotion of the
trade school. In this the public school plays a
very important part. As the trade school increases
it expands and embraces the public school. A
large percentage of the youth of today leave school
at a very early age. When the trade school will
have in part taken over the public school then will
a greater interest be shown. As it is today,
however, thousands leave our public schools with no
special training for any one trade or profession.
The result is a large overstocking of the market
with unskilled labor. In this age of
centralization and specialization this state of
affairs cannot long exist. Quoting from a leading
promoter of industrial education:
"When employers and parents generally
learn the splendid possibilities of
trade training in thoroughly organized
and carefully administered trade
schools, there will arise a great demand
from them for such institutions. These
schools will so dignify handicrafts that
the parents of the future will consider
them in a class with the colleges and
technical schools when deciding what
training to give their children."
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The general attitude of employers toward the trade
school is gradually changing. Heretofore a large
amount of prejudice has been shown, and it has
frequently been difficult for the graduate to obtain
a position if he made it known that he was a
graduate of a trade school. This was especially true
in the building trades, but the fact that the trade
school graduate has "made good" and the remarkable
improvement shown over the ordinary apprentice has
done much toward receiving for him a fair chance to
prove his ability. It should be the part of every
employer and workman to give the trade school boy a
fair show. He does not know it all and sensibly
realizes the fact. Graduates of colleges, technical
schools and other vocational institutions continue
to learn long after they leave their alma mater. Men
old in years who have faced many problems and
obstacles will admit that they only began to learn
the real lessons of life after leaving school. The
trade school graduate is no exception, and if
treated fairly will acquit himself with credit.
In the opinion of the writer the only possible
way the ever-increasing demands for skilled
mechanics can be met is by promoting the
establishment of trade schools everywhere. The
superior training given and the latent ability
developed make of the trade school apprentice a
mechanic in the fullest extent of the word. It is
the belief that when there are more trade schools
there will be fewer strikes. Whether this is as
sound in practice as in theory remains for the
future to determine. Should it, however, be but one
of the many results of the establishment of trade
schools, this country would be spared millions of
needless waste and the effects upon the trades could
not help but be good. In this day efficiency is the
ever-growing cry in all professions and trades. As
the prime object of the trade school is efficiency,
it would follow that nothing could be of more
lasting and valuable benefit to the building and
other trades than the intelligent promotion and
friendly co-operation of every tradesman in
industrial education.
