Among the essential provisions for indus trial training for all who need it may be noted: First. It must be part-time or continua tion, therefore, not requiring the worker to ab stain from work and income. Second. At tendance must be made compulsory by the State for all working children under 16, or bet ter 18, during working hours and readily available to all older persons through life at their option so that any worker may continually uplift himself by securing at all times what ever instruction he needs to qualify for the next step Compulsion in the matter of school attendance of young children is only the recognition of the right of the child and the duty of the State and this recognition ex pressed in terms of agreement and action. Wherever tried it finds ready acceptance. Third. Industrial schools, and equally those for agriculture and commerce, must be under the control and direction of special State and community boards whose personnel is directly representative of industry and labor. The lead ing nations of Europe after trial of all other methods insist upon this practical direction and place this education in the Department of Com merce or Labor and not in the department of general education. Only those with life-long and successful experience in industry can know when industrial education is truly industrial and make it so. Wisconsin accepted this principle in establishing a State Board of Vocational Education consisting of three employers, three wage-earners and the State superintendent of schools, the latter being the link between the general and the industrial schools. She also provided that the general board of education in each city appoint a board of vocational edu cation consisting of two representative em ployers, two wage-earners and the city super intendent of schools, with full authority, sub ject only to the State board of vocational edu cation. The Federal government, upon advice of the leading organizations of wage-earners, employers and others accepted this principle in making the Federal board of vocational edu cation consist of the Secretaries of Labor, Ag riculture and Commerce and one lay repre sentative each, from labor, agriculture and commerce. This Federal board is advisory to State boards of vocational education and dis tributes Federal aid in amounts increasing an nually until 1925 and thereafter when it ag gregates $7,000,000, being $3,000,000 each for industry and for agriculture and $1,000,000 for the training of teachers, but limited. in each case to not more than one-half the total spent by a State for these purposes. In Massachu setts and Connecticut a limited number of in dustrial schools have been highly developed under the supervision of the general State Board. This Board, however, is composed principally of, and in industrial matters domi nated by the judgment of, especially qualified manufacturers. In American States where aca demic school influences control in the direction of industrial education, as formerly in Europe, this education is remote, impractical, lacking in °production° sense and ineffective. Fourth. Training in industrial schools must be upon pro duction, i.e., the making of real things for com mercial use in the same manner as they are pro duced in factories. In Massachusetts it is re quired that industrial schools °shall conduct a productive shop which conforms in all desirable factors with commercial standards. The work on which pupils are trained shall be planned and perfected with reference to its commercial value and shall be judged by commercial standards.° °The most effective shop work is that done on a commercial basis for an out side customer. Work done to fill pupils' or ders is least satisfactory.° °The general at mosphere, system, standard, practice and ad ministration of the school shall be that of a good industrial shop.° It has been objected to this method that it commercializes education and takes bread out of the wage-earners' mouths by supplying the market from public institutions. The value of school products, however, is inconsequential, being about one-third of the salaries of the teachers who are taken out of industry, or from one-fifth to one-tenth of what these teachers would produce were they left in in dustry as wage-earners. The leaders of labor support this position in all communities where it has been well worked out. Fifth. Teachers of
processes and operations must have had exten sive practice and successful experience in fac tories. They should have that developed °sixth sense° common to the professions, indi cating thorough appreciation and understand ing of the intricacies and methods of the pro duction. Only the related academic instruc tion may be given by instructors whose shop experience has been less extensive. Sixth. Every trade must be taught, that of the baker, jeweler, barber, tin-smith, potter, watchmaker, decorator — every trade requiring developed skill — and not the four or five trades only that are commonly taught in old-time trade schools. In Munich there are some 60 schools teaching 50 trades, besides 15 schools for the least intelligent workers who must follow the unskilled trades. These workers are taught to keep personal accounts, how best to use their slender incomes and the fundamentals of citi zenship. Seventh. Instruction must be di rectly correlated with the daily tasks and ex perience of the learner. Boys and men learn ing the butcher's trade must be taught to cut all kinds of meat and figure on shrinkage, waste, etc. A butcher shop cannot be in a pub lic school. Consequently a local commercial shop must be used. A large city can have a commercially operated bakery in its industrial school. Smaller communities can readily ar range to use for a few of the dull hours of the day the facilities of a local baker, he giving the practical instruction and advising concern ing the related instruction.
Instruction in citizenship should make much of local institutions, social and industrial, as a point of contact.
Mathematics and English should in each case be taught in terms of the learner's occu pation.
The following brief excerpt from Indus trial Continuation Courses are illustrative: Eighth. Most of this training for work ing children must be given in public schools and a large part of it for older workers. Schools or training departments must, how ever, be set up in factories under State su pervision for that great part of the 9,030,000 factory workers who do not need or will not take an extended course in training in the in dustrial schools.
The development of industrial training de partments in factories for the quick intensive fitting of new workers to their tasks and the upgrading of more experienced workers has been one of the interesting experiences of the great war. Such training departments are also known as vestibule schools. France and Eng land found these factory training departments a war necessity for replacing enlisted, skilled men by women and for developing in old em ployees the high technical skill required in war production. The French Ministry of Muni tions early in the war required every manu facturer employing 300 workers or more to in stall these training departments. The British Ministry of Munitions in many of its contracts for war supplies required this of her manufac turers. In the United States the Council of National Defense through its section on indus trial training assisted manufacturers in their development of training departments in the earlier months of the war. The United States Training Service, established in August 1918, then became the Federal agency in this field. Since the armistice so many factories are using this method as to give promise of a great im provement in American productive methods and of happier and greater production by the wage-earners. It is estimated that 25 per cent increase in production is secured through fac tory training departments. Of the 9,000,000 in dustrial workers, nearly one-half are in 3,000 factories; 1,613,000 are in 833 factories of 1,000 or more employees each. The desirability of developing in these factories inexpensive and intensive industrial training highly acceptable to wage-earners and employers is evident. The fast developing appreciation of industrial edu cation available to all who need it of whatever age, and of using to this end the resources of the public schools and the vaster and infinitely varied facilities of the factories of the coun try upon the invitation of their owners is one of the better omens of the new democracy. See EDUCATION, INDUSTRIAL. H. E. MILES, Chief of Training, United States Training Service, Washington, D. C.