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NUMBER: A5- 05]

 
 

 

 
 

AUTHOR

117LE : Pamphlels on
industrial education

PLACE

 paTE: 1861-1906 VOLUME: S

r
6S 85-
No. P3 NEG NO.O5 |

 
— ER Sl sre SER ¥

AUTHOR

7LE : Pamphlels on
industria education

PLACE
pate: 1561-1906 VOLUME: 5

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ca 05 MASTER ~p-

no. P35 NEG. NO.

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-
CONTENTS,

ional fublic instruction, Superintendent of. Mammal
training,

——————— memm———————— 2141 training in the rural
schools of Michigan, (19027,

Thomas, A.A, Nationel cash register factory. 1904, —

meee «== A brief exhibit of some training schools of
the National cash register compsny, 1904,

New England conference of educational workers, Separt on
the preparation of teachers on mamial training, (1887.

Pittsburg foundrymen's association, Memorial ( in behalf
of the careful training of.,..foundry superintendents and
managers, n.d,

Porter, K.F.J, Technical education and the higher indus-
trial life, (1907.,

Pritchett, IH.25, A general view of the proposed rlan for

co-oreration in technical education betveen Harvard Univ
versity and the lassachusetts Institute of -echnology.n.cd.

9. -cott, YA, ‘ne teehnieal education of business men, 1900

10, Search, 7.0. Technical education from a business stand-
point, 1897,

11, SE J... Khat is of most vorth in modern education?
901.

Vanderslip, F, #, Addresses on commercial and technical
education, 1905,

Wiedenharmer Lie landvirthschafts-lehre und der

R,
unterricht, 1669.

 
 

 
 

 

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MANUAL TRAINING

FROM THE

SIXTY-FOURTH ANNUAL REPORT

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STATE OF MICHIGAN

FOR THE YEAR 1900

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MANUAL TBAINING

FROM THE

SIXNTY-FOURTH ANNUAL REPORT

oF THE

SUPERINTENDENT OF PUBLIC INSTRUCTION

FF THE
STATE OF MICHIGAN

FOR THE YEAR 1900

 
 

1900

WYNKOOP HALLENBECK CRAWFORD CO. «I LANSING,

STATE PRINTERS

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MANUAL TRAINING

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YURTH ANNUAL REPORT

SUPERINTENDENT OF PUBLIC

OF THE
STATE OF MICHIGAN

FOR THE YEAR 1900

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WYNKOOP HALLENBECK CRAWFORD CO. OF LANSING, MICH.
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MANUAL TRAINING.

\lanual training is not a new idea in America. As early as 1642
Viassachusetts passed a law “that all parents and masters do bring up
‘heir children and apprentices in lawful calling, labor or employment,
or some other trade profitable for themselves and the commonwealth.”
Benjamin Franklin included the idea in his plan for an academy, and
later Thomas Jefferson also recommended it.

These efforts, like many other movements of those early times, sym-
bolized the existence of an idea, but an idea veiled in the mists of inex-
perience, and the gloom of an undiscovered philosophy. Pestalozzi’s and
Froebel’s teachings had not yet been accepted by the educational world.

But probably the first gleam of the idea, as seen and practiced today,
‘« found in the Boston “Whittling School,” introduced about 1871 by
Mr. Frank Rowell. This interesting school, designed to teach boys
how to use and care for tools, was in charge of “The Industrial School A
Association,” composed of a number of public-spirited persons, who i
clected the Rev. George L. Chaney president. 4

After five vears of existence the school was merged into the “Indus-
trial School.” Later, in 1884, several larger and more extensive schools
were organized, but they, as well as the manual training schools of
today, based their work upon the same idea—that training of the hand
vives mental power.

But it was left for “Darkest Russia” to reveal to the world the method
by which manual training can be engrafted into the public school sys-
tem. The Russian educational exhibit at the Centennial Exposition in
1876 was a revelation to the American people. Not only did art as an

clement in education receive a new baptism, but the manual training of
+ today received its greatest impulse from the same source.
The Russian manual training exhibition was under the direction of its
| originator, Victor Della-Vos. This method differed from other methods
in that it had a scientific method of tool study. Heads must think,

ann
res
’ . 5, "

4 Hg while hands worked.
But Russia accepted students only of 18 years or more. There was
no thought of offering the intellectual benefits of shop-work to the grow-
ing boy of 14 years and younger. America has the credit of having

adjusted it to his needs. While Della-Vos was genius enough to dis-
cover methods of tool study, there were other educational thinkers
developing work along the same line. Prof. Channing Whittaker, Mr.

(ieorge H. Chapman, Mr. D. T. Kendrick, all of Boston, joined in pre-
paring a “Manual” containing a series of 14 lessons for beginners in

 
 

4 DEPARTMENT OF PUBLIC INSTRUCTION.

woodwork. This “Manual” was published by Ginn & Heath in 1881.

Under the impulse given by this exhib.t manual training schools were
soon organized mm a number of the large cities of the United States:
St. Louis in 1879; Baltimore in 1883; Chicago, Eau Claire, Toledo, and
New York in 1884; Philadelphia and Denver in 1885; Cleveland in 1356.

About this time Dr. Felix Adler of New York called the attention of
educators to the mental development possible in the creation of ideals
in drawing classes, by referring to a Kindergarten and primary school
which had for five years applied the “creatine method” to the “training
of the inteliect, the development and refinement of taste, and the form-
He mainwained that there must be an intimate
awing and manual work with too s. To
quote his language, “Phus while he (the child) is shaping the typical
objects which the instructor proposes to him as a task, while he pores
silently, persistently, and lovingly over these objects, reaching success
by dint of gradual approximation, he is at the same time shaping his
own character, and independency of mind is created from which will
eventually result the loftiest and purest morality.”

The St. Louis school; too, under the direction of C. M. Woodward,
attracted wide attention and soon became the center of general educa
tional interest and investigation. At the National Educational Asso
ciation. held in Saratoga in 1832, after a spirited discussion of the sub-
ject, a committee on industrial education made a report in which oc
curred the following recommendation: “The teaching of drawing, not
as an accomplishment, but as a language for aoraphic presentation of
the facts for form and matter, and also as a means of developing taste
in industrial design. * * ¥ The introduction into grammar and
high schools of instruction in the use of tools, not for their application
in any particular trade or { ades. but for developing skill of hand in the
fundamental manipu'aticns connected with the industrial arts, and also
as a means of mental development.”

In the discussion, James McAlister, later of I'h’ladelphia schools, and
after that president of Drexel Institute, said: “It is an egregious mis
take to suppose that those who favor manual training wish it to take
the place of mental training. or seek to deprive any class of pup'ls of
the portion in intellectual culture they now receive. But 1 would like
to know why the hand should not be trained as well as the head. The
perfectly educated man is he whose facile hand follows obediently the
clear and ready promptings of a well developed brain. * #7 It is
the hand that ‘rounded Peter's dome’: it is the hand that carved those
statues in marble and bronze: that pairted those pictures in palace and
church which we travel into distant lands to admire; it is the hand that
builds the ships which sail the sea; # # jt is the hand that con-
structs the machinery which moves the busy industries of this age of
steam.”

Dr. E. E. White, well known in our state, opposed the resolution with
his enstomary force and power. He said in part, “this doctrine saps the
very foundation of the public school system, puts a maecazine under if,
and then lays a train out to fire it. The educator who does that cannot

ation of character.”
relation recognized between dr

blame the outsider if he fires that train, and the public school system in
some of its important departments is blown up before his eyes.”
Surely the friends of manual training could wish for no more rapid

a

   

MANUAL TRAINING.

growth in popular sentiment than the above indicates. From this time
the educational leaders discussed manual training on every poss.bie
occasion, its opponents claiming that it would sap the very foundations
of the school system by depriving pupils of the mental culture given
‘n the schools; its supporters, on the other hand, insisting that the
culture benefits would be increased by manual training.

Notwithstanding the opposition from many school men, manual
training has steadily grown upon the public belief, until in 18496 it was
an essential feature in the public schools of ninety-five cities, and was
recognized to a greater or less extent in 359 institutions of learning not
connected with the city schools. In several states levislatures have
recoenized the valid claims of the movement, and passed laws favorable
to its growth. Massachusetts requires every city of 20,000 inhabitants to
maintain manual high school training courses approved by the state
board of education; Maine authorizes any city or town to provide indus-
rin] or mechanical drawing to pupils over fifteen years of age; Con-
necticut, Georgia, Indiana, New Jersey, New York. Utah, Wisconsin,
and Wyoming, authorize industrial train'ng by general laws. Congress
makes regular appropriations for manual training in the District of
Co'umbia.

Germany, however, leads the world in the number of its manual train-
ing schools, having 1,574 workshops in which manual training is carried
on in G05 different towns. Of this number 836 are schools conducted on
a pedagogical basis. Of these 1.574 workshops, 435 are devoted to wood
carving; 527 to working in cardboard: 356 to the carpenter's bench.
Over 2,000 German teachers have qualified to teach manual training.

The steady growth of manual training sentiment and the increase
in the number of cities adopting it; the enthusiasm of its supporters,
and the intense opposition of some leading educators, together with the
belief that some element is lacking in our educational system, led to the
idea of an investigation of the question by this department. Accord-
ingly the matter was brought before the State Board of Aud:.tors, and
an allowance of $100 secured for the investigation.

Correspondence was at once opened with the State Superintendents
of Public Instruction in the principal states of the Union, and with the
superintendents of schools in the various leading cities having manual
training. From these sources much informaticn was received.

A representative from this department was also sent out to make per-
sonal investigation of the manual training work in as many cities as
possible with the allowance made. In our own state the following cites
were visited: Calumet, Detroit, Ishpeming, Kalamazoo, Marquette,
Vienominee, and Muskegon: and in other states those of Cleveland, Chi-
cago, Toledo, Menomonie, St. P’aul, and Minneapolis.

In order to awaken a general interest in the subject of manual train-
ing. the monthly Manual Training Forms, Nos. 1, 2, 3, 4 and 5—from
7.000 to 10,000 each—were issued. These bulletins were sent to every
part of the state, and, judging from the gene «al interest manifested in
the subject, we believe were very gene ally read. We reprint them
below.

 
 

6G DEPARTMENT OF PUBLIC INSTRUCTION.

MANUAL TRAINING.

(Manual Training Form No. 1.) April 1, 1900.

What is manual training? Manual training is not the teaching of
trades, nor handicraft even. Neither has it for its purpose the develop-
ment of manual dexterity, nor the awakening of slumbering ingenuity,
nor the discovery of natural aptitudes. It does, to a degree, gather to
itself all of these: but they are not the prime reasons for the need of
manual training in the public schools any more than the pleasures of
taste are the prime reasons for a child’s eating. However, as the use of
food is to produce in the immature child growth, so manual training has
for its purpose growth.

We recognize man as a creature possessing body, intellect, and soul;
and while we recite in the parrot-like way that “Rducation is the devel-
opment of the whole man,” there is a tendency to treat education as the
development of the whole man in general, and the intellect in particular.
We assume that the activities of life athletic sports, social demands,
and. later on, the struggle for sustenance will force men and women to
the development of the physical. The result is that systematic physical
exercises throughout the entire courses of any of our high schools is a
thing almost unknown. There are various reasons for this, but the prin-
cipal one is that ordinary physical exercise lacks a very essential ele-
ment—purpose. A little child can be entertained by gymnastic exercises
because he is a child, but with the older pupils there must be motive.
Manual training furnishes this motive; and every action being vitalized
by definite purpose, both pupils and teachers cease to act as automatons.
Gymnastics, with the exception of a little mental drill—rhythm and the
simplest arithmetical concepts—are, moreover, almost purely muscular.
This may develop attention; but the most elaborate system of calis-
(henics is soon memorized, and even this slight intellective benefit then
ceases.

On the other hand manual training absorbs every element of atten-
tion: attention to instructions given, attention to dimensions and meas-
urements, attention to drafting patterns from which work is to be con
structed, ete. Each new lesson makes new demands; and as the
work advances, these become more and more complex throughout the
course.

Specifically, the boys give attention to tools, woods, and metals: the
girls to foods, fabrics, and home decorations. Critical observation is thus
enforced. The boy is directed to use pine, whitewood, beech, or maple:
and the girl to use cambric, calico, or gingham, thus perfecting the
critical inspection.

Again, it enforces judgment. The instructor asks “What material
shall be used for this, and why?” In short, manual training supplies
the “missing link” in our present school system—the practical. * Jur.”
say our educators who object to manual training, “we cannot specialize.
We must make our teaching general, and let special instruction be done
by schools of technology, ete.” But manual training simply makes the
education nearer general and less specific than it now is. The high
school gives training to the intellectual powers of the students, thus
imparting facility for further intellectual preparation. It thus happens

 

 

EE

MANUAL TRAINING. - 7

that a young man or woman who follows some purely intellectual pro-
fession or calling, receives in the high school a training which prepares
him to more easily enter his profession. Why should not the same school
give facility to those faculties or powers that the masses need in their
callings? The state pays out its money for a better citizenship. The
hungry citizen is always a dangerous citizen; hence it is one of the
duties of the public school to so educate young men and young women
that they may better earn a livelihood.

The friends of manual training make the following claims:

1. That it develops and enriches the intellect, strengthens the will
hy developing the power of concentration, and by its social development,
fosters public spirit.

2 Mhat it saves time. It is the testimony of those giving careful
study to the subject that, by reason of the development of the practical
side of education and a greater concentrative power, pupils accomplish
as much in history, English literature, German, and bookkeeping as do
high school pupils not taking manual training, and a good deal more of
science and mathematics—not to mention the additional work of manual
training proper.

3. That it removes the common objection that our schools do not fit
pupils for the duties of life, an objection that seems to have vitality if
the following figures, taken from the report of Mr. Hodge, international
secretary of the Y. M. C. A., are true:

Of the 13,000,000 men in the United States between 16 and 35 years of
age, who are engaged in different pursuits, 5 per cent only received in
school an education which prepared them for their occupations.

Of these 13,000,000 men, 92 per cent earn a living by their hands. If
we add to this 92 per cent the idle man—who may be idle because he has
not been introduced to his powers by his school education—the problem
of the education of the masses in the public school becomes a very grave
one. :

4. That it develops the sensibilities, and thus quickens the moral
nature, while purely intellectual attainments do not.

5. That in the final analysis of progress we are astonished to per-
ceive its dependence on the manual. Every work of art, be it painting,
sculpture, or edifice, is of the manual. Every visible feature of civiliza-
tion is the product of the manual, and dependent upon it for its
continuance.

6. That manual training is elevating; that it is the worst foe to vice
and crime. The ranks of the vicious and criminal are not replenished
by busy young men and women.

7. That it is delightful. One needs but to visit the manual training
work of a school to appreciate the real delight there is in that sort of
study. Not that all pupils love all the work, although many claim that
they find real enjoyment in it all; but everyone, except the hopelessly
indolent, finds in it somewhere his delight, and thus learns from his
own experience how elevating and hence how noble, is labor.

8. That the principal of “the greatest good to the greatest number”
is not ingrafted in our present school system. Of the more than 150
vocations followed in this state, the following eight are purely intel-
lectual; viz., that of clergyman, lawyer, lecturer, physician, author,
teacher, editor, and reporter.

 

 

 

 
8 DEPARTMENT OF PUBLIC INSTRUCTION.

From the remaining vocations we select a few of the most common
dependent largely upon the trained hand, eye, or ear; viz. that of the
architect, artist, baker, barber, blacksmith, book-binder, carpenter, cook,
day-laborer, dentist, designer, dressmaker, electr.cian, engineer, en-
graver, factory or shop hand, farmer, glass-worker, harnessmalker,
jeweler, machinist, miner, milliner, musician, sculptor, shoemaker, steel
smith, surveyor, tailor and typo.

The last state census shows that the above intellectual pursuits were
followed by 32,426 persons, while the others mentioned were followed by
714,535 persons, or more than 21 times as many. Surely the interests of
this large number are many times greater than those of the more or less
professional class.

9. That manual training would add to the years of the school life of
the masses, thus giving them school influences during the most critical
vears of youthful development—the years of social growth and inde-
pendent thinking.

SOME MICHIGAN STATISTICS.

From the latest reports received in this office from 43 leading cities

of Michigan, we have compiled the following statistics for 1899:
Total enrollment, 173,250.
Number in high school, 13,270.
Number graduating, 1,332.

From the most careful computations, taking into consideration that
there are four high school and eight primary grades, and that only one
class graduates each year, we deduce the following:

Less than 16 per cent of the total enrollment enter the high school;
and less than 40 per cent of this 16 per cent, or less than 7 per cent
of their total enrollment, graduate from the high schools. And of these
Wduates, so far as we can determine from the reports made, not to
exceed one-third, or two per cent of the total enrollment take a college,
university, or professional course in any of the higher institutions of
learning. We are forced by these statistics to the startling conclusion
that only about two per cent of the pupils enrolled in the public schools
of this state fit themselves professionally in higher institutions.

ori

OTHER STATISTICS.

Startling as are these figures, they are much above those found in
some cases. The following are taken from a paper prepared by Dr.

Daniel Folkmar of the University of Chicago, on “The Duration of
School Attendance in Chicago and Milwaukee.”

Of those who enter the schools,

1. About one-third go no further than the first grade.
2 About one-half go no further than the second grade.
3. About two-thirds go no further than the third grade.

4. About three-fourths go no further than the fourth grade.
5. About nine-tenths go no further than the sixth grade.

6. About 97 per cent go no further than the eichth grade.
About 3 in every 1,000 graduate from the high school.

In the face of such facts, the most optimistic imagination must stand
almost aghast. The schools are not doing that for which the public

a]

MANUAL TRAINING. 9

treasury pours out its wealth, namely, to produce a self-reliant, self sup-
porting, thinking citizenship.

Something must be done to improve these conditions. Will manual
training do it?

THE ADVANCED KINDERGARTEN.

(Manual Training Form No. 2.) May 1, 1900.

Many, possibly the majority of those who favor manual training
understand it is intended to develop mechanical skill or a taste for
mechanics, and thus prepare students for industrial pursuits. This idea
being antagonistic to the very essence of education, naturally arouses
vigorous opposition from the teaching fraternity. ‘That this is an error
has been many times stated. It therefore becomes necessary in the in-
terests of education that all understand the real purpose of manual
train.ng in the public school, and by what right it demands recognition.
When this is done, much of the opposition will disappear.

Manual training, in its ethical sense, has the creative rather than the
industrial idea. Pestalozzi turned from the names of things to the
things themselves. This was a great forward movement in education,
and revolutionized methods in primary work. Froebel further advanced
ihe evolution of the educational idea when he stepped from the study of
ihe object to its creation. Manual training simply takes this Froebelian
idea into the higher school life of the pupil. In other words, manual
training is the advanced Kindergarten, and it is difficult to understand
how a believer in the kindergarten can oppose manual training in the
higher grades.

In Manual Training Form No. 1 we said, “It is one of the duties of
the public school to so educate young men and women that they may
better earn a livelihood;” but we would say in the same breath that the
state violates the freedom of its coming citizens when it undertakes to
preseribe their future careers. Slavery is not confined to the use of the
lash nor the restraints of freedom of locomotion. The silent workings
of environment may produce the most abject slaves—witness the super-
stitions of the past and present—he alone is free whose thought is free;
hence the state cannot produce free citizens while pressing in upon its
susceptible youth, through systematically arranged environments, un-
natural tastes and tendencies. It is the duty of the schools to produce
parallel growths of all the faculties, leaving the pupil free to swing ont
into the realm of choice with ng distorted tastes nor shortened powers.

The training of the hand ministers to this parallel development. We
remember when the sciences were taught wholly from the text. Later
the principles of Pestalozzi entered the class-room and we stood open-
eved and open-minded, as the truths of science were demonstrated with
the proper apparatus in the hands of the teacher. But today Froebel’s
idea has taken possession, and the pupil performs the experiments. It is
his hand thai creates the conditions; it is his eye that watches the
changes, his hand that notes them. Science teaching has thus adopted
the mannal training idea: and such are the results in intellectual dev: lop-

)

 
10 DEPARTMENT OF PUBLIC INSTRUCTION.
ment that Latin, Greek, and mathematics are no longer considered as the
only intellective subjects for college training.

What the manual training idea has done for science teaching, it will
do for mathematics and other kindred subjects. The dissatisfaction
among professional and business men regarding the teaching of practical
things in our schools is widespread. This is especially true regarding
arithmetic, penmanship, spelling, and language. Any one who doubts
this. needs but to enter the business places of his own city and make
inquiry. There is a well-grounded feeling that in the mastery of arith-
metic is a discipline closely allied to that needed in the activities of life;
and when a father discovers that his child of 16 or 17 years has no idea
of practical business questions and little shill in analytical processes,
he justly charges the school with inefficiency. The difficulty, however, is
that the pupil has had no opportunity to sense arithmetic. To him
measurements and values are indefinite ideas. He commits facts to
memory and blindly tries to work out problems. If his memory and
imagination are good, he stands well and receives a high mark. But still
the work is vague; it does not touch his life or experience; it has no
meaning. Put that pupil into a manual training school—the boy in the
shop, the girl in the kitchen—and at once mathematical facts become
distinct ideas.

Step into the shop of a manual training school and observe the boy
with a project before him. What are the steps through which his mind
must bring him to the final perfection of the work?

First. He must give the project careful study. He must note shape,
dimension, material, construction, and finish.

Second. He must design it and make a drawing of it. This at once
puts mathematics into Lis hand as well as his head. He must use square,
compass, try-square, and pencil. Exact measurements must be made,
divisions and subdivisions calculated, lines carefully drawn.

Third. He must select material of proper dimensions and fiber, and
{hen must reflect how to apply it to {he draught made so that there
is no waste.

Fourth. He must plane and saw to the line. correct and fit; in short, he
must ereate the project that has had existence in his mind and upon paper
only. Then it is that his arithmetic begins to throb with life, his judg-
ment to command, and his ethical sense to unfold.

Fifth. He is in the midst of open competition. On every hand are
his mates, each engaged in similar hand-work. There is no escaping
their scrutiny and criticism; no weak-kneed teacher can bolster him up
by high per cents. As in real life, he stands or falls by his own work.
His powers of concentation are forced to the highest tension. and his
self-control develops in the natural way; for upon it rests the success of
his effort. He knows that the mistake of a hair's breadth with chisel.
saw, or plane, means failure. His mental activities respond as never
before, and the listless, careless boy begins to think as a man.

But in summing up the benefits of the exercise, the project itself dis-
appears. The benefits do not lie in its value, perfection, or finish, but in
the mind of the boy. He is more than he could be without that experience.
He has been touched by the activities of a miniature world and his
powers are greater, because he can better command them. As a result

ey —————————— A i I oor Sh SL ———

MANUAL TRAINING. 11

his academic tasks are done more easily and better. This is the uni-
versal testimony of teachers of such pupils, and dissipates the objection
often urged that pupils are alr ady overloaded and that manual training
would add a grievous burden. :

These benefits are general but they are not the sum. There is a
special benefit in many cases. Take, for example, the pupil whose
memory is poor or whose imagination is dull or who, in his early school
days, has been injured by a careless teacher and, in consequence, falls
behind his fellows and is set down by his teacher as a dullard—though
le is never so dull that he does not feel throughout his entire being the
stab of the fatal verdict “stupid.” Ie senses with downcast eye and
throbbing heart, the oft intimated and—shame to say it—sometimes
spoken comment, “It is as cood as I can expect of you.” He loses self
reliance, courage, hope, and sinks into a state of mental somnambulism
from which he arouses only when outside the influences of the school
room, where he often proves that he has faculties of no mean order. He
may be kept in school by social influences and the appeals of those whom
he loves—for he is often an affectionate child—but no prisoner ever
counted the months to the termination of his sentence with more desire
than does this pitiable one count the slow-moving years that shall bring
his release. But put this pupil into the manual training work and you
find him just as capable as his brighter classmates—indeed, here he often
excels. The result is a wonderful transformation. Self-reliance spripgs
into life; courage and hope revive. His grip upon his faculties becomes
firmer; he comes to possess himself. Slowly, but surely, he emerges from
the mental gloom that has encompassed him until he becomes a strong.
practical, clear-headed student. An intellect has been saved to the
nation. and a human life made larger and capable of greater enjoyment.

 

 
 
  
   
  
        
   
    

‘ }2 “PP ANTI N
DEPARTMENT OF PUBLIC INSTRUCTION.
MANUAL TRAINING
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ial : «a
y SC 2 FACTS y 5 . : Pe. TOE .
ME FACTS AND FIGURES. 8g gl 5Bdgigg isl i. § 8 :
LF | E22: BEES (94 ILE: (Es 2 Budo x Ty
. (Manual Training Form No. 3.) ayoves Joopmay | 8 FE: (§EEZ 122 ZL: gRdEs 4 $8252 12
= O° -.Cgs TERED Samos EY) = :
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In Manual Training Form N . une 1, 190. |’ z= EZ tos ie UE 7ZE 2 = sed : 8
made by the frie 5 n No. 1 we mentioned some of the “cl . 2 py = : [| = Ba be. == S88 FE. x a= a 2 SEEE = iE
Lani De 1e friends of manual training To assure od | claims er SNe : Api: woo REE =
claims are f ’ . ! assure ourselves th ’ : ISS &.¢ 8.8 rien BRR LL :
os an founda upon facts, a letter of inquiry was sent ih tat hose EER EREEL gg Tima
‘¢ 0 S : p v v Li . © » ‘he . ls es oY == .2 2 2 = == —_ ET => Loo To
: 1 Ig schools of the following cities in other state e manual sored goopmmy | 2 § E18 EF EIEE EE 2 22822 is
schools were to be personally laited: A states, as Michigan { 22:2 5 E.ES:82: IE E SESEE EB |
\ibanv. N. Y.; Ete : E33 a = Zi3z za ECT 2 ces: ig |
. + AV vy H * r T 4 | o— the BER lem * o 2 2 *
Chicago. ll: ol Ataie | Hy N. J.; Joston, Mass.; Buffalo N Y.: { | . : vp er S SSEES 2
i Hl ly ord, N. H.; Denver, Colo.; IF } ti g id dh hot:
‘ Fe ’ 010.5 I a0 Yo . ' | = df diddidg: : 3 4 @
apolis, Ind.: Jamestown N Y : I ’ . ’ I ond du [.ae, WW 18.5 Indian- , i Z R= ho ‘83 33 gz 2 x TH%
{ omonie Wis 7 Milw “ | y 4 Wi “wy 0 anesville, AA 18., Lowell Mass - Men k | | *93se] O1PISOV 8 a s < ‘Rs lg 2 = 2 83 : :
: S.: ] aukee Is Oran: 3 , Mass.; Men- | | 15 ig § EB Es tek EE i YE EREE
i . ) Ss. © J. Thine rs : EE B=. gg > FEZ EER
{  delphia. Pa.; Providence, R. L; S I Tic N. J.; Oshkosh, Wis.; Phila- A 3 [iE E EIEE EE = 2 =z EE
ville. Mass. South O1 He ¥ ; ? f. ,onis, Mo.: St. Paul, Minn.; Somer- \ C 1:0 © OOo Zo8 Fi 88. Pil
Seid. Mass : na 14, Neb.; Syracuse, N.Y.: Walton Mass 's { | suossoyond 5 2d % sulitind : save
N Mass; J ¥oRoApass, Minn. Below is the letter: , Mass.; Spring- 10 sopra] pIen | Z :83 § gat 2538: F TF < fad i Ca
: pan Sie—I1 shall gre: lv : ” . | -03 souspuay, | I FF 7 rIe ERE: vB FE Lov Iz
iH Die great ) appreciate the favor yy . | all SR SQ 8 =SEREEak gg TZ xa ES
‘ “XAT {AD* a ot: . ) y y c : | el MI = 3 8:58
| answer the questions below, as I am Aki 9 if vou will kindly a : Ee BERS Fra
a a « « § OQ sx £1 | | : . = ; . >
| training. ¢ an investigation of manual wo | : @ él TL
> “JIL [R108 | ro S 2 3 : Ed
- . : a a . + :
Yours very truly, = 12 i:% Bik £1:
" , Q 38 58 2 : :® ‘3
1 v 3 { oe - = . bx] De—
JASON E. HAMMOND. 2515 | Phen : 1M:
. i 3 to i, ried
| ol = | 2 42:4 4 ggdes igi Neendery
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| QUESTIONS. 2 Ld Nr?
\ " Ro] ® GPE A ipw rAd a
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\ i the work obligatory or optional? | JIL 100YOS | z 2x2 2:52 133 : i z 3 33442
2, What per cent of the entire = yo 3 Suary | : & BEE EERE g § g $8353
a Syhat are if entire enrollment take manual training? { fo) I| : 8 E22 ©:8S:8¢ #F & & EES: |
oh. . are S WT Sa . . + ¥ « . . { — a —— E BR :.E=E = > < SEE f
(© ntl ah a i S Ofte = (1) originality; (b) intellectual eneray; bu |= J SE ma 2 8 2 ZEEE: ]
> school life: (d) studies: BR . ys EEE :
| itkme : , h Na. (e) pupils social life: » . 82 | % @ ob i tiddiddes 2 ©
toward t ades or professions; (g) esthetic taste? : ; (f) tendency “ Afroua | 72% % £383 313% 2 3 PD lgdifey
4. What is the attitude tow: WO = | | 35% gz #3zf:8ssf £ g 25%%%5%
mary and hig : oward the work, (a) of parents; (b) of pri = | ventoapeauy | EEE E FELT IEEEL 8 & 3338883
: l | —_ em —— Le ZagzZ2
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| ve N 8 8% = 2&3 EEE = = $ EP &9.
| SIRULSIO 5 (832 = 223%. .22% § 5 = S55 :53:
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EL AA La

    

 
4 DEPARTMENT OF PUBLIC INSTRUCTION.

A number of the above answers were accompanied by personal letters
of explanation and emphasis. Below we quote from a letter of C. M.
Woodward, Director of the St. Louis Manual Training School—a man
with probably as much manual training experience as anyone in the
United States:

«1 venture to call your attention to the record of the Alumni of the
Manual Training School as furnished in the catalogue. This record is
as accurate as I can keep it. Iam in touch with nearly all my graduates,
and the record is kept up tor the purpose of answering questions like
vours as to what the social, intellectual, moral and industrial effect of
onr training is.

“As to the permanency of the interest, 1 think it is safe to say that
ihe interest increases from the beginning to the end. No high school
‘1 the country is able to hold its boys as we hold ours, and this interest
and enthusiasm results, not from mere novelty or release from the or-
dinary work of a school, but from the fact that the work is intrinsically
interesting and rational all the way through. It throws light upon the
ordinary academic work, particularly in mathematics and science, so that
the work finds abundant justification at every step. This produces in

he mind of the pupils a SENSE of satisfaction which the ordinary pupil

often lacks.”

We feel that the above summary is very conservative. . The repre:
his Department to investigate the work of man-
nal training schools, found teachers enthusiastic, and their answers to
<ome of the above queries were uniformly much more emphatic than
hese. Members of boards of education, too, were very positive in their
attitude in favor of manual training in their schools. Both they and the
teachers, reported the patrons as very friendly to the work. For exam-
ple, a member of the board of education in one city, when asked as to the
“attitude of parents,” answered, “To drop the shop-work in this school
would cause an insurrection. We could easier dispense with the high
school than with that.” Teachers, when asked as to {he effect of shop-
work upon the academic work of their pupils, were often ready to give
striking illustrations of its wonderful benefits. Not a solitary example
was found in which teachers reported the academic work as being poorer
After shop-work was taken up. The verdict that arithmetic, drawing.
and penmanship were improved, was almost universal. Several teachers
mentioned, also, the relief they experienced in controlling restless, list-
less boys after shop-work was commenced by them, one of the most
Jffective punishments for bad deportment being to deprive pupils of it.

There is no divergence of opinion as to the length of school life being
increased by manual training. The most striking illustration of this
was found in the Jewish Training School of Chicago. This school.
founded by Jewish capital, is Jewish in name only, being entirely non-
The children of all nationalities are admitted, the Jews en-
ry small percentage. The only discrimination is against
the well-to-do. Pupils are thus from the homes of the very poor, and
mostly of foreign parentage. There is no law to compel regular attend-
ance, or indeed to compel attendance at all. The following figures,
showing enrollment and per cent of attendance, were taken from the

records of the last month preceding the visit:

<entative sent out from t

sectarian.
rolled being a ve

MANUAL TRAINING.

Enrollment. Per
First Grade a
second Grade
Fhird Grade............ 5
Fourth Grade......... a a 5

Fifth Grade | (a) 39) 8
Sixth Grade. ................ fadLy Te

Seventh Grade.........h-ol. 33
a A TL 0
a

The most striking ing i
= SR thing connected with the eighth grade above is
the TULA enory ols of its thirty pupils has been in the school from
garte ), being over 60 per cent of tl igi i
Jet : i 1e original kindergar
ain | hell r 60 | ginal kindergarten
i % Decording to reliable statistics, the public schools of Chicago do
ap i 3 Sips Son of hon first grade pupils through the first ‘eight
cerades of sc - and vet this school, having its st : a
prajorae and seb , he o its students from the homes
an Youd poas; whose parents so much need the help of the boys and
- NN < ry Twelve vers fv . . - 3 3 3 v :
girls ¢ e twelve years of age, retains 60 per cent of its kindergar
pupils throughout the entire course. WW inci ee
AIDS Sha % out the re course. When the principal, Mr. Bamberger
x on 5 It W as done, he replied that both pupils and parents saw
ji ve at w hich would aid in getting a livelihood. When asked 0%
fot a i pos work done by these pupils reared in the homes of pov
rty, without the common refinel 's of 2
ments of an average it
SEY aunt ; an average home, without the
} newspapers, libraries, periodi ”
’ aries, periodicals, or educated parent i
OR op , ; , or educated parents, he replied
a a re ¥ give into the Chicago high schools without in
: j .. oo / ; ) 8 Ac -
on is 2 as ced as to the quality of the work these pupils do in the
the fon ? : Pe produced a Chicago paper containing the pictures of
bs Io Zatlers of the Chicago high schools last June, one of
as a Russian girl, a graduate he Jewis a Mrain
Wow oirl, a graduate of the Jewish Manual Training
If facts and fig
f faets cures can prove anything, the : ;
a o i e anything, the above are worth careful
There is ever : i i
Da e 1% hows ver, more than figures in the daily record of this won-
Soi ise 100 Mote are great heart-throbs and tears. A careful record
OLS Hoes g the pupils is kept—the nationality, number in the family
Gi 2 parents, wages received, rent paid, and in general the
oh ges that occur from time to time. In this way each pu il's
yyy 3 y wat - P ; . 2
Sironmant as wade 200d, Some of the stories of a i told of
hese parents are heartrending. A teac i |
¢ > . A teacher pointed out : g
cved young man ir i 4 Srops der
] 3 ome 1 the senior class, a i i
: ss, and said: “Last fall t :
mother came to us witl 5 1 : : ash Ball tnt logs
¢ h tears in her eyes, sayi ¢ {
other § ing, ‘I cannot send T
vear: he has been offered $1: dg p : Se nex.
; he hu e ed $12 a week, and I
ear; hy 2 cannot get along : :
vear without his help.” I Kk : 52h ong feta
~ his : mew how great had been her s
could not urge it further. B 1 lat i
ge ier. But a few days later ith h
. ys later she came with he 7
and, after asking me a few i dt With hor 31
g a few questions, said: ‘Well, I've li
, ai : ve lived on bread
potatoes and salt for two year Tr i | ii
SE ears, and I'll do it :
potatoes 2 3 ‘ another for y I
i we all laughed and cried together.” oF Jou, uy ox
11S 18 : 7
BL 8 hy one of the many examples that go to show the hold upon
he masses” that a manual training school can gain

 
DEPARTMENT OF PUBLIC INSTRUCTION.

MANUAL TRAINING IN CHARACTER BUILDING.

Sept. 1, 1900.

(Manual Training Form No. 4.)
It is a principle of physical growth that normal development 1n on

g : : . . 3» . ~ . rg 5
direction stimulates development in all directions. For example, the

person who practices right-arm exercises strengthens not only the a
arm, but the left one also. The same principle applies ko mental ans
moral growth. Normal development of the memory, reason, ing } Lat,
or other faculties, stimulates all mental erowth. Developme oy 0 om
pathy, love of truth, ete, stimulates all moral growth. The i
ing characteristic of the New Education is action. Learning by dom
is not an educational fad. It is the vital element in all education, phy
sical, mental and moral. :

If it can be shown that manual training enforces the use of the faecal:
ties with more certainty than do the academic studies, thus dey Samay
some phases of mental or moral growth with gtoter JapIdiy, a pel
agogical reason for its introduction into school courses of study Is
established.

SOME MANUAL TRAINING EFFECTS.
Effects Upon the Will.

Manual training calls into use activities that ordinary school work
leaves untouched, or only passively active. It develeps norve-power—
another name for physical strength—and nerve control—another pate
for self-control or will-power. In colleges, athletics have become a per-
manent factor: not to gratify a carnal desire for physical prowess, bs
because they cultivate nerve-power, self-control, decision, ete. they are,
however, spasmodic in their application, and tend to deter 0 ae inte
mere gladitorial contests, with no commensurate benefits. Manna) rain
ine. on the other hand, has all the requisites for severe phy Sica 6301.
tion. and also painstaking muscular action, the former deve oping hove
power. the latter nerve control or will-power. W ill-power for a pa ie
alar kind of action stimulates will-power for all action. The will i 1 1
executive faculty of the mind. Without an active will all education
is useless. : : |

That manual training will develop will-power, even in those abnor:
mally lacking in it, is proved by the history of the New York Sate Re-
formatory at Elmira. In this institution manual training Is based upon
two well established facts; viz., First—that every part of the body con-
trolled by the will is really controlled by a region of the brain known as
a “eenter.” Second—that if a center controls the activities of a Sortath
part of the body. it is possible by culti rating these activities to produce
better brain conditions in that center. The inmates of this institution
are classified into three groups, as follows: Mathematical fofaesivey,
control defectives, general defectives. Those belonging to the seconc

MANUAL TRAINING. Yr

group are given athletics, calisthenics, geometric construction, wood:
carving, pattern-making, mechanical drawing, and Sloyd.

We give below a specimen record, taken from page 89 of the Year Book
of this institution for 1899: —

“Cons. No. S082.

“Received, March 27, 1887; age 21; maximum sentence, 20 years.
[talian; father an editor; was intractable at age of ten; accompanied
his father to America; became a rover, following petty thieving, saloon
work, and later, driving on a canal boat.

“First month’s fines, $1.70; second month, degraded for insubordina-
tion; following three months, fines averaged $5.23; sixth month, began
manual training work; fines for next three months averaged $4.46; for
next five months, fines averaged $3.08.

“In June, 1898, after ten months’ manual training treatment, he made
a perfect record. He was the next month restored to his original grade.
For the next six months, the endeavors to honest habits, enforced—as
the work in tool processes does—to honesty in detail and mental and
muscular control, bore fruit in well-regulated habits. For the succeed-
ing three months in 1899, each were perfect in all respects, and consec-
utive number S082 was graduated from Manual Training and returned
as an assistant instructor in the department. He was paroled after the
usual six months’ perfect standing. Reports from this man show him
to be doing well.”

Added to the above report, is the very pertinent observation that this
man, through the benefits of manual training treatment and the opera-
tion of the indeterminate sentence, served only two years and four
months of his maximum commitment of twenty years.

Since its opening, this institution has received 9,865 inmates. Of the
8,042 discharged, 6,190 have been paroled, and it is estimated that 86.4%
of these were permanently reformed. If manual training produces such
marvelous results in full-grown, abnormally weak men, who can esti-
mate its powers on the growing youth?

Moral Effects.

The basis of all immorality is untruth. The fall of the great nations
of the past was caused by substituting the false for the true. Truth is
exact. Therefore the inexact man is not essentially a truthful man—not
that he wilfully prevaricates, but not being an accurate man, he is not
impelled to painstaking investigation; his motto is, “That is near enough
and good enough.”

Love of truth is a distinguishing feature of great minds. Milton, Web-
ster and Gladstone have left no more infallible proof of greatness than
the historical fact that each at some period of his life had the courage
to espouse a cause which he had before combatted. Men have given their
lives to establish a single truth; they were great men. To such all lines
of truth radiate from The Great Source, and hence there are no grades of
truth—a religious truth being no more sacred than a moral, a social
or an intellectual one. There is a sense in which goodness and greatness
are synonymous.

Truth is taught by “doing.” Those subjects that demand exactness
and emphasize the value of accuracy, teach truth. Mathematics and the

3

 
18 DEPARTMENT OF PUBLIC INSTRUCTION.

sciences do this, and hence are moral in their tendencies. To teach ac:
curacy is the business of manual training, and the rapid growth on the
part of its pupils toward exactness is a marvel. At first the pupil says.
“0, that’s good enough,” although his line is not straight, his circle not
round, and his joint not tight. One-eighth inch is of no account. But
he soon changes his measure of “oood enough.” The one-eighth inch be-
comes one-sixteenth, then one-thirty-second, and then one-hundredth,
until finally he demands absolute accuracy. Truth thus becomes more
satisfying than untruth, and he grows toward all truth.

Social Effects.

There is no phase of education more often ignored by the superficial
thinker than the social phase; and yet, no question of more significance
in its far-reaching influence confronts the student of government.

justrial age. Invention has solved the

This 18 pre-eminently the inc
problem of cheap production and manufacture. The introduction of

machinery has forced the division and subdivision of labor, until today
the spirit of industrial and professional life is specialization. These
conditions have produced a growing tendency to caste in vocation. The
employer assumes i superiority over his employed; the mechanic over
the agriculturist; the clerk over the mechanic; the professional man
over the clerk: and the wealthy man over all—a condition contrary to the
yery genius of our institutions.

Our schools should safe-guard against this tendency; but instead, by
emphasizing false ideals of success, they more frequently contribute to
this aristocracy of vocation. Moreover, the real tendency of higher edu-
cation is towards gelf. The person striving after literary excellence be-
comes self-centered; as a consequence, selfishness and a higher educa
tion often go hand in hand. “How am [ getting along? How fast am [
growing? Am [I developing symmetrically?” These are the questions
constantly confronting him. In the manual training work all this is
changed. The desire for perfection in self is overshadowed by desire for
perfection in the. project. Moreover, as the project is not for himself,
the pupil is working for others, sO that the thought of others must, to a
degree, influence him. and develop unselfishness.

Referring again to athletics, the person who has no experience in them
cannot appreciate the athletic feat. He sees only physical strength or
activity, while the man who by such experience Knows the average limita-
tions, is able to fully appreciate the extraordinary and sees more than
the physical; he sees judgment, co-ordinaticn, courage, will—in short,
brain-power and character. So in manual training, the pupil learns from
experience how much of will, self-control, judgment, accuracy of sight,
delicacy of touch, and real thought there is in the finished product, and
he comes to appreciate kill. Artistic designs, perfect joints, fine finish,

harmonious coloring come to mean brain-power, and he unconsciously

pays the homage of respect to all skilled workmen. Thus manual train-
ing, by giving to all a common sympathy, keeps us Kin.

MANUAL TRAINING,

He R S 0 NO 4 AVLLAL < L -~ .

(Manual Training Form No. 5.)
“What sl i
should pupils learn i Oct. 1, 1900
larly girls?” i put Is learn in the manual training :
. J B . S a question ofte ; 7 « ng school and anti
above question, as the opini en asked. It is not easy to particu-
sults to be achieved he opinions of educators De a ir the
yy manual training ‘egarding tl
that much ; al training. Ti er
of the pupil’ g. The believer in SI i
things—s the pupil’s personality is ig i Sloyd thinks
! ee their OTOW . 18 ienored if 1
wth fr = 1e does not .
touches. O > om the draft of t : ot make
. On the other 1 aft of the project t ‘shi
. 3 wand. the believer i J o the finisl
development thi and, the believer in purely ws
1inks any ap purely abstract int
ac ; Sra ellectual
powers. To hi yv approach towards utility ua
: n the educativ i s utility degrades tl ind’
the hand h : ative quality of the project is 1e mind’s
as f: . . . 1e projec rhe
as fashioned its different parts Pe dou 15 exhansn when

assemble them i

1 Into one compl

Assen tly 1plete whole a wast i

| H a waste of time and

| a lapse of

As a re

. Yr. sult of i ]

wi widely, However, Eo erp opinions, courses of

» academic work for diff : ce alone has taugl
the Xe off < for different gr: : : aught us the
ie work of manual training as w grades, so it must finally determi
. : a synopsis of a cour :
carpentry, selecti a course of study for :
Ys cting » . y for sewing, cooki

HIGIL PD dif ining thoge features upon which there ng cooking and

but owing Tack Pops: The work given for the kitchen 3 general agree-
pace, only a general outline of or aig Specie;

: -work is given

MANUAL T VIN
ANUAL TRAINING COURSE FOR GIRLS
Third Grade—(First Year Work.)
Basting :
g.
Borg Hemming.
iii . Making work-bag
R . ’ . . Cutting ald
Running and ekititeling ing and making under-
Dver-casting (top-sewing] He
2 (top-sewing). 9. Stitching simple designs
signs.
In . Yo Q
. Fourth Grade—(Second Year Work.)
‘rench s :
Daa. 7. Buttonholes.
a iii S. Sewing on buttons.
IR Bi Drafting skirt patterns
: 4 2 De
Staking 9 J 3 Cutting and making skirt
Siv0king athe Additional work: apr
skirts, under-waists — oh
po ;
oi Fifth Grade.—(Third Year Work.)
elling.
Gusset making NS. rating patterns for some un
emstitching ara!
Hems ; Cutti :
fa . Cutting and maki
: 1akin
LE, . Fancy stitching. the ve
op . Additional work: night shirt
; : ir
Stn dari gowns, under-garm >
, ers, shirt waist ing
4 ists, ete.

SS ote eT

 
DEPARTMENT OF PUBLIC INSTRUCTION.

Sixth (irade—( Fourth

Review of pattern drafting. 6.
Sleeve.

Collar. .
Waist. 9.
Cutting the above. 10.

Seventh Grade—( Fifth

(A)

‘ooking:
1. Discussion of —

(a) What it is.

(b) Effects upon foods.
2. Fuel: wood, gas, coal.
a Starting the fire.
4. Boiling—

(a) Note with thermometer
changes of temperature of
water.

(b) Effects upon {he white of an
egg: of cold water; of hot
water; of’ continued boiling;

Of simmering.

(¢) Study in similar manner ef-
fects upon fresh meat. De-
duce that the proper temper-

.

ature for cooking albumen is 15.

just below simmering point.

(d) Experiment in similar man- L

ner with salted meats; smok-

ed meats.
(B)

stewing:

Experiment with tough meats with

juice, etc.).
(©)
Broiling:

Study names and positions ©

Toast bread. Make milk toast. Study utensils use

(D)
Baking:

1. Experiment with yeast, soda,
cream of tartar, sour milk,
paking powder. Show in
each the presence of carbonic
acid. (Lighted taper extin-
guished.)

2. Distinguish goda from cream of
tartar.

Year Work.)
Basting and stitching the same.
Finish seams.
Tailor button-holes.

Loops and eyelets.
Sewing on hooks and eyes.

Year Worl.)

(e) Make beef tea.

(f) Experiment with starch and
flour.

Make blanc mange.

Make a salad—serve the same
with vegetables or meat.

Boil potatoes; beets; onions;
squash, etc.

Make vegetable soup.

Boil oat meal—other cereals.
Study cereals.

Boil rice; make custard.

Boil coffee, and cocoa. Study
them.

Boil and bake macaroni. Study
its manufacture.

3. Make corn starch pudding.

essons on utensils used in cooking.

and without acids—(lemon

f steaks; selection of different meats.

d in broiling.

Make yeast. Discuss the veast
plant.

Make pop-overs, biscuits, muf-
fins, corn-bread, wheat bread,
ete.

Bake meat: compare with broil-
ed and boiled meat. Select

best pieces; pasting; solid

and rolled roasts.

MANUAL TRAINING.

Eighth Grade—(Sixth Year Work.)

Review previous year’s work
articular attention to oki
pastry cooking

Household economics: — : i

>
Prepare menus for different seasons

repare menus for certai 0

ain nu 2 : i
) Deepa ¢ mber of persons at stipulated cost

(c) Comparison of cost of different menus

MANUAL TRAINING COURSE FOR SHOP.
Drawing: G i
g: Geometric forms draw
awn to a scale; projecti
De a scale; projections, (a) of
line, 0) of Di Gi Sa corner of frame; mortise; dovetailed
enon) <inds o joints; drawing from objects; ki
s from drawings; lettering ects maldng oh
Tse of Instruments: T :
e « s: T-square; 45°-triangle; :
dividers; compasses; d 1 are; 45°-triangle; 30° and 60°-triangle;
pn : rawing pen; bow pen; protracter.
root ws i: f se of tools: saw, plane, chisel, square, tr
en Swe, compasses, gauge. ; gai
) 1 aking joints: half-and-half closed joints, half
oi, miter joint, simple mortise and ten joi nt Pana i
Joins, miier ] pie lise on joint, doubl ti
andanng joint, oblique mortise and tenon joint. dov big
we joint, rafter joint. in daveind) Jormt
rojects: 3 > ¢
j boxes, chests, tables, step-ladders, wardrobes, book-cases
’ ae ’

or any other article not bey ‘1 &
too much time. evond the pupil’s skill that does not take

COST OF MANUAL TRAINING.

Owing to the great :
8 e great variety o ‘ itd
very elastic term. While A as
manual traini . : ane 1e United States
a schools whose courses of study AY Aoimhe a
Btaciical E ie subject, the necessary expense is so great a y .
for endow Troritiave except in the largest cities; and eve the ae

bon menis, few of them would have an xistonte n there, but

no ne y .
cessary, however, to the success of the manual trainin
ng

idea that such extensive
> courses be adopted.

mav be ¢ : pted. The fund =
ari v oo Sompassed by a course so narrow as to Da sta) benels

We give bel oye are within the financial reach of ever oy REpontns
the ES erat Ses cost of an equipment sufficient exis
These figures are 4780p il Sen each fitted for from 24 to 30 eT
: ed by men e need 3 .
ing manual training got iy no) experienced in outfitting and direct-

Equipment.

1. Ward buildings f
ord gs for 5th and 6th grade, sewing and knife-work, $25

Woodwork Laborator i
k La y for higher grade
Cooking Laboratory for higher Sa Eg oi.

 
    

~& DEPARTMENT OF PUBLIC INSTRUCTION.

Running Faxpenses.*

5th and 6th grades. No. boys, 298. Total cost of materials for
g )

YOY, SL POP PUPIL... viv vninarnenen ct snsbins visas $0.113
Sth and 6th grades. No. girls, 342. Total cost of materials for

Yer, S30: DOr PUPIL. o.oo vans vse vs inns sania aie rie 0.087
Higher grades. No. boys, 356. Total cost of materials for year,

PEL PUP... i aii iii dees ae Eee 0.219

Higher grades. No. girls, 408. Total cost of material for year,
S300: CUIPEL PUPIL... ici cvs sar Se es 0.735

CONCLUSIONS,

From our investigations of manual training in the public schools we
are fully convinced of the following:

First—That the pupils, especially boys from 14 to 16 years of age,
are better satisfied with school.

General Francis A. Walker says, “There is no place, or only a most
uncomfortable one, for those boys who are strong in perception, apt in
manipulation, and correct in the interpretation of phenomena, but who
are not good at memorizing or rehearsing the opinions of others, or
who, by their indifference or slowness of speech, are unfitted for ordi-
nary intellectual gymnastics.”

Second—That it tends to create and maintain interest in other school
work.

Third—That it offers a broad culture.

Supt. C. F. Carroll, Worcester, Mass., says, “What we most regret
is that some of those who are heard the oftenest upon educational ques-
tions, have not yet caught the significance of the doctrine that manual
training is from the beginning, an indispensable part of a liberal
education.”

Fourth—That it does not add anything to the school burden of pupils,
but by developing the pupil’s practical side, enables him to master his
academic work enough easier to more than off-set the time put upon the
manual training work.

Fifth—That it encourages thrift, industry, and love of skillful work,
and cultivates a respect for the skilled workman.

Sixth—That it is a protection against the deadening effect of our pres-
ent system of labor. Ordinarily a lad enters a shop not to learn a trade,
but to become expert in the running of some machine. He succeeds, and
day after day, month after month, year after year, stands before that
same machine a mere automaton,—as soulless as the machine he con-
trols, and about as little considered in the industrial world. No wonder
he is in want when some invention supplants the machine which has
become a part of his existence. Had his aptitudes been developed by
manual training in school, he would be able to quickly adjust himself to
the new condition of things. Or a girl enters a kitchen not to become a
housekeeper, but to execute in a machine-like manner the plans of
another. Week in, week out, she prepares the menu planned by another;
she sets the table at the time and in the manner planned by another;

 

 

*These figures were taken from Annual Report of the Kalamazoo Manual Training School.
(a) This includes wood, coal, gas, and printing of cooking lessons.

 

0
MANUAL TRAINING. 23

she washes the dishes and arranges them in the china closet as directed
by another. She sweeps, dusts, and does the washing on days Salee 2
by another. In short, her personality is quietly smothered. Is a
wonder that girls with active minds and some originality Sma Jo .
tent themselves with the automatic round of the ordinary domes bo dis
Creativeness puts soul into work. Who has not seen the fen
aged farmer sparkle as its owner recounts his conquests of he Ores
changing year by vear the face of nature itself —creating a new ear ns
And how like drudgery farming must become when nothing new enters
: rnd! |
at it develops love for order, exactness, and cleanliness,
{ aches the principles of economy. J
ras i i and develops the perceptive and analy He, eon
structive and inventive faculties, and gives excellent opportunity
O0IN¢ r, :
nt it lengthens the school life of those boys Whose i9stes
are not especially intellectual by giving them school work in whic
wv can see tangible benefits. : i
hn ne of the population of a city are of high shod!
ace. Im a city of 20,000 people there would be, then, 1,500 Sonny Peopls
of high school age; in a city of 100,000 population, 7,500 Fach pup! 5
Statistics show, however, that not one-fifth of that number are Snob
in the high schools of the cities of this state—+in any SSen MOE one
tenth. This is not because such pupils come from Poe ; Aon
homes, but because they—especially the boys—do not find in ho nah
school that which appeals to them, either from an educationa bi Jt !
tical point of view. On the other hand, manual frajums wor Shas o
wonderful attraction for boys. Take as an example the exponen
of The Chicago Manual Training School. This Shan) i Xoets Tes i
high school work, and, in addition, one hour a day In fro as nd tv
hours in shop-work; and yet, although Chicago has p enty a9 g A 3 holy
so situated that some one of them is within easy poncho ay» ;
of the city, many boys elect to go miles to attend this i ae : Mi Be
them must start early and vot fates Iwo of jie grado hs ? pace!
ears, Mi a daily journey of eighty miles { is ol,
ae oh ettiov existed near their own home—a city near
™N : o ;
SRA a it gives the great mass of pupils—children of Hie poor,
who cannot finish the high scheol—a mental equipment for the activi
of life which the ordinary schools cannot give. : i
Eleventh—And last, though by no means least, that the practic
business men and women believe in the idea.

 

  
  
 
 
  

 

 

 

 

 

 
 

   

    

 

DEPARTMENT OF PUBLIC INSTRUCTION.

MANUAL TRAINING IN MICHIGAN.

ANN ARBOR.

Manual training was introduced in Ann Arbor in September,
1900. It begins in the fourth grade and continues through the eighth.
Some elective high school work is also done. About 900 pupils are
taking the work this year in the different grades. Instruction at present
is given by two teachers. It includes Sloyd and shop-work in wood for
the boys; sewing and cooking for the girls. The work is under the
supervision of Superintendent of Schools H. M. Slawson.

The work so far is favorably received and the outlook for its further
introduction is good.

BAY CITY.

Manual training was introduced into Bay City high school in 1891.
It consists of carpentry and wood-turning in ninth and tenth grades,
with about 60 pupils taking the work. This year cooking has been in-
troduced in the sixth, seventh and eighth grades. Over 550 girls take
this work. The boys in these grades take mechanical drawing while the
cooking lesson is given. Sewing is taught once a week in the third,
fourth and fifth grades to about 600 girls. Until this year sewing had
been taught after school to such as desired to take it. There are two
“centers” for cooking, to which pupils from different ward schools go
for instruction. The work here is very popular.

CALUMET.

The Calumet manual training plant was established by the Calumet
& Hecla Mining Company in 1899. It was introduced first into the high
school. The boys have carpentry and wood-turning one hour each day:
forging and machine-shop two hours each day. The girls have sewing
one hour each day. Both shop-work and domestic science extend
through the entire four years’ work of the high school. All the work
is based upon mechanical drawing. As the work was so recently intro-
duced, the domestic science laboratories were not equipped at the time
of the visit by our representative, but were to be as soon as the new
plant authorized by Pres. Alexander Agassiz, of the Calumet & Hecla
Mining Company, is completed.

The shop-work here differs quite materially from that of other schools
visited, in that the work is all directed to utility. Pupils make things
to be used. This is especially true of the work in iron and steel. Every
piece made is for use in the mining work, and we were informed that
it would cost the company as much to buy the pieces made by the
students as it did to run that part of the school; in other words, the
work is self-supporting. Here was found some of the most remarkable
work seen anywhere. It seemed incredible that boys could so quickly
learn the secrets of such skill, and tends to show how much time is
wasted in learning a trade in the ordinary hap-hazard way. Here, too.
was found the most intense interest in the shop-work. There seemed

MANUAL TRAINING. 25

to be a feeling of ownership in every piece of work being made. The
boys said, “This is my job,” and there seemed to be a sense of personal
responsibility not manifest where several worked on the same project.
It would be difficult to determine whether this was owing entirely to
the Sloyd idea, or whether it was not in part owing to the environments
of the pupils. They have been reared in the midst of a world by itself,
for Calumet is not like any other city in Michigan. All the work they
had ever seen was in the line of mining. Their fathers and brothers
are miners, and they expect to be connected with that industry in some
of its departments. All these conditions give to their work a reality

  
 
 
   
  
 
 
 
 
 
 
 
 
  
  
 
  
 
 
 
 
 
 
 

not found in the ordinary manual training schools. Supt. F. W. Cooley,
of the Calumet schools, says, “We have found that this idea of prac-
ticality adds much interest to the boy’s idea of the work. It means much
to the boy to realize that his work, if well done, will be placed alongside
of the work of men, and will be useful in the practical world.”

We shall watch with much interest the outcome of this phase of
manual training in its effects upon the academic work of pupils.

4

 
DEPARTMENT OF PUBLIC INSTRUCTION.

DETROIT.

iff i ‘ing » pas cade efforts have been made to
At different times during fhe pat x Sas OE ade so
is anu: «ainipne in the Detroit €1ty ¢ ls, : efir
establish manual training | ut ne ie
wtion was taken bv the board of education until the spring of Ne
ac ar « ) ewe or ; ig
when an appropriation of $5,000 was made for the purpose a ape
lucing it in the elementary schools. Following this action a an
oir ablished in the Tilden school In October, 1593,
‘ampau school. :
pupils in the seventh and eighth

training center was est
and a few months later, at the (

These centers accommodated the upils
arades from the ten schools in their vicinity.

ee

HIGH SCHOOL BOYS’ WOOD-WORK LAFPORATORY.
fF R06 ‘ > & ’ . ave been
This vear an appropriation of $6,000 was made, and centers hase een
established at the Duffield and McGraw Shionis, Those Sebi To %
no i 375 'S sneh-work anc g
ate 0 «975 bovs at bench-work a ;
accommodate 750 pupils—si ) bench-work an i
of irls in the cooking class—each receiving instruction one and one-h¢
S » $
hours per week. J ol lk
The I acral plan of the work is as follows: In the fontih Sue bes
and ard construc yv the gre ¢ 8.
. 1 are taueht cardboard construction b, g
bovs and girls are taught ca : i he
the work being so arranged that instruction oa be giv ga 1)
: ifth egular teacher conti
ifty ils rade the regular teacher ct
fifty pupils. In the fifth g ; 2 nORYo8
a instruction for the boys, while a spesial teacher 1
1 a1 py e OO
girls in sewing. In the sixth grade the regu
cardboard work with the boys—knives
and thin wood taking the
the year. The girls in this grade are taug
In the seventh and eighth grades bench-wol

a class of
s the card-
tructs the
ar teacher carries on the
being substituted for SCISSOIS.
place of the cardboard during the latter half of
ht sewing by a special teacher.
k is given the boys—the

MANUAL TRAINING. 27

models being selected with reference to utility—while cooking is taught
to the girls. It will thus be seen that special teachers are employed
only for the girls in fifth and sixth grade sewing and seventh and eighth
grade cooking, and for the boys in bench-work.

The use of cardboard instead of wood in the lower grades is an inno-
ation peculiar to Detroit among the Michigan cities visited. Its sub-
stitution for wood is an outgrowth of the demand in Boston for manual
training work which could be carried on by the regular grade teacher.
Prof. Trybom, director of Detroit manual training work, with the assist-
ance of Misses O'Connor and Wilson, developed a constructive card-
board system which seems to meet the demand and is now on trial in
Boston as well as in Detroit. The friends of manual training will watch
the experiment with much interest.

In the adoption of manual training in the grades before its introdue-
tion in the high school, Detroit has departed from the customary pro-
cedure. It is, however, expected that the work will be extended to
include the primary grades at one end of the system and the high school
at the other. Detroit has taken up the manual training idea with its
usual conservatism, introducing it by easy stages and placing it under
competent instructors. The work has the firm, unqualified support of
Superintendent of Schools, W. C. Martindale, which fact insures its
success.

FLINT.

Flint introduced manual training on a small scale in 1899. This year
the work has been much extended and includes the following:

For Bovs—Seventh grade, Sloyd, drawing of articles first made. The
course begins with plain geometrical figures and is graduated up to
projects of three dimensions. In eighth grade bench-work, including
truing, planing, sawing and filling is introduced. In ninth grade more
advanced bench-work, and in the higher grades mechanical drawing,
leading up to machine designs.

For Girls—Seventh and eighth grades, sewing, including the various
kinds of stitches, etc., followed by the making of articles, garments, etc.

GRAND RAPIDS.

Manual training in Grand Rapids has had a peculiar history. Several
times the board of education placed an appropriation for its introduction
in the school budget, but it met with sufficient opposition in the council
to secure its defeat. The friends of the idea, however, were not dis-
mayed. A systematic plan of education on the subject of manual train-
ing was inaugurated. Lectures upon the subject were given; influential
men among the opposition were persuaded to visit manual training
schools and study their workings and the idea. Newspapers gave much
space to its discussion. With increased knowledge concerning the sub-
ject came an increase of support and a corresponding weakness in the
opposition, until at last, in 1900, an appropriation of $5,000 passed the
council with but four dissenting voices, and the work is being inaugu-
rated at the present time.

The boys in the fifth and sixth grades will have knife work, the girls

 
 

an

28 DEPARTMENT OF PUBLIC INSTRUCTION.

sewing; in the seventh grade the boys will have shop-work and the girls
cooking. The work will be extended next year.

m a . 1 3 > 1 1 ; 1 p

The Grand Rapids experience is the experience of many other cities;

1% rg . . t 3 at 1 tao }

viz., first, that much of the opposition to manual training comes from

those who would be the most directly benefited—the poor man; second

that opposition vanishes in proportion : ining id

§ shes ion as the manual training idea i

i

understood. 2 pe

We consider Grand Rapids a typical city for manual training, and

. =

 

 

 

A SEWING CLASS.

Foal be much disappointed if it does not meet with marked success
there. The present movement, we believe, marks an era in the educa-
tional history of that city.

ISHPEMING.

The present condition of manual training work in the Ishpeming
schools is the result of a growth of public sentiment brought about by
witnessing its workings. Several years ago a small amount of shop-
work was introduced as an experiment. It proved a success and more
was added. Each addition but increased the demand for a wider range
of work, until at the time of our visit the work included carpentry
forging, use of jig-saw, planer and shaper, molding, and casting. fi

One of the special features of this school is the making of physical
apparatus and school fixtures, such as shelves, cupboards, etc. Free-
hand drawing is not commenced in the schools until pupils reach the
manual training work. But here both free-hand and mechanical draw-
ing are given special attention, and the results obtained are something
surprising. The question, “Is time not lost in teaching drawing in the
grades before pupils appreciate the value of it?” continually presented
itself; but an anchorage, grown gray with vears and strong with un-
questioning acceptance, prevented any great amount of drifting from
orthodoxy. R nr

Woy,

      

  
  
 
 
  
   
 
 
 
  

MANUAL TRAINING. 29

During the past summer a manual training building was built in which
the work will be very much extended; the old manual training room was
also fitted up as a laboratory for the girls’ manual training work. A
very interesting thing in connection with the completion of the new
building is that the manual training students are doing all of the inside
work, and making every piece of new apparatus—benches, drawing
stands and dvnamo—and putting in the electric lighting plant and motor.

The manual training work is under the control of Supt. J. E. NeCollins,
of the city schools. The director of the work is O. G. Peterson, formerly
of Ann Arbor.

KALAMAZOO.

The proposition to establish manual training in the Kalamazoo public
schools was submitted to a vote of the people at the annual school meet-
ing held June 5, 1899, and carried by a vote of 265 for and 160 against.
This proposition allowed the sum of $4,000 to be spent for equipment
and expenses for the current year.

The equipment in each ward school building consists of a cabinet
containing thirty trays to hold the tools for boys, and thirty drawers
to hold sewing materials for girls. Each tray contains a T-square, 45°
and 60° triangles, rule, pad of drawing paper, compasses and a carving
 

Ww
Ww
Ww
0!
fc

a)
h;
m
in
St
a1

it!

qt
or

  

30 DEPARTMENT OF PUBLIC INSTRUCTION.

knife. The trays fit upon the school room desks, and while protecting
the desks, serve as tables on which to work.

The manual work starts in the fifth grade and during fifth and sixth
grades the boys work at mechanical drawing, knife work and chip carv-
ing and the girls at plain sewing and the making of simple garments.

 

 

 

A WOOD-WORKING CLASS.

 

 

A COOKING CLASS.

The manual work of the seventh, eighth, ninth and tenth grade pupils
is done in the cooking and woodworking laboratories in the high
school building. These rooms are directly under the assembly room.
The pupils are sent from the ward school buildings once a week and
the lessons are for one and one-half hours.

Nothing is made to sell and the exercises are not always of practical

 

 

MANUAL TRAINING. 31

use, as the object sought is education. If anything can be made that
is needed in the school, and it is considered that education can be devel-
oped at the same time, the article is made.

The eighth, ninth and tenth years’ work, when the course is com-
pleted, will consist in more advanced woodwork exercises and include
some cabinet making, pattern making, wood carving and mechanical
drawing. The pupils will be taken to visit and inspect manufactories
and various industries in the city, so they will understand how articles
are manufactured for the market.

The girls work in the domestic science laboratory one and one-half
hours a week. This room is equipped for classes of thirty-two pupils.

The public night school is held in the high school building Monday,
Tuesday, and Thursday evenings, and two classes in cooking, for women,
are receiving instruction. There are also two classes for men in
mechanical drawing and shopwork, also classes in chemistry and book-
keeping.

Kalamazoo stands in a position by itself, different from most other
cities. The people of Kalamazoo voted to start the school and instructed
the Board of Education to do so. Generally cities have had some citizen
who established a manual training school and afterwards gave it to
the city.

MARQUETTE.

Marquette had the misfortune to lose its high school building by fire,
and at the time of the visit was considering plans for a new building.
These plans contemplated provision for a well equipped manual training
department in connection with the high school. Certain public-spirited
citizens had already signified their intention of donating $1,000 or
more, to be applied in the equipment of such a school; consequently, we
anticipate that in the near future Marquette will have a manual training
department second to none in any city of its s'ze in this state.

MUSKEGON.

The manual training work in Muskegon began in 1896. Shopwork and
drawing were introduced for boys in connection with the commercial
and mechanical courses, and sewing for girls of the commercial and
domestic courses. The boys worked in the high school basement, the
girls in the attic.

In October, 1897, the Hackley Manual Training School was dedicated,
being the first building of its kind in Michigan. Two years before this
Mr. Charles H. Hackley had, through the Board of Education, tendered
to the city of Muskegon $30,000 for building and equipping a manual
training school. He also agreed to give annually $5,000 towards the
running expenses, and at his death to provide an endowment of $100,000,
the income of which should be used to defray running expenses of the
school. In this year (1897) the work included carpenter shop and wood
turning shop for boys; sewing room and kitchen for girls. In 1898, a
foundry, blacksmith shop, gymnasium, laundry, and additional sewing
room were added. In 1899 the machine shop was equipped, and in 1900
a room for clay modeling was fitted out. Plans were also drawn for

 
 

 

32 DEPARTMENT OF PUBLIC INSTRUCTION.

the addition of two wings when the present building shall become too
much crowded. The plan of the building, the equipment and course of
study, were made after an extensive investigation of manual training
schools in several states, by David McKenzie, superintendent of Mus.

kegon city schools, and a committee of the school trustees. The course

of study is very complete, and it is compulsory from the fifth erade to
the tenth inclusive. The enrollment in 1899 was 620. 2

 

FORGING DEPARTMENT.

As the Mushegon manual training school is the most complete in the

state, we give below one of its lone ¢ s of st i

courses of study, and : ’8-

tic course in drawing. P DAM Yeo lis dane
Mechanical Course—Iirst year.

Joinery: Ten periods a week for eighteen weeks.

The care and use of different hand tools, and the making of joints; the
nature, growth, preparation, and preservation of wood. The coll :
tion of different varieties of wood. ! ee

Carpentry and Cabinet Work: Ten periods a week for nine weeks
The elementary principles of carpentry; the application of board and
brace measure as found upon the carpenter's square; tension, com.

 

 

 

 

    

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

y
3
;

   

MANUAL TRAINING. 33

pression, and cross-strain; project work; construction of a desk or book
case.

Wood Carving: Five periods a week for nine weeks.

Mechanical Drawing: Four periods a week for twenty-seven weeks.
Geometric construction and interlaced design, involving the use of the
drawing board, T-square, triangles, and scale, and the application of
India ink; the care and use of instruments; working drawings to scale;
orthographic and isometric projection.

Free-Hand Drawing: One period a week for twenty-seven weeks.

Practice with straight and curved lines, and flat tinting with pen and
ink; outlining and shading a rectangular block and a cubical frame:
from the model; lettering practice on some single style of alphabet.

Designing: Five periods a week for nine weeks. Geometric and
free-hand designs related to carving and surface decoration.

Mechanical Course.—Second year.

Wood Turnery: Ten periods a week for eighteen weeks.

Center, face-plate, and chuck turning; staining and polishing; sources
and uses of oils, gums, and resins. 1

Pattern Making: Ten periods a week for eighteen weeks.

A large proportion of the pattern work is for projects to be built in
the machine shop. ;

Mechanical Drawing: Three periods a week for thirty-six weeks.
Pattern drawing and design; tracing and blue printing; sketching parts
of machines from which working drawings are made.

Designing: One period a week for eighteen weeks. ;

Free-Hand Drawing: One period a week for thirty-six weeks.

Principles of perspective; wooden models outlined with the pencil
and shaded; representation of their shadows with pen and ink.

Geometrical Drawing: One period a week for eighteen weeks.

The construction of problems with the steps of the processes ex:
pressed in order by equalities, and the signs of parallelism and per-
pendicularity.

Mechanical Course.—Third year.

Moulding and Casting: Ten periods a week for fifteen weeks. Bench
and floor moulding; making and baking cores; casting iron and brass;
principles of metallurgy.

Brazing and Soldering: Ten periods a week for three weeks. Brazing
steel, brass rings, and band saws; cutting out and soldering sheet metal
work.

Forging: Ten periods a week for eighteen weeks.

The elementary processes of forging, including welding and temper-
ing; the making of useful articles, such as chains, tongs, bolts, a set of
lathe tools, and a set of moulders’ tools; study of the properties and
manufacture of cast iron, wrought iron, and steel.

Mechanical Drawing: Three periods a week for thirty-six weeks.
Principles of descriptive geometry. Assuming geometric solids in
simple position, and rotating them into compound positions; shading
them with water color or India ink, and casting their shadows; proof
of the method of isometric projection; passing a plane through a cone

3]
 

 

 

   

34 DEPARTMENT OF PUBLIC INSTRUCTION.

and the development of the conic sections: orthographic projections of
intersecting solids and the development of their surfaces; ornamental

lettering and border design.
Free-Hand Drawing: Two periods a week for thirty-six weeks. Draw-

ing from casts; shading—(a) ink, (b) pencil, (¢) charcoal.
Mechanical Course—Fourth year.

Wachine Work: Ten periods a week for eighteen weeks.

Exercises in turning and screw cutting; use of the drill, planer,
shaper, milling machine and emery grinder; chipping, filing, scraping,
and inlaying.

Domestic Course in Drawing. —First year.

Free-Hand Drawing: Three periods a week for thirty-six weeks.
Copying two or three picture sketches to acquire touch and method
of shading, after which models from still life may be shaded with pen

and ink.
Mechanical Drawing: Two periods a week for thirty-six weeks. See

mechanical drawing in mechanical course.
Domestic Course in Drawing.—Second year.

Free-Hand Drawing: Three periods a week for thirty-six weeks.
Principles of perspective; wooden models outlined with lead pencil, and
shaded with pen and ink, including shadows; copying one or two cast
drawings.

Designing: Two periods a week for eighteen weeks.

Free-hand and geometric designs suitable for wood carving and sur-
face decorations; border design; tinting with water color; practice in
free-hand lettering.

Mechanical Drawing: Two periods a week for eighteen weeks. Geo-
metric problems, with the orderly steps of construction expressed by
writing relations; geometric solids in simple position drawn in plan and
elevation, and shaded with water color; their shadows cast mechanically.

Domestic Course in Drawing. —Third year.

Free-Hand Drawing: Three periods a week for thirty-six weeks.
Drawing from casts with pencil, charcoal, pen and ink; sketching ‘rem
life: out-door sketching from nature.

Decorative Design: Two periods a week for thirty-six weeks.

Domestic Course in Drawing.—Fourth year.

Water Color Painting: Five periods a week for eighteen weeks.

Painting of flowers, fruits, vegetables, books, furniture, draperies, land-

scapes, stuffed birds, animals, etc.
0il Painting, China Painting, or Advanced Electives: Five periods a

week for eighteen weeks.

In this school, as in most manual training schools, drawing is the
basis of all the work. No pupil is allowed to construct a project except
he first has made a drawing of it.

—

 

whe

   

MANUAL TRAINING. 35

Donnnied with the school is a well equipped gymnasium also, for
gins as hui 2 he made more extensive when the additions above men-

There are eight instructors employed, under the direct supervision
of E. D. Hoyt, formerly of Ann Arbor.
; The Muskegon manual training school has had financially “easy sail-
ing.” The cost of outfitting a complete manual training wooo) often
staggers the tax-payer, and many a believer in the idea hesitates to
incur the necessary expense. Many cities might well wish that they
too, possessed a Charles H. Hackley. But where “much is given much
shall be required,” and manual training under the best conditions is on
trial in Muskegon, and we believe that much of its future in Michigan
wh depend upon the results here. We have, however, no fears of ‘the
outcome.

MENOMINEE.

Manual training work in Menominee is the result of a sentiment
created by a zealous, believing, working woman’s club, seconded by a
progressive, courageous superintendent of schools. At first a small
amount of money was raised by subscription as an experiment. Mem-

 

 

 

 

FIFTH AND SIXTH GRADE BOYS WORK.

bers of the Woman's Club attended the schools and supervised the sew-
ing work. Meetings were held to discuss the matter. As a result,
sufficient interest was developed to secure a vote for an appropriation to
establish manual training in the schools.

A room in the basement of the beautiful high school building was
 

 

 

36 DEPARTMENT OF PUBLIC INSTRUCTION.

fitted up with drawing stands, benches with vises, turning lathes, all
with proper outfits for twenty boys. To this was added a five horse-
power motor. The cost of all this was in round numbers only $1,000.
(It is but just to say, however, that the benches were not purchased,
but were made under the guidance of a practical mechanic.) :

Sewing is taught to 300 girls, in the fifth, sixth, seventh, and eighth
grades, by a teacher who gives half-time to the work.

The boys in the sixth grade take Sloyd. Those in the seventh and
eighth orades take shop work. In all these grades the work is com-
pulsory; in the high school it is elective, and yet about two-thirds of
the high school boys take the work. : py : :

Supt. Woodley believes that the main manual training benefits lie
in the drawing and carpentry, and he states that a working outfit for
twenty pupils need not cost over $300. The shop work 18 under the
direction of F. B. Williams, who is an enthusiast in the work. The Sew-
ing is under the direction of Mrs. F. B. Williams. In no place did the
Board of Education, citizens and pupils show greater enthusiasm for
manual training.

SAGINAW.

Saginaw introduced manual training in the fifth and sixth grades at
the beginning of the present year. Knife work is taught to about 450
bovs, and sewing to 525 girls. Two special teachers are employed, who
00 from building to building giving instruction one hour each week. The
interest is good and the work promises to grow until a very complete
manual training school is supported. E. C. Warriner, superintendent
of the city schools, is enthusiastic and hopeful.

The above list of Michigan cities shows that manual training has a
strong hold upon the school sentiment, ‘but it does not show its full
strength. Another year will see its introduction into many more
schools. Indeed, our great fear now for the future of manual train-
ing is that many schools will plunge blindly into it on an expensive
scale, with neither money nor public sentiment sufficient to support it
through its infancy, and thus bring it into disfavor.

MANUAL TRAINING SCHOOLS VISITED IN OTHER STATES.
CHICAGO.

Chicago never does things by halves, and its work in manual training
is no exception to the rule. The first school was established through
ihe influence of the Commercial Club of Chicago. It opened in February,
1884, under the direction of Dr. H. H. Belfield. Its equipment 18 com-
plete in every detail. Its teachers enthusiastic and pupils vigorous,
The high school work is complete, and in addition to it is the manual
training work. This work is elective, and yet young men from every
part of this city flock to this school. Besides this manual training

 

ho

 

whe

 

 

 

MANUAL TRAINING. S37

school there are a number of others. Manual Training Form No. 3 gives
reference to the Jewish Manual Training School, a very interesting
school indeed, supported entirely by bequests and donations. Other train-
ing schools, such as the Chicago Manual Training School of the Uni-
versity of Chicago, the Armour Institute, etc., are well known as among
the best in their class; but space forbids further mention.

CLEVELAND.

The beginnings of manual training in Cleveland, Ohio, were very
humble. In February, 1885, a small carpenter shop was started in a
barn, situated on Kennard street, near Euclid avenue, for the benefit of
some boys in the Central high school. Through the diligence and en-
thusiasm of these boys the value of manual training was brought to the
notice of some business men. Meetings were held and the question of
establishing a manual training school was discussed. A stock com-
pany with a capital of $25,000 was formed for the purpose of “promoting
education, and especially for the establishment and maintenance of a
school of manual training where pupils shall be taught the use of tools
and materials, and instruction shall be given in mechanics, physics,
chemistry, and mechanical drawing.”

The school was opened in February, 1886. Soon after this the state
legislature passed an act authorizing the city of Cleveland to levy a tax
of one-fifth of one mill for manual training and domestic purposes.

The organizer of the movement in Cleveland was Mr. Newton M.
Anderson. In September, 1885, the school opened with 125 pupils, which
in three vears increased to 325. Three new “centers” are being pro-
vided. The manual training work is under the supervision of William
E. Roberts.

MENOMONIE.

The Stout Manual Training School building was erected and equipped
by Senator J. H. Stout, of the Knapp-Stout Company, in 1890. The
experiment proved a gratifying success, and accordingly the manual
training work was incorporated into the school courses and a new build-
ing was erected adjoining the high school. In 1897 the high school and
manual training buildings were destroyed by fire. An additional block
of land was secured and plans made for a much larger building. Through
the generosity of Mr. Stout, who has spared no expense, the building and
equipment are complete in every detail from the kindergarten to the art
studios. The manual training work is a complement to the public
school, the high school students having one exercise each day and the
lower grade pupils two each day.

In connection with the manual training school is a normal school
for the instruction of rural teachers. This is one of Senator Stout’s
ideas, and through his influence a law now stands upon the Wisconsin
statute books by which such normal schools may be established and
certain aid for their support drawn from the state treasury.

The manual training work is under the direction of F. W. Kendall;
the normal department under W. E. Morrison.

These two educational features have given this little city of 6,000
inhabitants an almost national reputation, and hundreds of educators

 

 
 

 

38 DEPARTMENT OF PUBLIC INSTRUCTION.

have made long journeys to study their plans. It is estimated that the
building and equipment cost $130,000.

It would be difficult to imagine a man more modest, genial, enthusias-
tic, and original in ideas than Senator Stout, the founder and benefactor
of this school—and the city as well, for his public generosity extends
to other lines.

MINNEAPOLIS.

Manual training was incorporated into the schools of Minneapolis in
the year 1887. There are at present three workshops connected with
each of the three high schools—Central high school, North high school,
and South high school. In each of these schools special attention is
given to drawing.

There are also six schools for cooking and five schools in Sloyd for
seventh and eight grade pupils. The course is compulsory in the grades,
but elective in the high school. Manual training is supported here by
taxation, and, as in Cleveland, it must stand or fall by the attitude of the
tax-payer. The work seems here to be satisfactory and in a thriving con-
dition, showing that it has justified its existence in the eyes of the tax-
payer.

The work is under the supervision of J. E. Painter, a gentleman who
believes fully in the educational phase of manual training, and suc-
ceeds in inculeating his belief in the work of the students. He does not
believe, however, that any educative value need be lost in allowing
students to work out individual projects under certain conditions.

Manual training has existed here long enough to “find its level,” and
it has struck a high one.

ST. PAUL.

The manual training work in St. Paul was not found to be in so pros-
perous a condition as in other cities visited. The supervisor, George
Weithrecht, however, is not discouraged, but is sure that the trouble—
a financial one—is temporary, and that the coming year will see much
better financial conditions. The manual training work originally was
obligatory, but at present the rule is not enforced, as some of the man-
ual training rooms were closed. Mr. Weithrecht is an enthusiastic
believer in the manual training idea, and we believe if anyone can revive
the interest in the work, he can and will do it.

TOLEDO.

The Toledo movement was inspired by Mr. E. A. McComber, seconded
by Messrs. William H. Scott and Frank Scott. It was founded through
the generosity of Jessup W. Scott and William H. Raymond, in the
years of 1872-3, Mr. Scott deeding land valued at $50,000, and Mr. Ray-
mond making a gift of $15,000. The following year, Mr. Jessup Scott
having died, his widow and his three sons made a further conveyance
of property valued at $50,000. In 1884 the trustees of the school ten-
dered the entire plant to the city of Toledo, which tender was accepted.
Toledo thus stands as one of the pioneer institutions of its kind in this
country.

 

 

 

MANUAL TRAINING. 39

Since this time the school has been a part of the Toledo public school
system. Its course of study is one of the most complete of any visited.
The work begins in the fifth grade and extends to the high school.
Perhaps as enthusiastic a class as the Department representative found
was the class in clay modeling in this school.

Our representative was cordially received and ably assisted in his
investigations by Michigan's well known ex-superintendent, W. W.
Chalmers, formerly of Grand Rapids. The manual training work is
under the supervision of Virgil Curtis, a genial gentleman and an
enthusiastic believer in his work. Indeed, this is one of the peculiar
features of the manual training teacher wherever found.

IMPROVED COOKING LABORATORY TABLE, TOLEDO MANUAL
TRAINING SCHOOL.

Besides the plant connected with the high school there are five “cen-
ters” or local plants for seventh and eighth grades in woodwork and
kitchen. During the present year the name of the school has been
changed to the Toledo Polytechnic School.

PLAN OF WORK.

It is essential that some method of work be adopted in manual train-

ing by which the most can be accomplished with the least loss of time
from other school work. The plan usually adopted by cities having
manual training work is about as follows: A manual training labor-
atory—workshop, kitchen, and dress-making room for 24 to 30 pupils—
is located near the high school, to which pupils repair in classes at
stated times. In the largest cities there are usually several such schools
to correspond with the number of high schools.
; In addition to the above there are in some of the cities manual train-
ing “centers” fitted up, in such ward buildings as are most convenient,
with shop and kitchen outfits for about 24 pupils. To these “centers”
pupils are sent from the ward schools of that locality. Besides this
there are the sewing and whittling rooms fitted up in different ward
buildings in which these subjects are taught. The teachers who teach
this work go from building to building to give the instruction.

 
 

 

    

DEPARTMENT OF PUBLIC INSTRUCTION.

TOOLS.

The ordinary manual training woodworking shop is usually fitted up
with the following individual tools: Three planes—fore, jack, and
smoothing; a set of chisels, and a set of bits; a 12-inch steel square, tri-
square, bevel-square, hammer, mallet, rule; saws—cross-cut, rip,
back; gauge, dividers, bit-brace, knife, nail-set, and pencil. In addition
there is usually a special set of tools, kept in some convenient part of
the room, which each boy can use for any special work.

In the ward whittling work buildings each boy is furnished with a
tray containing a knife, compass, T-square, triangle, scale, and pencil.

The material for all the work is provided by contract. The perish-
able material for the kitchen is ordered day by day; the other kitchen
material week by week. One of the most efficient lessons in domestic
economy is practiced here, as not an ounce of material is allowed in
excess of the actual needs for the prescribed work. Each girl must
make her allowance do her work. The sewing material is provided in
much the same way, there being no waste allowed. In some cases par-
ents who desire their girls to do more than the regular work—perhaps
make some garment for themselves—furnish the material.

In the shop, the same rigid economy is enforced. The boy is given
just enough lamber to make his project, and he must so apply his pat-
terns as to get it out of the lumber given him. Thus elements of econ-
omy, so essential to success in life, are inculcated. But it is not only for
the interest of the pupil that rigid economy must be practiced in manual
training work, for it would be easy by only a slight waste on the part
of each pupil to create so great a loss in the aggregate, as to bankrupt
the manual training idea wherever supported by taxation.

WHAT BECOMES OF THE GRADUATES OF MANUAL TRAINING SCHOOLS?

It would be difficult to say what becomes of the graduates of any
school. inasmuch as few take the trouble to keep track of them. This,
however, is such a vital question in the discussion of the manual train-
ing work, that the director of the St. Louis manual training school has
taken pains to keep a full record of its graduates during eleven years.
We give below a summary of their statement regarding each of over 500
eraduates:

A TCHHECIR cv cv iin vmaievinn sini fais han voninn sain sin mine sud 2
ATHISIS i civiniinsimns vais ve vr von sinineisine awit des OE
Bankers or Brokers. . ... oi oir insnssvnsrmimnnnssie sess o
BOORKECPELS ....ccinvvnnsnvives hs iin rE ee RM vin 10
CAPPEILEE oo css t vvinvnnsnswsnins casannswasisinmds swe prnns 1
Clerk (cashier or stenographer).................... aE eid
Clerks (hardware or manufacturing)..................... 39
Clerks (railroad or general offices). ...........ooviunnnnn 28
Clerks (mercantile)... :...... co. cincirrr dose mprvmnies 3
Commercial (Favelers. ........;cccovvisnanssvr or svanvnnas 8

°)

COMP ACIOLS shi iii saan hina s aii ni vine gieramisialin mwiece

   
   

 

MANUAL TRAINING. 41

DentSIS .i.. coisa nian Ls RT
Draftsmen (for architects). ...............oviiinnnnn. ve JX
Draftsmen (for manufacturers or railroads)........... rv 42
Electrician® ..... i ccvv aviv sianiinaninns Fl IRE es ivan 18
Engineers, civil (with degrees)........ Cas a ae 1
Engineers, mechanical (with degrees).................... 16
Engineers, electrical (with degrees). ...............oooven. 2
Engineers, mining (with degrees)........... Side Se seid 9
Engineers, assisting (without degrees). .............o.o0n.. «20
Engineer, SCAM . ...c.vvsvsvrsrrarnrssnsrvarsasecrstaveny 1
Farmers or Trulterers. ......c.cccoevvvnsnnccnnsnsnnsncess S
Foremen (in factories). .............oiiiiiiiiiinann.n, 4
Foremen (in drafting or designing rooms)................ 4
INSUIANCE co. vvriver ses vnsivie de aia ein einai alee wt ei ee 4
FADPRUIRIIS: +. siih iv venison vastisitiaie wivienl cinbiinn/aatsiraisisce nib vie ive 2
Lawyers ........ Ci a ee we A a se ay Su wiata Tae 8
Managers or superintendents of industrial establishments. . 23
Manufacturers .. cv. iv vas daiivedanniinivs vali ers vannivanive 23
Merchants... 00 ie di vs saan mbininisnbny mattis bis alist 21
Machinists: ... ins ii ions vn ninsiiiaviinsm sis vunisieninnyvivivies 8
Mechanic (of other Sorts). ..........coviiiiininnn. 1
Master mechanicof railroad. .......... oii, 1
PhySICIanS i... ... 00 co vi vs vaivsaid dxvwsiidaiiositinaisaniraisinn 12
Real estate or loan business. ............. cc 14
Students (the vear this report was made)... 91
ORCIIBIR: i iiiitaininininainia sonivainnisalminmpiainie slain suidihnie sini eer 30
Unknown or unemployed. ..........coiiiuiiiiiinnnnnn 29
DIOCRRASOR  & oi Lh ln nine waa ann ie enn Se a rg ea ecy ae 14

Of this whole number more than one-third. took higher education,
general or professional.

HOW DOES MANUAL TRAINING DEVELOP BRAIN POWER?

The human brain consists of an outer layer composed largely of brain
cells, and an inner layer composed of nerve fibres. The brain cell gen-
erates nerve energy; the fibres conduct this energy. We are told by
scientists that the number of cells in the human brain is as great at
birth as in mature life. If this be true, brain development consists in the
orowth of these cells and the putting forth of these nerve fibres. The
proper development of these fibres is as necessary as that of cell
orowth. It will readily be seen from the above that it is not the size of
the brain nor the number of brain-cells that gives brain power, but the
number and size of the cells that can be used; in other words, brain
power depends upon the development and co-ordination of brain-cells
and brain fibres. Anything, be it study or physical exercises, that
develops in a person the power to use more brain-cells and brain fibres,
develops brain power, because it increases the size of the cells and the
co-ordinative power. A person with the largest muscle is not always
6

    
 

 

 

 

 

 

 

 

 

 

 

 

 

 
   
 

 

 

 

 

42 DEPARTMENT OF PUBLIC INSTRUCTION.

the strongest person. His strength is measured by his power of co-
ordination of will, nerve, and muscle. No man ever reached the full
measure of his muscular strength. There are cases of tetanus recorded
in which the muscles of the arm contracted with sufficient force to break
the arm bones, showing the enormous strength residing in the muscles;
but no man ever vet had sufficient co-ordination of will, nerve, and
muscle to do this himself. As a man never quite reaches his physical
possibilities, so he never reaches the full limit of his mental powers.

The brain has a motor power as well as a sensory power. The
equilibrium of both must be maintained or a person becomes mentally
unbalanced. Over-development of motor power tends to the brutal;
of sensory power, to the visionary. A man of energy is a man of brain.
Irresolution, indolence, and freakiness, are indications of either motor
or a sensory brain deficiency. Imbecility is shown in muscular move-
ment as well as in thought and speech.

Brain cells are either sensorv—those that receive impulses from the
special senses; or motor—those that generate the energy that causes the
muscles to contract. Both classes of cells are grouped together in differ-
ent parts of the brain, called brain areas, and in these areas are the “cen-
ters” of nerve energy. We can locate in the sensory area the auditory
and visual “centers;” and in the motor area, the trunk and hand-and-
arm “centers.” These sensory and motor areas, however, are not dis-
tinct from each other, but are intermingled so that one seldom acts
without there being action on the part of the other; for example, sensa-
tion may cause muscular action: a sharp noise starts one; a brilliant
flash of light causes the eye, to shut: a pungent odor distorts the face,
ote. And a muscular action can be sensed; for example, one knows by
sensation when he moves a hand or foot, or any part of his body.

We are told that the size of motor areas depends more upon com-
plexity of movement than upon the simple fact of muscular movement;
hence. the more complicated the work done, the more brain power is
developed.

All cells. whether muscle-cells, nerve-cells, or brain-cells, are developed
by use. It is not the province of this discussion to state how this is
done. but both muscular and sensory action increases the power for
repeating those acts: we walk better by walking; talk better by talking;
see better by seeing; hear better by hearing; and think better by think-
ing. The old aphorism, “Practice makes perfect,” rests upon a scientific
basis.

Muscular activity not only increases the size of the muscle-cells and
nerve-cells connected with them, but it creates also activity in the motor
centers of the brain controlling them, thus developing the brain-cells of
these centers. Thus muscular development and brain-center develop-
ment have a sort of mutually interdependent or reciprocal relation, each
orowing by the act of giving something of growth to the other; or, as
stated in Manual Training Form No. 4, each by its activities “producing
better conditions” in the other.

The brain center controlling the hand and arm is the largest of any
except that of the face, thus making the hand capable of the most
marvelous movements known to the animal kingdom, and the greatest
motor contributor to the growth of the brain. The delicate movements
of the hand. however, do more than develop the brain centers; they

 

MANUAL TRAINING. 43

call into action all those qualities of mind needed in book study and in
the higher realms of thought—perseverance, force of will, accuracy of
sight and touch, exactness. They also develop many aesthetic qualities
that are often hopelessly lacking in the education of the average child.

This statement needs no argument; no one disputes it. The moment a
pupil attempts to make a certain thing, his attitude towards that thing
changes. Suppose it is a cube. His eye searches the cube as never
before; his hand explores it; time after time he “sets” his thumb and
fingers, and measures the different faces; again and again the fingers
“sense” the square angles and the perfect corners. He holds it at arm’s
length; he holds it close; he revolves it, holding it in all possible posi-
tions. Why? Because he is to create one. Could words or books ever
give him such an interest, so concentrate his attention, so sharpen his
observation? Could they ever give him such a correct concept of a
cube? If manual training had no other value than to develop the power
of attention and accuracy of observation, we hold that it would be worth
all it costs, for in these two qualities of the mind rests its intellectual
salvation. So with the project in the shop; the garment in the sewing
room; the menu in the kitchen.

Unconsciously, too, the pupil assumes responsibility, and there is
nothing that arouses every power of the mind more quickly than does a
sense of responsibility.

Nature has provided a natural order of motor-center development.
Those controlling the heavier physical activities develop first; the more
delicate follow: and those controlling the hand develop last. A few
vears ago the kindergarten overlooked this fact, and nearly brought
about its own dissolution by attempting to teach babies to do fine finger-
work.

There are motor ideas and conceptions that cam be gained only
through the hand; for example, correct concepts of smoothness, round-
ness, weight, thickness, ete. The gaining of correct concepts is one of
the basic processes in the growth of intellectual power. It follows,
then, that the hand stands as an important factor in sense training.

There are two kinds of muscular action—voluntary and reflex. Vol-
untary action calls for the mind's efforts; reflex action does not occupy
the attention of the mind, but is carried on by the ganglia—small
clusters of cells of gray matter, located along the spinal cord. As long
as action is voluntary it is carried on by direction of the brain, and
hence develops brain power; but when by repetition it becomes involun-
tary, that is, is carried on “without thinking,” it becomes reflex and
ceases in a great degree to develop brain power.

Take, for example, the child learning to walk. He is in a condition of
intense brain activity. Nerve and muscle must be co-ordinated, and this
requires all his powers of concentration; to take a step requires all his
courage. Under this mental stimulus brain power is rapidly developed;
but soon he walks without thinking—by reflex action—and then mental
development greatly diminishes or entirely ceases. The nature of the
child, however, drives him to other and more complicated muscular
activities. He learns to run, to jump, to skip the rope, to play ball, and
so on through the various pastimes of childhood, each in turn con-
tributing both to the child's enjoyment and his brain development; each

 
 

 

44 DEPARTMENT OF PUBLIC INSTRUCTION.

in turn ceasing to be educative just in proportion as the child becomes
skillful in its execution.

This is true of all muscular action; it is educative to the degree in
which it is difficult. Ease and facility in any particular movement are
indications that reflex action has relieved the brain of its work, and
that little if any mental power can be developed by it. The continued
repetition may produce skill and may be valuable in the activities of
life; in other words, the skillful act is largely economic; but the first
efforts are largely educative.

Here, then, is the “parting of the ways” of industrial education for
the arts and for art. As industrial value increases, educative value
decreases; and furthermore, as a pupil gains facility in any work. he
loses in mental energy for that work; he simply does not need mental
energy.

Herein often lies a mistake regarding the value of high school and col-
lege athletics. So long as students are learning to acquire “form” in
athletic feats, there is intellectual stimulus, but when “form” is acquired
the mind is released from intense activity and something new must be
attempted or the athletic feat becomes a matter of reflex action, and
conduces to intellectual indolence. It thus often happens that the all-
round athlete who ought to stand at the head of his class is found nearer
the foot.

The true educator never forgets that faculty and facility are not
SVRONYIMous terms. There are processes in which the pupil must acquire
facility in order to gain time in the prosecution of higher school work,
and for the utilities of life. Reading, spelling, writing, mechanics of
numbers; the uses of scientific apparatus, shop tools, kitchen utensils,
and of art implements; all should be practiced until using them adds no
burden to the mind in its higher investigations. But mere skill and
Facility may be an index of a sluggish, barren mind, and a standing
advertisement of the cheapest sort of teaching. There is something
besides drill work in true teaching. It is only by the constant introduc-
tion of new work that the brain is kept alert and growing.

All this is comprehended in the well-graded manual training school
course. The pupil's progress at first is not to be measured by the excel-
lence of his workmanship in articles produced, but by the scope of his
work. He is not forced to acquire manual dexterity, but as soon as he
has mastered the thought in any line of work he is introduced to another
line, and his continued mental development thus secured.

MANUAL EXPRESSION.

Although there are various other views of manual training, we refer
to but one,—manual expression.

Nome one has said that the difference between people is not in the
things they know, but in the way they know them. The only measure
we have of another's intellect is by what he gives out. If he declares
that he understands a great problem, we are not absolutely sure of it
even when he explains it. His language does not convey to us his
thought. Ie tries to describe to you some landscape, but his words
fail. They cannot give the colors as he sees them in all their glorious
tints. His “red,” “gold” and “crimson” are not your red, gold and

  

 

MANUAL TRAINING. 45

crimson. But his hand comes to the rescue; he seizes the brush, and the
canvas speaks that of which the tongue was dumb.

A man has a great ideal. He says, “1 will write it for the world and
it shall be immortal.” But the world has many tongues; he cannot
learn them all, and if he could they are not all capable of the various
shades of expression. Besides they change; tomorrow they will not
mean what they do today. Then he says, “I will write it in granite and
in an universal language.” And under the warm spell of his enthusiasm
he touches the shapeless, lifeless marble, and the embodiment of his
idea stands forth, speaking a language known and read by the race.

A child gives you a definition of an object. Every word is right, and
vou believe he knows what the object is, but you are not sure of it. He
may not understand the words he uses in defining it. But let him place
before you a clay model made by himself, and you then know his concept
of it.

“The hand stands pre-eminent in the sensuous development of man,
and by it the world is revealed as in no other way.” Indeed it has been
called the projected brain.

Thus while manual training teaches no trade, it teaches the rudiments
of all trades. The boy becomes familiar with the uses of the seven
hand-tools—the ax, the saw, the plane, the hammer, the square, the
chisel. and the file; the girl with the tools for the kitchen, laundry, sew-
ing-room, and art studio—all the while getting a mental power not fur-
nished in merely academic work, and at the same time a strong grasp on
all work. And while its purpose is not to teach manual dexterity, it
lays the foundation of skillful handiwork by developing co-ordination of
nerve force—a necessity in the production of a well-balanced physical
organism.

We said above that manual dexterity is not the purpose of manual
training. Lest we be misunderstood, we wish to add that it should
surely be one of the results. Manual dexterity is an outward manifesta-
tion of certain inward conditions. It indicates development of those
centers which give co-ordination of will, brain and nerve. These are the
fundamentals of certain phases of education. Of two people otherwise
equal, the person possessing manual dexterity has the finer brain de:
velopment.

Neither would we be understood as opposed to the “utility” idea in
education. We believe the effort to ignore the economic value in educa-
tion is subversive of the central idea in public school education. The
state has not started out in the philanthropy business; it pours out its
treasury to educate for the same reason that it builds and equips forts;
raises and supports armies—self-preservaticn.

Good citizenship is what the state offers to buy at the bargain counter
of the public schools. It wants an intelligent, moral, law-abiding, loyal
citizenship. It can live and prosper if the masses of its citizens are not
scholars. It can even feel safe if they are somewhat deficient in the
first of these attributes—intellectuality; but it cannot long survive a
lack in any of the other three. It is a fact that intellectual attainments
only will not make law-abiding citizens. Carlisle speaks of the ‘“‘one
monster in the world—the idle man,” and we believe the public schools
of today have no more pressing duty resting upon them than that of
fitting boys and girls to do as well as to think. Manual training comes

 

 

 
 

 

  

 

 

46 DEPARTMENT OF PUBLIC INSTRUCTION.

into the field and offers to teach not only to do better thinking, but to
do something. W. N. Hailman, superintendent of schools in Dayton.
Ohio, says, “Indeed, the unanswerable arguments against the traditional
school all rest upon the fact that it is out of harmony with the economic
life of our time. * * * Its curriculum is limited to subjects which
are, indeed, necessary in the scheme of general education, but which
have no direct bearing upon the practical needs of life in our modern
community of workers.”

Of the more intricate psychological phases of manual training, we
do not feel competent to speak, and doubt if their discussion belongs
here. We believe, however, that it is impossible to conceive of a well-
developed, well-balanced mind in an undeveloped body, and especially in
the body where hand and arm are not educated to execute those intricate
“movements made possible by their peculiar physical construction.

It may not be inappropriate to add that we commenced this investiga -
tion with no positive convictions on the subject; we close it, firm believers
in the manual training idea and in its general adoption by the leading
cities of the country. :

There are, however, some things regarding manual training that
should be kept constantly in mind.

First—It is not for the purpose of teaching trades nor manual dex:
terity.

Second—That all mental activity develops brain power.

Third—That the active life of today demands as never before a prac-
tical education. There must be self-reliance, quick and accurate judg-
ment, prompt and courageous execution.

Fourth—That the schools do not develop these qualities in any
oreater degree than they did twenty-five years ago; in other words, they
have not kept pace with the increased demands upon them.

Fifth—That manual training claims only that it is a solution of the
question as to how to meet these demands.

THE OPINIONS OF EDUCATORS.

Disciplinary Effects.
*

“Nothing else has such power to soften, refine, and humanize rude
oirls and boys, to lead them to respect others, and to bring out those
qualities which will lead them in turn to be respected. In the early
spring of this year a class of boys was brought for the first time into
one of our shops. They were from homes in one of the worst sections of
the city of Boston, and for a lesson or two seemed almost ungovernable.
But in less than three months these rude boys become so fascinated with
their work that, compelled to be left largely to themselves one day on
account of the illness of a teacher, they excited the admiration and
comment of some educators who unexpectedly called because of their
ceaseless attention to the work in hand. These few weeks had changed
the wild boys of the street into those that were courteous and respect-
ful and eager for advancement. Its value as a disciplinary, as well as

TAT

 

 

 

 

 

MANUAL TRAINING. 47

an educational force, has not been over-estimated.”—Pres. Capen, of the
Boston School Committee.

Educational Value.

“There are those who doubt the educative value of manual training.
Let any such person spend a few hours in a good manual training
school, observing the boys at their work and questioning them about it,
and if his doubts about the educative value of manual training do not
vanish it will be because he measures educative value by standards not
in common use. I should desire him particularly to converse with those
boys in the machine shop, now drawing near the close of their course
and busily at work on their projects for graduation day. Let him ask
for explanations, question them closely for reasons, observe the quality
of their work, note their own criticisms and estimates of it, and he must
be an unreasonable man if he does not admit that somehow their school
training has developed in them a high degree of intelligence.” —E. P.
Seaver.

 

Tributes to Skilled Labor.

“Until recently it was taken for granted that it took no great amount
of brains to be a skilled mechanic, and that an education was largely
wasted on one so long as he remained a mechanic. It was formerly
assumed that a skilled worker in the materials of construction need
not be a draftsman, nor a mathematician, nor a chemist, nor a physicist,
nor a master of English. It is now known that every one of these things
helps, not only to make one more respected and more influential as a
citizen and a man, but to be a better and more successful mechanic.

“It is little less than a shame that we should graduate from these
high schools pupils who are highly accomplished in language, composi-
tion and declamation, but are less keen in perception, with less of visual
accuracy, less of manual dexterity, less of the executive faculty, than the
children of the ordinary, ungraded district school.”—Gen. Walker.

“We do not live by literature, but by labor. I bow to no one in my love
of the beautiful in literature, but I detect greater beauty in greater use.
There is to me more sentiment in a locomotive or a steamship than
there is in the works of Shakespeare. George Stephenson is a grander
figure in the progress of man than a score of the first statesmen of that
time.”—Charles H. Ham.

“It is high time that something be done to enable our youth to learn
trades and to form industrious habits and a taste for work. It is not
enough to instruct a boy in the branches of learning usually taught in
our common schools, and leave him there—it takes more than a mere
knowledge of books to make a useful member of society and a good citi-
zen. The present product of our schools seems to be in too great a
degree clerks, bookkeepers, salesmen, agents, office-seekers, and office-
holders.”—Supt. J. P. Wickersham.

“Let the child be taken to school whole instead of in parts; let him be
considered as having a body as well as a mind; let him be trained physi-
cally toward use by a wise shaping of the eager animal activity; let
him be protected from the cupidity of the manufacturer and the pressure
of home poverty. If we are to protect the children of the very poor we
must continue in some way to give them study and work together.
Thus education has had its prophets if not its profits.”—Miss Anna C.
Giarlin (now Mrs. Spencer). :

 
 

EY
&>

SA .

of

1

&

Training
In the

Rural Schools
of
Michigan

pa a
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191.
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By the State
Superintendent

Bulletin No. 6. Public
Instruction

 
 

 

  

Manual Training in Rural Schools.

The value of manual training as a factor in education has
passed beyond the stage of argument. This value Spey io
be recognized today by educators generally and “Education
{hrough movement” is now proclaimed on every hand. ant

Acceptance of this gospel of education, however, is no i
cient. Acceptance is passive. It must be quickened into action.

THE EDUCATION OF THE CHILD

cannot properly be begun, much less successfully completed,
without the development that is reached by manual training—
{he use of hand, eye, and other sense organs. The general
feeling now is that only large cities can give these benefits, bai
it is not beyond the boundary line of the possible to think o
every boy and girl as enjoying these advantages.

WE ARE APT TO CONTRACT THE MEANING

of the term “manual training.” It is quite generally thought

of as tool-work for boys, and sewing and cooking for girls.
True, manual training began with this idea, and for many

vears this was the central thought; at certain stages of develop-
ment it is still the basis of work. But it means more than Bus,
and inquiring minds have been asking “Why is His Raster 0

development delayed?” “Why not put it into the lower gra o
even into the first?” It is not difficult to plan a course 0

study that should include hand-work for all grades. ; Such y
course might consist of a variety of exercises, beginning Yih
paper-folding for the smallest pupils, followed by paper-cu ing,
{his in turn to be succeeded by card-board work. Following the
card-board work would be the work with thin wood and knife,
and later the tool-work. We would thus bridge the gap between
the kindergarten and the Senso aTing of the first grade, and

) -work of the higher grades. es

Bion commonly accepted idea of manual training needs a
further enlargement. It means more than hand-work. It has
to do with every form of sense-manipulation; it 1s Gg
hearing and exact seeing ; it develops the sensitive touch and the

critical hand.

 

 

   

WITH THIS BROADER UNDERSTANDING

of the term, we may say that all object teaching and sense train-
ing is an elementary kind of manual training, to be succeeded
later by hand-work and tool-work, just as perception—the
first step in mind development—is succeeded by the memorizing
and reasoning processes. This being true, every school has
manual training to that degree in which it has object teaching
and hand-work. In other words, the true primary teacher is
already a manual training teacher.

But while the primary work in every modern school includes
manual training, the majority of teachers, especially in the
rural schools, omit this feature in all grades above the first. It
is to this higher grade work in rural schools that I would con-
tinue to apply the underlying principles of manual training—
continuing the object teaching, and adding the measuring, the
drawing, the cutting, the fitting, the designing, and the color-
work.

“But how can the country teacher, already over-burdened,
add another burden, and one, moreover, with which she is not
familiar?”

The question is a pertinent one and far be it from the present
purpose to add anything to the burdens of the already over-
worked rural teacher. However,

IT IS A SAFE PROPOSITION

that that teaching is easiest which is closest to Nature's method,
and it can be shown that manual training is a natural method
in education. Consequently continuation of the manual train-
ing idea in the higher grades would not of necessity add to
the teacher’s labors. On the other hand, by the rapid develop-
ment of the observation and judgment it would remove much
of that exhaustive work of the teacher, namely, the interminable
explanations which many teachers wrongfully think should
constitute so large a proportion of their work in the ordinary
primary school.

FOR EXAMPLE,

there should be placed in the hands of each pupil studying
measurements a foot rule and a yard stick, and he should be
requested to make careful measurements with these. Call his
attention the the fact that the ordinary sixteen-foot board
makes a good rod-stick with which he should measure the
school yard and some adjoining fields. Again, have him walk
a mile that he may have a distinct physical sense of that
distance, and it would not be amiss to have him measure off

ae Vp

   
 
  
  
    
   
  
  
  
    
   
   
    
  
  
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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£)
*)

twenty or forty rods of stout cord and with this measure the
Te the study of liquid measure and dry measure every school
should possess the following measures: gill, pint, quar,
and gallon; the half-peck, peck, half-bushel, and bushe ‘
There should also be a large box containing at least a wagon
load of clean sand or gravel for the purpose of practical
examples in the use of these measures. Think of the delights,
as well as the educational value, of a sand pile for a child in
ird or fourth grade!

ets study of Sr dupot weight—and no other should
be taught in the lower grades—there should be a set of scales
with at least the following: ounce, four-ounce, half-pound,
four-pound, and two one-pound weights. These the pupils
should use in weighing out such amounts of sand as the {aches
designates, and there might be introduced here the Dio
money in paying for sugar, tea, coffee, ete, (sand) vez 5
upon these scales, neatly done up In packages and pai A or
with toy money, or with such money as the pupils, guide 3
the teacher, might make. All this work should be planus
carefully and prepared by the teacher in the shape of care aly
graded exercises or examples. This might be supplemented by
examples furnished by the pupils.

WITH THIS WORK CORRELATE

ach exercises as the following: :

gi pin pupil measure and estimate the capacity ou Lis
dinner-pail, its weight including his dinner, and the og of
the empty pail. How much food does a healthy boy ea np
day? How many bushels of wheat will the wood-box ol :
Measure the diameter and circumference of a big apple; weig ;
it and estimate the specific gravity. Weigh a pint cup, firs

full of water, then empty, and then full of sand 3 corpare
results and estimate specific gravity of sand. Let every pup

measure his height, at least once each month, and 200nrd | ¥
same in an appropriate table. Take the chest a of
each pupil, (1) after expiration and (2) after forced Inspira
1 ing the expansion. ;

Hom, Bolg A Bid be manual training 1n numbers and
arithmetic below fifth grade.

IN FIFTH AND SIXTH GRADES

should come measurements of fields, finding the qreog in Bored
and values at prices as near actual value as can be glenn 4
Such pupils should become very familiar with the forty-rod,

eighty-rod and mile measures; and when the district wood is

 

 

—

 

4

drawn to the school ground and piled, no teacher should miss
that fine opportunity of making his

TEACHING PARTAKE OF REAL LIFE

by having each pupil measure the wood and compute its value,
handing in sealed results; after which there should be com-
parisons, corrections, and explanations for such as have made
mistakes.

The variety of exercises that suggest themselves for this
work is surprising; and the benefits that result are so manifest
that it seems only strange that the practical farmers have not
long since supplied the above apparatus and insisted that it be
used in every school.

HOW SUCH WORK CONTRIBUTES TO MENTAL GROWTH .

Suppose, for example, the pupil is asked to ascertain the
number of pints in a gallon. He takes the pint measure and
with it fills the gallon measure, counting, in the meantime, the
number of times he repeats the operation. In doing this his
hand and eye minister to his judgment and observation, and he
unconsciously appreciates the fact that the hand and eye are
servants of the judgment. Soon he is asked to tell the number
of pints in two gallons, then in three gallons, then in two and
one-half gallons, etc. But he will soon cease to measure to
ascertain these results; he will image the operations instead,
his imagination being limited and guided by his arithmetic.

During these processes the pupil has received certain benefits:
he used his will to direct; his nerves and muscles obeyed; and
the mind took cognizance of certain movements.

Or, the pupil is asked to measure the top of his desk. He
takes a foot rule and carelessly “walks” it across the top of the
desk and announces that “it is between three and four feet.”
“But,” says the teacher, “I knew that; I wish to know its exact
length.” Then he lays the ruler carefully to the edge of the
desk, marks the separate foot measures, announcing that it is
three feet, seven inches. The teacher compliments the pupil for
having done better work in measuring, but at the same time
intimates that the measure is not yet exact. Again the pupil
measures, and more carefully. Not only is the half-inch noted,
but quarters, and eighths, and even sixteenths. And the
strange thing about the work is that each added subdivision
adds a new interest to the operation, until finally the pupil,
with an air of triumph, announces that the length is exactly
three feet, five and seven-sixteenths inches.

 
  
 
   
  
  
   
 
  
 
     
   
   
  
      
  
   
  
   
  
  
 
 
 
 
   
   
   
     
    
      
       

 

DURING THIS LAST OPERATION

the benefits of the first operation were greatly overshadowed.
In the first merely non-voluntary attention was given to the
problem and the results were correspondingly meager; his
observation acted while his mathematical powers noted. But
in this final operation every sense was in intense action and
every mental activity at work. The eye must see accurately;
the hand must place carefully—there must not be the variation
of so much as a hair's breadth. To accomplish this there must
he more than casual observation; there must be concentration,
will-power, and the most perfect muscular control possible.
The last operation was educative in a high degree in that it
helped to develop concentration and accuracy, without which
no one ever rises to the height of his powers.

Again, suppose the teacher places upon the blackboard a
rectangle, say three feet long and two feet wide, divided and
lettered as indicated below :

a b c d e
1 f
k h

Then he requires the pupils to draw a similar figure upon
their slates or tablets to a scale one-fourth as large. Before
attempting the drawing the teacher should ascertain that the
pupils understand the method by which their measurements
may be determined. If they cannot do this a method might be
developed something as follows:

“Teacher. As your slates are too small to make a figure as
large as this upon them, you may make each corresponding

’

 

6

line one-fourth as long. We say of such work that we draw to
a scale of four inches to one inch.

Q. How long shall you make the lines?

A. One-fourth as long as those upon the board.

QQ. What do we call such work?

A. Drawing to a scale.

QQ. How long is this figure?

A. Three feet.

QQ. How many inches long?

A. Three times 12 inches or 36 inches.

QQ. How many inches wide is it?

A. Two times 12 inches or 24 inches.

Q. How long were you to make the lines upon your slates?

A. One-fourth as long as those upon the board.

QQ. How many inches long should the figure be upon your
slate?

A. One-fourth of 36 inches or 9 inches.

Q. How wide should the figure upon your slates be?

A. One-fourth of 24 inches, or 6 inches.

Teacher. Very well, draw a figure shaped like this, 9 inches
long and 6 inches wide, dividing the length into four equal
parts, and the breadth into three equal parts.”

After the figure is properly drawn and the measurements
verified by the use of the rule then might follow a series of
questions, as:

1. How far from a to 0?

2. How far from a to ¢?

3. What part of the line «ec is the line ab?

What is 14 of 9 inches? Prove it with the rule.

What is the length of the line ak?

What part of the line ak is the line «i? ef?

What is 14 of 6 inches? Prove it with the rule.

How far from « to 0? Prove it with the rule.

. How far from b to ¢? Prove it with the rule.

What is the sum of 21/4 and 21/47?

How far from a to d?

How far from a to ¢?

. Take the line ad away from the line we. What is left?

Subtract 634 from 9.

What is the length of each of the lines ab, be, ed, de?

What is their combined length?

What is 4x214? Prove it with the rule.

How long would the figure be if two of the divisions were
taken off? Prove it with the rule.

Subtract 2x21/ from 9.

Take one of the divisions of the length from the width.

How long a line is left?

Subtract 21/4 from 6.

A

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7

THESE QUESTIONS ARE ONLY SUGGESTIVE,

  

but here is a field for practical manual training work in
addition, subtraction, multiplication, and comparison of
integral and fractional measurements that will open the eyes
of many a pupil struggling blindly with mere “figuring out”
processes.
y All such work is based upon the manual training idea. It
vitalizes study and makes such subjects as measurements in
arithmetic living realities. Such teaching would break down
the barriers between school life and real life. I need not add
that the work would also be delightful for children. Indeed,
the only objection I have ever heard raised against such teach-
Bi ing, by a parent, was, «Too much like play.” It is not necessary
| to say that the subject of “weights and measures” studied in
this manner would need no “explanations.”

THIS MUCH OF THE MANUAL TRAINING IDEA

can be wrought out in any school, and while the benefits might
| not be as complete as we might wish, they are just as real and
A as far-reaching as those in the most completely equipped school
in the land.
I desire to urge upon both teachers and officers the import-
ance of this work. Teachers owe it to their profession to
investigate all questions of educational advance, and duty to
their pupils demands that every phase of work that will assist
! 8 pupils in mental growth should be thoroughly employed.

AS SEEN BY

ENGLISH EXPERTS

A FURTHER SUGGESTION. WITH NOTES

The Department of Public Instruction does not advise the
purchase of high priced school apparatus which is often un-us-
able, but instead it would most earnestly advise and urge that i
school officers provide such material as is mentioned here, and ]
having provided it, insist that teachers shall care for it and
use it. Our teaching of arithmetic is too bookish, too imprac-
tical, and too far removed from real life. As a result, much
that is taught is not understood, and our young people leave
school with their eyes but half open. We feel certain that
manual training is one of the keys to the situation. Let us

use it.

Bil AU

 

A ——————

 

 

   
     

%,

ig
RP SN Sed SS Rupe uf

So

 
 

 

 

7
THESE QUESTIONS ARE ONLY SUGGESTIVE,

but here is a field for practical manual training work in
addition, subtraction, multiplication, and comparison of
integral and fractional measurements that will open the eyes
of many a pupil struggling blindly with mere “figuring out”
processes.

All such work is based upon the manual training idea. It
vitalizes study and makes such subjects as measurements in
arithmetic living realities. Such teaching would break down
the barriers between school life and real life. I need not add
that the work would also be delightful for children. Indeed,
the only objection I have ever heard raised against such teach-
ing, by a parent, was, “Too much like play.” It is not necessary
to say that the subject of “weights and measures” studied in
this manner would need no “explanations.”

THIS MUCH OF THE MANUAL TRAINING IDEA

.an be wrought out in any school, and while the benefits might
not be as complete as we might wish, they are just as real and
as far-reaching as those in the most completely equipped school
in the land.

I desire to urge upon both teachers and officers the import
ance of this work. Teachers owe it to their profession to
investigate all questions of educational advance, and duty to
their pupils demands that every phase of work that will assist
pupils in mental growth should be thoroughly employed.

A FURTHER SUGGESTION .

The Department of Public Instruction does not advise the
purchase of high priced school apparatus which is often un-us-
able. but instead it would most earnestly advise and urge that
school officers provide such material as is mentioned here, and
having provided it, insist that teachers shall care for it and
use it. Our teaching of arithmetic is too bookish, too imprac-
tical. and too far removed from real life. As a result, much
{hat is taught is not understood, and our young people leave
school with their eyes but half open. We feel certain that
manual training is one of the keys to the situation. Let us

use it.
a

 

    

  
 
  
  
 
 
 
 
 
  
  
  
  
 
  
  
 
   
  
    
       
    
   
     
    
     
   
 
 
 
  
 
 
 
  
 
 

Wg
Rd ii oi ff

 

Ee ea

AS SEEN BY

ENGLISH EXPERTS

WITH NOTES

 
a

 

In an address at the Officers’ Club, January 23,
1901, Rev. Dr. Tucker, President of Dartmouth
College, said:

HE school is a business and business

is a school, and | am more and more
convinced that we are all working toward the
same end. | never go into a great business
establishment like yours, which 1s managed not
only on business principles, but also educational
principles, without seeing the mistake of
making distinctions between plants of one
kind and plants of another; for it is all
educational, and we are striving for precisely
the same end and need the same stuff to work
with. The qualities that tell here are the
qualities that tell in college, and the qualities
wasted in college are the qualities that are

wasted here.

 

 

NaTioNaL CasH REGISTER FACTORY

DayTon, Ouio, U. S. A.

| As SEEN By ENGLISH EXPERTS

OF THE

MoseLy INDUSTRIAL AND EpucaTionaL

COMMISSIONS

Wirth Notes

By OFfricErs or THE COMPANY OR OTHERS, WHICH
Justiry, CORRECT OR EXPLAIN THE REPORTS

THE ENGLISH Visitors MADE

COMPILED BY

ALFRED A. Thomas

' General Counsel and Secretary of the Corporation

May, 1904

 

 

 
 
 
 
 
  
 
 
   
   
 
 
 
  
  
 
 
 
   
 
  
   
 

 

TT ————————

ll

PRRECT

The Mosely Party Arriving at the Factory.

  
   
    

National Cash Register Factory as Seen by
English Experts

The visits of the Mosely Industrial and Educational Commissions
of English experts to the United States are too well known by this
time to require much particular statement. The first left England
at the end of October, 1902. This was the Industrial Commission,
the members of which were:

Mr. Thos. Ashton, of the Amalgamated Association of Operative Cotton Spinners.

Mr. G. N. Barnes, of the Amalgamated Society of Engineers.

Mr. C. W. Bowerman, of the London Society of Compositors.

Mr. W. Coffey, of the London Consolidated Society of Journeymen Bookbinders.

Mr. Jas. Cox, of the Associated Tron and Steel Workers of Great Britain.

Mr. H. Crawford, of the General Union of Operative Carpenters and Joiners.

Mr. D. C. Cummings, of the United Society of Boiler Makers and Iron Ship-
builders.

Mr. M. Deller, of the National Association of Operative Plasterers.

Mr. Wm. Dyson, of the Amalgamated Society of Paper Makers.

Mr. T. A. Flynn, of the Amalgamated Society of Tailors.

 

Members of the First Party at the Officers’ Club.

TN C——

 
       
 
    
     
 
 
   
  
   
  
   
   
 
  
  
 
  
 
  
  
  
  
  
  
  
  
 
       
   
       
      
      
      
    
     
   
  
 

 

     
 

a —.

Se ——————————————————————

——

———————————————————

4 National Cash Register Factory

Mr. Harry Ham, of the National Amalgamated Furnishing Trades Association.

Mr. R. Holmshaw, of the Sheffield Cutlery Council.

Mr. W. B. Hornidge, of the National Union of Boot and Shoe Operatives.

Mr. Thos. Jones, representing the Midland Counties Trades Federation.

Mr. G. D. Kelley, of the Amalgamated Society of Lithographic Printers of Great
Britain and Ireland.

Mr. G. J. Lapping, of the Amalgamated Society of Leather Workers.

Mr. Jas. MacDonald, of the London Trades Council.

Mr. J. Maddison, of the Friendly Society of Tronfounders of Great Britain and
Ireland.

Mr. W. C. Steadman, of the Trades Union Parliamentary Committee.

Mr. H. R. Taylor, of the Operative Bricklayers’ Society.

Mr. P. Walls, of the National Federation of Blastfurnacemen.

Mr. Alex. Wilkie, of the Associated Shipwrights’ Society.

Mr. W. H. Wilkinson, of the Northern Counties Amalgamated Associations of
Weavers.

The visits of the Educational Commission covered the weeks of
October, to December, 1903: and the members of this commission,
who sent in reports, comprised the following gentlemen:

Arthur Anderton, Esq., J. P., Alderman, and Chairman of the Technical Instrue-
tion Committee of the West Riding County Council. (Nominated by the
County Councils Association.) ;

Henry E. Armstrong, Esq, PhD, ILD, FP. BR. 8, V. P. CG S., Professor of
Chemistry in the City and Guilds of London Central Institute.

W. E. Ayrton, Esq.,, F. R. 8, Professor of Physics in the City and Guilds of
London Central Institute, Past President of the Institution of Eleetrical
Engineers.

Thomas Barclay, Esq. LL.B. Ph.D. late President of the Paris Chamber of
Commerce.

A. W. Black, Esq., J. P., Mayor of Nottingham, Chairman of the Nottingham
jducation Committee.

R. Blair, Esq., M. A. (Edinburgh), B. Se. (London), Assistant Secretary for
Technical Education of .the Department of Agriculture and Technical
Instruction, Ireland. (Nominated by the Department of Agriculture and
Technical Education, Ireland.)

J. Rose Bradford, Esq., M. D. (London), D. Se, ~. RC. P,P R §, Professor
of Medicine, University College, London.

Harry Coward, Esq., President of the National Union of Teachers. (Nominated
by the National Union of Teachers.)

The Rev. Professor Finlay, S. J, F. R. U. IL, Member of the Intermediate Educa-
tion Board and the Technical Education Board, Ireland; Professor of
Political Economy, University College, Dubiin. (Nominated as official
representative of the Board of Agriculture and Technical Education of
Ireland.)

T. Gregory Foster, Esq., B. A, Ph.D., Assistant Professor of English in Uni-
versity College, London, and Secretary to the College.

W. C. Fletcher, Esq., M. A., late Fellow of St. John’s College, Cambridge; Head
Master of the Liverpool Institute, Liverpool.

 

   

 

=

As Seen by English Experts 9

Ww. H. Gaskell, Esq., M. D., LL.D., F. R. S., Fellow of Trinity Hall, Cambridge;
University Lecturer in Physiology.

The Rev. H. B. Gray, D. D. (Oxford), Warden of Bradfield College.

W. P. Groser, Esq., of the Inner Temple. (Representing the Parliamentary
Industry Committee, and to inquire into Legal Education.)

Alderman J. R. Heape, J. P., Vice-Chairman of the Education Committee, Chair-
man of the Rochdale Technical School.

The Rev. A. W. Jephson, M. A., Member of the London School Board.

Magnus Maclean, Esq. M. A, D.Se,, F. R. 8B. E,, Professor of Electrical Engi-
neering in Glasgow and West of Scotland Technical College, Glasgow.
(Nominated official representative by (1) Glasgow and West Scotland
Technical College; (2) Edinburgh School Board; (3) the Technical and
Secondary Education Committee of the Ayrshire County Council.)

The Rev. T. L. Papillon, M. A., Viear of Writtle, Essex; late Fellow and Tutor
of New College, Oxford; formerly Fellow of Merton College.

Herbert R. Rathbone, Esq., B. A, Barrister-at-Law, Member of the Education
Committee and Deputy Chairman of the Committee on Elementary Educa-
tion, Liverpool.

H. R. Reichel, Esq., LL.D., late Fellow of All Soul’s College, Oxford; Principal
of University College of North Wales, Bangor, and Member of the Welsh
Intermediate Education Board. (Nominated as official representative of
University Colleges of Cardiff, Aberystwyth, and Bangor.)

John Rhys, Esq., M. A. D.Litt. (Oxford), Hon. LL.D. (Edinburgh); Professor
of Celtic, and Principal of Jesus College, Oxford; Fellow of the British
Academy.

W. Ripper, Esq, M. I. C. LI, Professor of Engineering in University College,
Sheffield; Member of the Sheffield Education Committee.

Charles Rowley, Esq., M. A, J. P., Member of the Manchester Edueation Com-
mittee and of the Manchester School of Technology; Chairman of the
Manchester School of Art.

A. J. Shepheard, Esq., Chairman of the Technical Education Board of the London
County Council.

A. Edmund Spender, Esq., B. A. (Oxford), Barrister-at-Law; Director of Ply-
mouth Girls’ High School; Member of Plymouth Chamber of Commerce
Executive; Member of Committee of the ‘‘Mount Edgeumbe’’ Industrial
Training Ship. ’

John Whitburn, Esq., Member of the Education Committee of Newcastle-on-Tyne.

Each of the commissions, on its return home, printed a volume
of its official reports, made on request, by each visitor separately,
and to cover whatever matters he in his judgment saw fit. To each
member of the Industrial Commission, however, Mr. Mosely furnished
a list of forty-one questions, to which he requested, if practicable,
specific answers. The purpose of the pamphlet is to reprint from
these official reports alone such matters as exhibit the National Com-
pany’s factory at Dayton, when seen by these English experts; also
some mention of special topics which greatly concern us. Their
reports have a value, because they are those of men removed from

 
    
 
  
 
     

a aii

6 National Cash Register Factory r As Seen by English Experts (
local influence, who spoke, not only from an independent point of ap man who wished to make his way, especially when that man ‘had not much
view, but with a wide opportunity for comparison. The visit and capital. 1 therefore decided to go to South Afriea, and when nineteen years of
] ] i age I sailed for that country.
examinations they made were very brief and hurried, as they repeat-
edly say. We have, therefore, appended to these official reports In the Diamond Fields.
Tr v MN * 1 x 9, rr . », 3 1 . .
notes by ‘the officers of this Company and others, to justify, correct rr I went to the diamond fields and commenced work, as 1t were, with the
or explain what these English workmen and scholarly men have pick and shovel, and although I did not make much headway I was able to
stated about our own factory or the methods here. make an honest living. T made more of a success than a lot of others who were
| working like myself and who had no knowledge of mining. Engineers came
from England, or rather men who called themselves engineers, but who had very :
iq WHO MR. MOSELY IS. little edueation, and I found when I employed those engineers that they knew |

‘ lyr 2 : 1 3 cued even less about mining than I. When I employed those so-called engineers I
i When Mr. Mesely and some of his Educational Commission were lost money, and the consequence was I determined to look after the work myself,

at the factory on a brief visit, after luncheon President Patterson, in and although T did not make a great success T was able to make a little.
introducing Mr. Mosely, said:

 

What American Engineers Did for South Africa.
I am sure our people appreciate the visit

: : Then came American engineers, and with their help my property devel
of our guests today. You will remember that

: ; . oped into some of the finest dividend paying concerns in the world. Tt is owing
last year, when the educational trips of our to the ability of the American engineers entirely that the mines were So
employes were planned, I told you that we had successful. I think it is only fair that the credit should go to these men. They
\ first thought of sending educational parties have made large profits, so that while a comparatively young man, forty years
East, when we read an account of the educa- of age, I have retired not with an American fortune, but with enough to make
tional trip of Mr. Mosely’s commission of skilled me think of doing something for my country. Those engineers had turned my
| English craftsmen from Great Britain. This Aq
| visit proves again that we were right in sending
our people away on trips. Mr. Mosely finds the
educational value of such trips so great that he
is willing to bring large parties a distance of
several thousand miles. Our trips have been .
much shorter and less expensive than his, but
they have done our people a vast amount of
good. They have been one of the chief causes
of the progress that we have made here.
i I wish you could hear some of the interesting phases of Mr. Mosely ’s
3 early life in South Afriea. T trust he will be willing to tell you what it took
L considerable exertion on my part to get him to tell me. He is rather loath to
1 speak of his own success, although it is very interesting.
We shall be very glad indeed to hear from Mr. Mosely.

Sr —

 

Mr. Alfred Mosely.

Hf ; Mr. Mosely’s Talk.

Mr. Patterson, Ladies and Gentlemen: 1 feel that when I am here I am t
not among strangers. You no doubt remember that just one year ago I was
here. The President has requested me to relate some of my personal history,
and I am bound to say that I do not care to speak about myself. But he has oe

 

 

 

 

Fo asked me to say a few words about my career in South Africa, and what led
eth me to bring my commission across.
¥ I am the son of a professional man from the west of England. When a : ¥
8 . very young man I made up my mind that England did not offer much field for a At the Officers’ Club.

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At President Patterson's Home.

attention, my thoughts to this country and I came over here some time ago,
and made a trip through your country, investigating your industrial corporations
and looking at your schools, and IT made up my mind that you had something
in your public schools that we had not in England. I therefore decided that it
would be necessary to bring an educational party to this country in order that
they might study your public schools and try to find out the mainspring—the
secret of your success in turning out such able men.

Educational Value of the Visit to the N. C. R.

These gentlemen have done me the honor to cross the Atlantic and come
with me here today. My thanks, I feel, are due to your President for the
opportunity that we have of investigating so interesting an institution as the
National Cash Register Company.

I believe that these gentlemen have been greatly impressed not only
with the organization you have and the goods you are turning out, but with
what appeals to me with more satisfaction—with what is being done to make
working conditions perfect here. That is the reason that I have had these

 

 

 

Historical First House in Dayton.

gentlemen come a little out of their way and devote a day in seeing this insti-
tution. I felt that they should not return to England without having seen this
place, which is a great object lesson, and to me an inspiration.

1 need hardly express my personal admiration of what is being done
here. It is wonderful. I wish instead of bringing two commissions I could
bring many more, for I feel that it will be a great enlightenment to our people
at home.

Far-Reaching Results.

I look to the future with some confidence, because lessons of this descrip-
tion must bear their imprint on the future. T believe that in the course of
time this work will be spread, and that it will be spread not only in this country
and to England, but to other parts of Europe, and that then we shall get a real
solution of the labor problem. We cannot all be Carnegies; we cannot all be
great, successful men; but it does lie in our power to help make the life of the
workingmen both instructive and pleasant. I do not know of any institution
in the world which offers so beautiful an illustration of the proper working
conditions as the National Cash Register Company.

Your President has asked me to criticise. I cannot find anything to
criticise in this factory. I have never seen such conditions in any other factory
in the world, nor have I ever seen so many bright and intelligent faces as we
have seen at luncheon in both the men’s and women’s dining rooms. I believe
this factory is as nearly perfect as social conditions will permit.

9

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National Cash Register Factory

Remarks of A. A. Thomas, Esq.

Mr. Patterson then called upon A. A. Thomas, Esq., General
Counsel of the Company. He said:

I am asked to say to our visitors a few words of welcome. The men in
this factory never forgot the first visit of the Mosely commission of English
workmen. The impression was good. They were representatives of a class of
men that people had heard much about. Tt will long be remembered how they
were indifferent to ceremony and did not care for procedures or formalities.
But their talks were fine, candid and intelligent. When these men visited the
factory, the effect was striking.

The Growth of This Company.

This factory started in an alley, in dirt and confusion and poverty. It
had to create its own product, without guidance. It was done by men who
did not know anything about the work. I refer to Mr. John H. Patterson and
his brother. They made mistakes, hut they accomplished enough to have left
what is in sight today. England, we understand, hates theory. By this time
this factory is no experiment; it is an accomplished fact. And another thing
about it is that it came from one directing mind. No man would understand
the success of this industry if he should suppose that there was a conflict of
authority in the hands of a great many owners.

This plant belongs to one family. Mr. John H. Patterson, assisted by his
brother, originated and created what you see here, and is responsible for the
progress of this institution.

Later on President Patterson introduced Mr. John Whitburn,

who said:

Mr. Whitburn’s Speech.

[ want to bespeak, to a certain extent, your
sympathies with the old country, and particularly
with the workers in that country. We are
struggling against conditions which are not
altogether ideal.

I want first to deal with the existing con-
dition of our working population in my country.
With all the Christianity that is abroad, with all
the useful organizations that we have, with all the
humanitarian sentiment that has been preached by
our preachers and sung of by our poets and written
up by our novelists the past few generations, we
still have the average working girl in the factory
working from 8 or 8:30 in the morning until 6 or
6:30 in the evening for, in many cases, $1, $1.25,
and up to $2 a week. I want to give you a number
of other statistics.

Wages in Newcastle, England.

We have girl typewriters working for from $3 to $5 a week. This is

the average standard rate. In my city, where labor conditions are not con-

 

Mr. John Whitburn.

Mr. Whitburn Addressing 3,000 Employes.

sidered at all bad, large numbers of girl typewriters work daily for eight
shillings a week, which is eight cents less than $2. Girls in bakeries, in print-
ing works, and in similar concerns receive from $2 to $3 a week. Young women
waiting in shops usually earn from $2 to $5 a week, but those receiving $5 a
week possess exceptional skill and have to undertake exceptional responsibility.

Good mechanics, machinists, toolmakers, men working in the erecting
shops and at locomotive building and stationary engine work, turners and fitters
working at the bench, receive what is in your money from $8 to $9 per week.
The ordinary unskilled day laborer receives 22 shillings per week, or $5.25.
Engineers receive $7 a week. The women in the cotton districts of Lancashire
receive from $2 to $4 a week. In the weaving or woolen districts they receive
from $2 to $3.50 a week.

Concerning Strikes.

I would like to see these wages increased largely. I am going to devote
my life in the future, as in the past, to increasing these wages. But to do this
properly it must be done safely. Any fool can make a strike; it takes a very
wise man to be on the alert all the time to be able to prevent strikes

The man who is intent on creating mischief has unlimited opportunities
at his command; but the man who will study the history of the social condition
of the people will come to the serious conclusion that the largest possible
development of the sympathies of each side will work the greatest possible
good. That is the right track of social reform. That is the means for the
adjustment of industrial difficulties.

    
 
 

 
  
 
 
   
  
 
 
 
 
 
  
  
   
  
 
  
 
  
 
  
  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
 

   
 

 
   
      
  

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12 National Cash Register Factory

FROM THE REPORT OF REV. T. A. FINLAY,

Professor of Political Economy, University College, Dublin, of the Educational
Committee.

On leaving school the American boy enters an office, a store,
or a factory, or becomes apprenticed in a skilled trade; the American
oirl becomes a book-keeper, a clerk, a stenographer, or factory
worker. She also finds her way into the skilled trades. In New York
there are 250 girl members of the printers’ trade union. I saw some
of them at work as linotypists. They were earning up to 23
dollars a week, and I was assured by the foreman that they were
amongst the best workers in the printing office. I also found girls
in charge of the complicated and delicate machines of tool factories.
They were paid 25 dollars a week. In America, machinery has
been so perfected that dexterity rather than muscular force is
required for its use. Where dexterity is the one requirement the
oirl may be quite as competent a machinist as the man. And this
being so, there is no reason why she should not find ready employ-
ment. and be admitted into the union of approved workers. It was
noticeable in the case of all these girl artisans that they brought with
them to their duties those habits of cleanliness, neatness and order
in their persons and their work, which it is the chief aim of the
American school to inculcate and to form. * * * The technical
schools of America exhibit few features which distinguish them from
our own schools of the same class. * * *

The trade schools are of all kinds. For almost every trade
there is a school in some one or other of the great industrial centers.
The evening classes in these schools are sometimes largely attended
by working men and women who desire to become skilled workers.
But the opposition of the trade unions to these schools is general, and
they have in consequence only a limited success. A way of recon-
ciling trade education with the desire of the unions to restrict the
number of competitors in the several trades has not yet been dis-
covered in America. By far the most efficient of the trade schools
are those which have been established by certain great firms in con-
nection with their factories, and in which their apprentices receive
a knowledge of the scientific principles which they are daily applying
in the workshops.

To conclude. If I were asked whether the industrial greatness
of America is to be attributed primarily to her educational methods
I would answer in the negative. America’s industry is what it is
primarily because of the boundless energy, the restless enterprise, and

 

 

As Seen by English Experts 13

the capacity for strenuous work with which her people are endowed ;
and because these powers are stimulated to action by the marvelous
opportunities for wealth-production which the country offers. These
conditions have determined the character of all American institu-
tions—the schools included. The schools have not made the people
what they are, but the people, being what they are, have made the
schools.

But do not the schools help to maintain and develop the quali-
ties on which the greatness of the nation rests? Do not the indus-
trialists of the country owe their formation of mind and character
to them. To these questions I would not reply by a mere yes, or no.
In the army of industry there are different grades, and each grade
has its own requirements. The rank and file must be men of alert
brain and deft hands, and must possess an accurate knowledge of
nature and her laws. These qualities can be brought out by school
training—they are well developed by the schools of America—by the
elementary school most of all; and. in the elementary school, by the
admirable work of the highly-trained teacher. But in the captain of
industry, the man who directs the efforts of the unskilled labourer,
skilled artisan, engineer, and chemist to the working out of great
industrial schemes, another order of qualities is necessary. A com-
prehensive grasp of economic issues, the power to marshal and control
the human forces of industry, the faculty of industrial strategy in
face of hosts of competitors—these characteristics the successful
organiser and leader of industry must possess; and these character-
istics are not the product of the schoolmaster’s art. To these qualities
in the leaders of her industrial army America chiefly owes her pros-
perity. The men in whom these qualities are conspicuous are not all
of them graduates of her universities, or even of her elementary
schools. In every great city, among the most successful employers
of labour are to be found immigrants from England, Ireland, and
Scotland, many of whom received their early education in an indif-
ferent country school. These men have learned the arts of industrial
success in the school which their social surroundings in America
provided. In the same school also the native-born leader of industry
in America receives his best education.”

THE NATIONAL CASH REGISTER COMPANY AND ITS
FOUNDERS.
*NoTe.—By A. A. THowmas.
There were only five families living in Dayton in 1803. The next year
Col. Robert Patterson moved from Kentucky and bought the homestead place

 

 
  

 

 

 

 

 

 

 

 

 

 

 

  
  
 
  
  
  
   
  
  
  
    
 
   
   
    
 
 
 
 
  
  
  
  
  
  
  
 
   
  
   

   
 

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14 National Cash Register Factory

FROM REPORT BY MR. M. DELLER,

Of the National Association of Operative Plasterers.

At the National Cash Register Company’s Works similar
arrangements are made for the comfort of the workpeople, one free
bath being allowed in winter and two in summer. When I say free,
I mean in employer’s time. None commence work for this firm below
17 years of age. Married women are also barred here, as at the
Shredded Wheat Works. The wages are from $5 to $8 per week; the

adjoining Dayton, and 2,417 acres of land extending from the Soldiers’ Home
to the Shakertown Road, near the insane asylum. He had founded Lexington,
Ky., and was one of the three original owners and founders of Cincinnati.
There was a time (my father told me) when what he did and suffered in driving
savagery out of the Ohio Valley was known in every cabin in the West. He
died on the homestead place in 1827, where his son, Jefferson, became the father
of a family well known in Dayton and elsewhere. The sons, John HH. (born

 

1844) and Frank J. (born 1849; died 1901), went through the Dayton district
and high schools, and John H. was graduated at Dartmouth College in 1867.
John H. married Miss Katherine Beck, of Brookline, Mass., and Frank J., Miss
Julia Shaw, of Dayton, and there are ‘‘sons of theirs succeeding.’’

After their varied but successful experience as coal miners and dealers,
these two men created the National Cash Register Company and have given
it a world-wide renown.

The cash register mechanism is this city’s main contribution to the inven-
tions, utilities and industries of the world.

Whatever has been accomplished in this line has been done within twenty
vears. In all the history of business there was no cash register in commercial
use before 1882; now there are about 400,000 Nationals in users’ hands, in
every civilized city in the world. Before 1882 James Ritty, a Dayton business
man, and John Birch, a Dayton mechanic, invented a connecting mechanism

\y

.

 

 

As Seen by English Experts 15

overalls they work in are found by the firm. The lowest wages paid
to men are $114 per day, and they rise to the position of managers by
merit. Committees are formed from amongst the workmen, who deal
with complaints, although a single workman may, if dissatisfied, then
appeal direct to the managing director. Holidays are granted and
expenses allowed, providing they go away, the manager deeming
such a course educational. Here, too, the workpeople are encouraged

 

 

under patents which the Supreme Court of the United States afterwards sus-
tained; and this was the bridge to success from failure or all previous attempts
at cash register construction. In February, 1882, they, with their Dayton
friends, Mr. J. H. Eckart, Mr. William Kiefaber, Mr. Gus W. Sander, and
Mr. Ben Early, who all then had intelligent faith but little money, organized
the National Manufacturing Company, to promote the machine. They made
little progress until John H. and Frank J. Patterson bought them all out and
changed the name to the ‘‘National Cash Register Company.’’

The Patterson brothers greatly improved the register mechanism, extended
its markets and organized the personnel of the Company’s employes with
unflagging zeal, and an ability and persistence which can be only known and
recorded by its results.

When Frank J. Patterson died, his friends remembered ‘‘his few words
and well-considered judgment, his liberal treatment of all subordinates, and
unostentatious acceptance of conspicuous business success in the closing years
of his life.’’ In the three years since his death the corporation has doubled in
all that makes financial condition, factory capacity and scope of its selling
force.

The Company has a capital stock of $4,000,000 common, none of which
the Pattersons have ever sold, and $1,000,000 preferred, that was disposed of
to increase the necessary permanent investment. The Company maintains
branch factories at Berlin, Germany, and Toronto, Canada; but its main
factories are here in Dayton. They occupy nine buildings, covering 892,144
square feet of floor space, and utilize 140 acres of ground. In convenience and
attractiveness, and for light, heat, ventilation and all sanitary things, these
structures are designed to be models of any used for factory purposes. They
have an output of about 5,000 machines per month; about one-third of which
are exported to foreign countries. These exported cash registers are adapted
to the currencies of England, Germany, Austria-Hungary, France and Belgium,
Norway and Sweden, Holland, Spain, Cuba, Mexico and all Spanish-speaking
countries, Brazil and Portugal, India and Russia. They all have intelligence
and know their own; they recognize dollars, shillings, marks, kronen, korona,
franes, kroner, kronor, guldens, pesetas, pesos, milreis, rupees and rubles.
National registers are sold for use in Japan and China, and certain styles may
be adapted to the currencies of any country in the world.

The National Company now owns 537 letters patent of the United States
and 394 foreign patents; and in its five inventions departments at its factory
employs a corps of inventors who are followed by forty skilled mechanics doing
experimental work only. The Company has manufactured and put into use, up
to July 1, last, 396,000 of its registers, which are over 95 per cent. of such

 
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16 National Cash Register Factory

to make suggestions, for which prizes are granted to the extent of
$600 per year. Three inventors are kept upon the works to work out
the suggestions made: every employe is thus given an interest in the
firm. Overtime is not practiced, except in emergencies; when this
is done free suppers are provided, no stoppage being made for the
time thus taken up, and we were informed that no less than 1,320
such suppers had been supplied. A practical gardener is also engaged

machines in use anywhere in the world. The registers made comprise, in detail,
over 200 different types or classes, and are sold at prices varying from $25 to
$625 each. They are sold direct to users for cash, less 5 per cent., or on monthly
payments. To aid in caring for the enormous detail of such a business, the
home Company has organized and operates selling corporations in England,
Germany, France, Austria-Hungary and Italy; and besides maintaining now
established sales agencies in Holland, Portugal, Spain, Turkey, Switzerland,
Russia, Denmark, Norway and Sweden, Australia, New Zealand, South Africa,
Mexico, Argentine Republic, Uruguay, Chile, Brazil, Costa Rica, Panama, Cuba,
Porto Rico, Hawaiian Islands and the Philippines.

The National Cash Register Company has 181 stores for the sale of its
product alone; and on December 31, 1903, had in its stores and agents’ hands
cash registers valued at sale price $1,294,522.41 in the United States, and
$1,180,260.11 in foreign countries, being its manufactured product held and
ready for sale. About 4,000 working people are employed in Dayton, of whom
about 500 are women; and the Company’s salesmen and employes at other
places number nearly half as many more. In 1903, there was paid out at the
Dayton factory for wages $2,644,989.14, or about $8,480 per day. This did not
include money paid contractors, nor by them to workmen on building contracts.

It was not until he found out what he had to do, nor until after he had
struggled for ten years with old and inefficient ways of working, that Mr. John
H. Patterson got fairly started with ‘‘new methods’’ in the National business.
At the factory now there is a Salesmen’s Training School, which since 1894
has graduated 57 classes and 854 salesmen. These men have made this business
possible, and the school has been duplicated by others doing a like good work
in the National Company’s headquarters at London, Berlin, Paris, Milan, Cape
Town, Wellington, New Zealand, Sydney, New South Wales, and in the City of
Mexico.

At the Dayton factory also is a Repairmen’s Training School, with its
skilled instructor and assistants and twenty learners from almost every state.
Here are also teachers with classes in cooking, dancing, gymnastics and much
else. The Company asks for and has paid out in the last five years for prizes
for suggestions alone $10,152.68. During the year 1903, 5,078 suggestions were
submitted in writing by the factory and office employes, of which number 1,569
were adopted, after having been first passed to a special committee for careful
examination and report.

One day, about ten years ago, President Patterson saw one of his factory
girls trying to warm her small tin bucket of cold coffee at the steam heater
in the workshop. The sight touched him, and it is well for her type of humanity
that it did, for the help which came to her has extended to hundreds of thou-

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As Seen by English Experts 17

to educate the boys of the city in gardening—and from what the
manager states, all this pays.

A similar system prevails in the store of Messrs. Marshall Field
& Company. Here, then, is a lesson for our British employers. I
don’t pretend to think that all this is done for the love of the work-
people alone—neither do the firms mentioned. They freely and openly
admit that it pays them to do so.

 

sands of others, and is likely to remain an unforgotten chapter in the world’s
industrial betterment.*

Inquiry satisfied Mr. Patterson that such workers as he saw that day were
not properly fed at lunch, nor otherwise properly cared for under ordinary
factory conditions and an employer’s indifference. But there is no space to
tell the story here. Dayton people know that the Cash, as they call it all
for short, has not escaped much criticism and some ridicule from a great variety
of persons. Anyone can join this skeptical crowd who wants to; but he must
find himself in company with all who believe that there is no new thing under
the sun; that we are mot our brother’s keeper; that an employer owes his
workman nothing more than wages, and that the way to get the most is to
give the least in money or service.

Those who are friendly to the Cash, within its employment and with-
out, know that its requirements are exacting, its opportunities great, its results
as a whole substantial, and its future full of promise. They hope that
Mr. John H. Patterson, who has always been its President, will moderate his
labors and prolong a useful and efficient life until the sons of the founders of
this Company can take their fathers’ places.

*NOTE.—This is an understatement. The new names of the factories at home and abroad
that have, in some substantial part, copied the National's welfare features for factory women
would fill several pages of this pamphlet.

      

—~— i

Frederick B.,

: Jeffreys, Oldest Son of the Late
Son of President John H. Patterson

Vice-President Frank J. Patterson

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National Cash Register Factory

FROM REPORT BY MR. T. A. FLYNN,
Of the Amalgamated Society of Tailors.

American employers believe that machines rather than men or
women ought to be driven, and the clever workman who, by invention
or suggestion, enables his employer to carry out this ideal is encour-
aged in a manner delightfully real and sincere. Let us illustrate.
One firm gives a dollar (four shillings and twopence) for every sug-
gestion made by an employe and accepted by the firm. This firm, it
may be added, provides a gymnasium for its employes, men and
women, and for the latter it also provides a music-room and general
lounge. Another, abolishing the money prize, gives a week's or
a fortnight’s holiday at the firm’s expense. Another system of
encouragement is that of firms which allow a workman who has an
idea that will improve the system or method of production a week or
a month to work the idea out, pay him his usual wages, and, if need
be, tell off a man, or gang of men, to work under him. Another
feature of factory and workshop life in America is the regardless-of-
expense manner in which air, light, all sanitary, bath, and lavatory
arrangements are carried out. ‘Better than our best London hotels
provide’’ was the remark of delegates competent to judge. While
all were not up to this high standard, it is undoubtedly true that a
toil-begrimed working man making his way homewards is a rara avis
in America. Opinions formed on the questions of factory equipment,
factory management, output, and so forth, depend very much upon
the articles produced.

In America the universal tendency is to specialise and monop-
olise, and where this can be successfully accomplished, American
energy, superior education, and business training may safely be left
to capture whatever market there is for the article produced. The
National Cash Register Company, Dayton, Ohio, is, perhaps, the
finest example existing of intelligent treatment of workpeople,
coupled with intense pushfulness. In moderate phrase it may be
termed a workers’ Arcadia. Large, roomy, perfectly lighted and
ventilated workshops, heated in winter, cooled in summer, the
atmosphere constantly freed from inevitable dust and machine odour;
lifts to every floor, excellent wages—in short, every detail of factory
life bears the impress of a desire, so far as money and ingenuity can
do it, to make the lives of the workers ‘‘a thing of beauty and a joy
forever.’ Nor is there any pretence of philanthropy. It is all done
from pure business motives, the firm believing the surest, truest way

 

As Seen by English Experts 19

to the dollars is through the efforts of healthy, happy, contented work-
people. Needless to say, all the machinery was up to date. One man
looked after eight machines, another after five, all automatic, onl
requiring to be fed with material when they asked for it which od
did by stopping. Hard work there was none. A BEYVy does benim
hard work in a day than these men will do in a lifetime. Another
man attended a machine which bit half an inch out of a slender steel
rod, and so on, from marvel to marvel, through a hundred and one
operations which go to make a cash register.

FROM REPORT OF MR. GEORGE N. BARNES,
Of the Amalgamated Society of Engineers.

PATENTS.
; The Patent Office at Washington dealt with 52,000 applications
in 1901, and of that number 35,000 matured into patents. Each
applicant pays 15 dollars on application, and a further 20 dollars
when the patent is granted. In 98 to 99 per cent of cases dealt with
these are the total of government fees. In 1 or 2 per cent of cases
when it becomes necessary to adjudicate whether or not applicants
infringe upon prior patents or claims, courts are provided in the
Patent Office, and consist of experts in the various branches
assisted by the Commissioner of Patents. The cost avera es
another 20 dollars in these cases, and, of course Lit
can go through on appeal to the ordinary courts, but have
little chance of success, inasmuch as the Patent Office commissioners
and Judges are bound by law to be trained men, both legally and
scientifically. The total income from fees just balances the total
expenditure on maintenance of the office, so that no income is derived
by the government from inventors. There is a complete register kept
at the office of existing patents of all countries within the Patent
Union, and no patent is granted which is found to infringe upon any
previous patent. The fact of an American patent being granted is
therefore, in itself reasonable proof of novelty. The patent is granted
wi 17 years, ay then lapses, there being practically no renewal
: once granted it remains istur irr i
wii Sg 3p) s undisturbed, irrespective of whether or
It is customary, however, for app''cants to proceed
agents; and I was told, both at the Poe Office Ru 2 ae i
those who had gone through more than once, that it was wise to do

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20 National Cash Register Factory

so, inasmuch as these agents know best how to make out claims in
a comprehensive manner. The average charge of an agent is from
30 to 40 dollars, so that the total cost of obtaining a patent for 17
years averages about 80 dollars. There is no government charge
for search, and no disturbance within the time for which the patent
has been granted. In these respects the patentee has absolute gov-
ernment protection, and hence enjoys an immense advantage over
the holder of a patent in this country.

From the last report of the Controller-General of Patents,
issued from His Majesty's Stationery Office, I find that the number
of applications for British patents for the year under review was
23,924, and of that number only 12,785 matured into patents remain-
ing in force for four years. I also find that in 1901 the fees of
applicants amounted to £224 125 12s., and the cost of running the
Patent Office, including pensions to old servants, amounted to only
£102,543 Ts. Td.

Here the applicant pays £4 for registering and protection for
four years, after that other £95 altogether in government fees during
the 14 years’ lifetime of the patent. The installments of this
sum range from £5 in the fifth year to £14 in the fourteenth, and
failure to pay at any time involves lapse of patent. No search 1s
made by the government authorities, and therefore no reasonable
guaranty of novelty is given. The British authorities would seem to

Le —————————

1 am 33 years old. District and high school education; then
in patent attorney’s office in Washington, D. C.; then in patent
attorney ’s office in Baltimore, and had law course in University
of Maryland at Baltimore; then in patent attorney’s office in
Boston; then opened my own branch office in Washington,
D. C. and took law course at Columbian University, Wash-
ington; then special course in patent law; then began practice
of patent law in Boston; then came here. I am patent attorney

- of the N. C. R. Company.

Frank P. Davis.
NATIONAL CASH REGISTER COMPANY'S PATENTS.
NorkE.—BY FRANK PARKER Davis.

The comparison made here is interesting. It shows that the American
laws are better adapted to protect inventions than the laws of other countries.
While the comparison is only made with the British law, yet what is said of that
law applies to the laws of the majority of patent-granting countries. None of
these countries make the careful and extensive search that is made in the
United States Patent Office for the purpose of finding out whether or not any-
thing like the invention has been patented before anywhere. As stated in the
above article, the issuance of an American patent can be taken as a reasonable

As Seen by English Experts

have determined to discourage and fine inventiveness instead of
encouraging and rewarding it. In fact, they seem to regard inventors
much in the same way as they would holders of large incomes, to be
bled instead of assisted. The fallacy of this official attitude finds
refutation in the official document already quoted, from which I find
that of the number of patents granted in 1888, only 5.2 per cent
survived the thirteenth year. The others lapsed owing to inability
to pay or invalidity of patent. Thus are British inventors mulcted
in heavy sums by the government in addition to payments to agents
for search and other services, and when patents have been granted,

 

guaranty of the novelty of the invention covered by it. Of course, this cannot
be so in other countries where the patent is granted without making any
examination to see whether the invention is novel or not. The absence of any
governmental fees after the grant of the patent, like the taxes exacted in
foreign countries, is another distinctly advantageous feature of the American
law. In almost all of the foreign countries it is necessary to pay a yearly tax
which increases as the patent grows older. This is an intolerable burden in
many cases, and consequently great numbers of patents taken out in foreign
countries lapse for non-payment of the tax.

; Anyone can see that the services of some person skilled in the practice
is all the more necessary in conducting business before the United States Patent
Office, for the very reason that this extensive search is made. In almost every
case, the Patent Office Examiner will find one or more prior patents having
some bearing on the case, and it is necessary to consider carefully the bearing
of such prior patents. In most cases there is room to modify the claims in a
case to distinguish from such prior patents, but it requires the services of a
skilled practitioner to do this sort of work.

_ The National Cash Register Company has for many years maintained a
special department. at its factory for looking after the patenting of inventions.
This department has always been presided over by a skilled patent attorney
with one or more skilled assistants. The result is that the Company’s interests
are protected in every possible way by patenting, and this has meant a neces-
sary bulwark of protection to the Company in the marketing of its product.
Of course, in the taking out of patents it is important that the full breadth of
the invention be appreciated and the patent made comprehensive enough to
anticipate variations in the way of embodying the idea. If this were not seen
to carefully, competitors could appropriate the invention and escape liability
by carrying it out in some different way. It is to prevent this that the Com-
pany has gone to so much expense in keeping in its employ one or more skilled
patent attorneys and maintaining a Patent Department in its factory. Of
course, the Company always keeps on the lookout for inventions offered and
patents taken out by outside parties, and such inventions or patents are
occasionally considered of sufficient value to warrant a purchase.

The Company’s United States patents number over five hundred, and
foreign patents in the neighborhood of four hundred, while as many as two
hundred applications are pending here and abroad. r

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22 National Cash Register Factory

as the result of much time and money, they are often found to be
useless.

In conclusion, just let me say further, before proceeding to deal
with the questions, that I do not take a pessimistic view of British
engineering industry, providing it is oiven a fair chance. It is true
that American exports of engines and machinery have increased
enormously during the last few years, but it is also true that the
exports of similar British engineering products have also increased,
and that we still export nearly double the value of the American
exports in a given time. The figures taken together simply show
that the world’s demand has increased, and that, not unnaturally,
that demand has largely gone to those countries still in the first flush
and bound of industrial expansion. But qualitative considerations
will assert themselves, and from the point of view of quality I feel

INVENTION.
NoTeE.—By A. A. THOMAS.

Until a time not much further back than ten years ago, ‘‘Yankee inven-
tion’’ seemed to European people a theme for joke and caricature; now they
regard it, at least its origin, as a sort of mystery. In fact it is neither, if
one will intelligently study the conditions prevailing in this country, which
have brought about invention. No one now, either at home or abroad, ignores
its great contribution to the latter-day prosperity which foreigners come here
to study. We Americans go farther and estimate this value higher than our
intelligent European visitors. Perhaps what the ‘¢Michigan Tradesman’’ says
in its last issue does not greatly overstate the case, for that able trade paper
is in no way connected with manufacturing or patent investments.

The ingenuity of American inventors in devising labor-saving machinery is the cause of
the nation’s power in the world. Every business industry has been made more profitable by the
substitution of speedy, accurate machinery for hand labor: and later, the replacing of old
machinery by improved machinery.

J. McLain Smith of this county, one of the most intelligent farmers in
Ohio, visited England to buy breeding cattle. He said on English farms
ingenuity was used to employ all possible labor in field work. The seeder went
to the field, drawn by three horses, tandem, which one man would lead; another
would operate the seeder itself, while another followed to do what could be
done by a man in the wake of the machine. In this country the reverse
condition prevails; labor is scarce, the fields are large; the three draft horses
are made four, and the seeder is given a proportionately increased breadth, so
that one man driving does the work of all in less time.

When first on a railroad train in Germany with Mr. Wark, three con-
ductors came through to take up our tickets. “Why three?’’ I asked. ‘‘Well,”’
said Mr. Wark, ‘‘they watch each other, and it employs more men.’’ The
American thinks one man with a mechanism which has no friends and don’t

As Seen by English Experts 23

quite sure that British goods have nothing to fear, providing that
British designers are encouraged. Moreover, it is reasonable to expect
that Americans will continue to an increasing extent to develop a
desire for leisure in which to enjoy some of the pleasures and
amenities of life, and to attend to communal needs in regard to
which they are far behind us. As I state, in answer to the question
bearing on the point, the hours of labour. have been reduced by three
per normal week during the last three years, and I believe that the
time is ripe for a further reduction. Even employers told me that
they were quite willing to adopt shorter hours, and all that was
needed was a common agreement.

Americans have, of course, natural and other advantages over
us. They have great resources of raw material and a protected home
market for manufactures. But, on the other hand, we have social

 

get excited, is better than two men, and that the third had better go into some
productive industry.

There is no reason given why men of English blood are more apt to
invent than Germans, Frenchmen or Norwegians. But in this country all are
somewhat different from what they were in a European home. Environment
is a word used so much lately that one loses its meaning. Urgent wants,
necessities unsupplied, opportunity, protection, reward, ambition and the chance
of accomplishing something, all help invention. Carnegie somewhere says, ‘‘The
drowsy Briton becomes a force here.’”’ If so, the man is not different from
his grandsire, but what urges and induces is different.

In 1831, Abraham Lincoln, then 22 years old, with two boy helpers who
were his stepbrothers, built a flatboat on the Sangamon River in Illinois, and
loaded it with grain, live hogs and pork in barrels. The boat, overloaded,
stranded on the mill dam, and for a day and a night hung helpless, its end
projecting over the dam. The best skilled experience about him regarded the
venture as lost. ‘‘Lincoln lightened the boat; then rolled the barrels forward,
and bored a hole in the projecting end over the dam; the water which had leaked
in ran out and we slid over.”” The owner of the craft and the curious neigh-
bors on shore were greatly struck with Lincoln’s ingenuity. ‘‘He got to
thinking on it,’ for such troubles were frequent then on western rivers.
Nineteen years after his mill dam experience Lincoln had become a lawyer and
was in Congress. On his way home the boat he was on was long delayed on
a sand bar, which revived his unforgotten interest in such matters; and there
is in the Patent Office at Washington a little, rough model of a boat that was
filed when A. Lincoln was given a patent in 1849, ‘‘intended to be of benefit
to all the world and of profit to himself.”’ The design of this invention is
to make it easy to take loaded boats over shoal places. After these two
experiences, nearly twenty years apart, he kept on studying displacement and
flotation.

Early in the War of Secession, when Lincoln was President, Ericsson, a

  

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24 National Cash Register Factory

advantages over Americans in the form of good roads, trained hands,
and all the accumulated accessories of civilisation which are relatively
lacking in newer communities.

Is there anything in American practice which we might copy
with advantage? I believe there is. I believe that, while retaining
our own superior characteristics of thoroughness, and while continu-
ing to have regard for certain standards of life and conduct, we
might, nevertheless, follow the lead of the Americans in encouraging
inventiveness and initiative, in fully utilising machinery; and, per-
haps, in organising industry on a larger, and therefore cheaper, scale.
If these things be done, I have no fear but that British engineering
will hold its own, without sacrifice of national or individual pride in
good work, or of the general welfare of the worker.

a —————————————

 

Swede in New York, invented the Monitor which needed a government appro-
priation to build. Mr. G. V. Fox, Assistant Secretary of the Navy, said the
heavy armor would sink such vessels. ‘‘But,’’ answered Lincoln, ¢¢ijs not that
a sum in arithmetic? On our western rivers we can figure just how many tons
will sink a flatboat. Can’t your clerks do the same to an armored vessel?’’
Congress passed a special appropriation for the purpose, but again a naval board,
consisting of a Captain, a Commodore and an Admiral, condemned the Monitor.
Ericsson went to Washington and argued the question in the President’s pres-
ence with this board of naval experts. Lincoln overruled the experts and told
them to go ahead. (Note.—See ¢¢Recollection of President Lincoln,”’ by R.
E. Chittenden, pp. 213-14.) The result was the Monitor and its battle with
the Merrimac, which rendered useless wooden battleships and revolutionized
the naval warfare of the world. Cramp, the Philadelphia shipbuilder, once
told President Patterson that it was questionable if invention had ever accom-
plished anything in the same line since. The battleship of today is the
Merrimac, fighting with the Monitor’s turrets on its top and sides.

Lineoln’s father was a carpenter and taught his boy to use tools. All
nature’s products were abundant and cheap; markets and supplies were remote
and hard to reach. Mr. Thomas Carroll, head of our Inventions Dept.
No. 3, said to me, ‘‘I don’t know why, but invention in the United States
follows the fromtier.”’ Sometimes they say the ‘‘frontier’’ has disappeared,
but those who come back from the western farms don’t think so; the frontier
is out there yet. Tracing a boy’s history lately, I found his emigrant ancestors
in Plymouth Colony aad sent their children west to Rhode Island; the sons
of the latter went west to the wilderness of central New York; in the next
generation the children went to the frontier of Wisconsin. John Patterson’s
grandfather on the Braddock road to Pittsburg in Pennsylvania, was a hunter
boy who filled his father’s tan vats with the skins of bear and deer; he went
¢¢west?’ to two frontiers, first in Kentucky, and then to Dayton, for Ohio was
Kentucky’s ‘‘out West’’ of that day. It took virility for Lincoln in ‘‘the
winter of the great snow’’—1831—to build his flatboat and take it to New
Orleans, but tens and thousands of others were of the same type. Two of

 

As Seen by English Experts 25

FROM REPORT BY MR. W. COFFEY,
Of the London Consolidated Society of Journeymen Bookbinders.

We next visited the great works of the Cash Register Com-
pany, at Dayton, Ohio. Here our attention was specially engaged
by the great experiment in operation of meeting fairly the claims
and aspirations of labour. The management appeared to be thor-
oughly imbued with the desire of cultivating the most friendly
relations with the whole of the workpeople. Excluding all show of
philanthropy, and aiming in every proposal at placing matters on a
business basis, they have succeeded in making this factory the most
progressive of its kind to be found in the States. The workshops are
models of order and cleanliness, and the provisions for recreation
out of work hours are of the most elaborate description. Here are
spacious rooms for meals for the young women, some hundreds in
number, employed in the office or the printing and binding depart-
ments. It was to us a revelation as to what can be accomplished by
well-planned organisation and the coodwill of all concerned. As I

 

John Patterson’s uncles did the same thing that year,—built a boat at Dayton,
which they loaded with pork and floated to New Orleans. With ability and
inclination to devise invention, goes along a disposition to use it. That dis-
position made Lincoln say yes instead of no to Ericsson.

 

The habit of self-help, the devising some new way to get along, so notice-
able on the frontier, may not survive in the generation which follows; but a
willingness to adopt and believe in new devices is strongly developed. When
John Patterson, a farmer’s son, came home from Dartmouth College, groping
about for something to do, he took up the manufacture of a ‘‘self-shutting
hinge.’’ Business inexperience drove him out; but, later on, he and his brother
were the first in Dayton to put a telephone into business use, connecting their
coal office and the railroad yards.

I remember when the late Mr. Geo. L. Phillips and I went out to the
U. S. Soldiers’ Home near Dayton, to induce that institution to subseribe for
telephone connection with the city; but the officials drove us away with ridicule.
¢‘Messengers and the mail are good enough—what do we want with the thing
you call telephone?’’

 

Once when in Massachusetts, the driver said, ‘‘There is the best worked
farm in the State;’’ so I stopped him and went in. The winters were long
and severe, and poultry fared ill from the cold. The owner had dug a deep
cellar, which, roofed over partly with a glass sash-door, kept the chickens warm,
but the feeding floor was befouled. He invented a feeding box; the hen,
stepping on a lath to feed, by her weight threw back the lid of the box; when

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26 National Cash Register Factory

stood in that spacious and perfectly lighted and ventilated hall, I
could but contrast this sight of hundreds of happy and well-clothed
and nurtured girls with the slip-slop, go-as-you-please conditions
under which our work-girls ordinarily labour. If this were the only
advantage of the system established here, it would merit all commen-
dation. But there is much more. Music classes, bicycle clubs,
historical and scientific lectures, and many other means of instruction
and entertainment are maintained for the welfare of the workers.
The management of these clubs, ete., is in the hands of the members,
who elect their own officers, and contribute the necessary cost of
maintenance. The whole concern is a fine example of co-operation
on the part of the firm with its workpeople, with the object of
achieving satisfactory business results. We have the assurance of
the managing director, Mr. J. H. Patterson, that from a business
point of view it pays.

 

 

she stepped off the lid closed, so nothing was wasted, and where other hens
would die, his lived and laid eggs.

When I was a boy my uncle would thrash his wheat by laying the bundles
on the barn floor. I drove the cattle round and about on them while he, with
a fork, loosened and tossed up the trodden straw. This was the way of thrash-
ing when Joshua crossed the Jordan; no improvement had been thought out
in 2,000 years.

Ten years after, two manufacturing firms in Dayton won moderate fortunes
in making thrashing-machines to be driven by horse-power. What always had
to be done, this did better, cheaper and fifty times as fast. Ten years later
these horse-power machines were in use on all the farms out West. The cleaned
grain dropped out of a spout twelve inches above the ground, into a half bushel
measure. One man kept score of the loaded bushel with chalk marks on the
board side of the machine; then he lifted the measure to the top of an empty
sack, which another held, while he poured in the grain. You don’t think that is
hard work, but you would have a different opinion when you had lifted that
measure all day. In keeping score, the man with the chalk would favor the
farmer when he liked him, and would falsely charge him up with added marks
when he did not like him. This false scoring was one of the jokes of the
game participated in by many with general acquiescence, and thus inculeated
the principle of dishonesty in honest boys, to work its way on through life in
other things when once well started.

Now the horse-power has given way to the straw-fed steam engine. The
grain of the machine, elevated to twice a man’s height, drops down in a
measured tube which ends at the sack’s mouth. A small lever in the tube,
pushed round with one finger, measures out the bushel, which is automatically
registered each time by a cheap and accurate device. My factory life and
farm vacation made me think last summer of what this petty patented improve-
ment was worth, when the thrashers were humming at once on a dozen farms

du

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As Seen by English Experts 27

FROM REPORT BY MR. W. C. STEADMAN,
Of the Parliamentary Committee of the Trades Union Congress.

But perhaps the most interesting visit was that made to the
National Cash Register Works, at Dayton, Ohio. There they have
very fine baths, dining and recreation rooms. The females employed
earn from $5 to $15 per week; they are allowed to leave work half
an hour before the men in order that they may get trams to take
them home before the rush comes, likewise Saturday half-holiday.
Here again suggestions are asked for from among the employes, and
in this way $1,200 are distributed yearly in prize money. In this
factory I saw one man looking after eight machines; the work, how-
ever, was very simple; all he had to do was to feed them with brass
bars, the machine doing the rest.

 

in our township, and in all other townships in the county, all other counties
in the state, and throughout the entire Northwest. Add up the tired backs
from which a burden had been lifted, them multiply by the number of days,
and remember the number of farms in the grain-growing region of the United
States.

In that region each farm must have its granary which is filled from
wagons direct from the thrasher in the field. These buildings, with much roof
and foundation are only ome story, but then two men, nearly a week at thrash-
ing time, are required to lift and ‘‘put the grain away.’”’ A mechanic in our
country town invented a little elevator, 10 by 14 inches, and 20 feet long, which
stands on end in the center of the granary. One end runs down into a walled
pit into which the grain is dumped without labor from the tail end of a wagon;
then horse-power or gas engine elevates it to the bins above. In consequence,
all ‘‘granaries’’ thereabouts are mow built taller with less roof and less foun-
dation, which makes a cheaper and more lasting structure. The time of two
men at $2 per day for five days, is saved each year. In short, the thing repays
its cost each season it is used. After buying and putting to work this ingenious
device, several courses, common in this country and abroad, are open to me.
I might stand and howl about the monopoly of our patent laws which prevent
me from taking for nothing what another has created. I might concur with
Mr. Richard T. Ely, LL.D., of the University of Madison, Wis., who says, ‘‘The
patent laws of England are more favorable to the public,”’ because they allow
a patent a life of fourteen years instead of seventeen, as in the United States,
besides severely taxing invention to get revenue, which this country does not do;
or T might each year stop at the inventor’s little shop, to pay him my respects,
and find out how he is spending his profits in trying to invent more of useful
things which he may or may not succeed in doing. Sometimes one can get a
better measure of justice and merit in small matters than when they go into the
haze of big corporations. However, all these frontier inventions are petty mat-
ters, not worth telling, except because every American reader can from his own
recollection displace them with others of a more general value and a different
type.

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28 National Cash Register Factory

FROM THE REPORT OF W. C. FLETCHER, ESQ,

Late Fellow of St. John’s College, Cambridge; now Head Master of the
Liverpool Institute.

Mr. Fletcher quotes from the Iron Age:

All of our great corporations and manufacturing concerns seek the college
man, but in no sense do they seek him because of his familiarity with their
business or with any detail of their transactions; neither do they want him for
the smattering of knowledge he may be able to devote to their interests. They
take him solely for the training he has gone through and not for the wisdom
that may be stitched in the lining of his cap.

fel K oH

The Pennsylvania Railroad, I was told, will take none but
college men.

The manager of the Deer Plough Works takes two college men
yearly, in the expectation that at least one of the two will show the

 

 

No one man created all of the cash register. Indeed, the start or origin
of the cash register here is rather nebulous. No one is discredited because this
is so. Men remember different things about the joint efforts of several persons
twenty-five years ago. James Ritty, a Dayton business man, helped and largely
paid for the first experiments. Originally needing such a device for his own
business use, he says that, while on an ocean steamer en route to London, the
revolving machinery gave him the suggestion worked out on his return to Day-
ton, in the first dial machine. This gave place to the key machine with its
display tablet, or indicator, held up by a supporting-bar moved back by knuckles
on the vertical tablet rod.

         

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ANAL RL UN NAAR ELLEN

The above cut shows, say, the right side or end of this key register. The
key A when pressed with the finger, at its ordinary position, marked 1, went

 

As Seen by English Experts 29

adaptability, judgment, and powers of command that he requires.
The same firm will not take boys in the office unless they are at least
high school graduates.

The manager of a great retail store who engages a large num-
ber of employes told me that he looked chiefly for boys with bright
faces and good mothers. High school graduates of 18 and 19 as
well as elementary school boys of 14 he engaged largely; the former
he expected to do much more than the latter. College graduates he
was only too glad to get when he could—though, he added, it often
took a few years to knock the conceit out of them—but found it
difficult to get many of them against the competition of wholesale
concerns. * * *

I do not believe that to any notable extent education has
been the cause of American industrial success. The great increase of
education in America and any progress in quality or adaptation to
the needs of the people have been the work of the last fifteen years,
and have hardly had time to produce any very general effect. It
rather seems to be that the progress of industry has produced a need
for men of judgment, insight, and breadth of mind; and that by
degrees men of high education have shown themselves valuable, and
that therefore the demand for them has steadily grown. This means

down to the point marked 2. Being a lever, and pivoted to its center, pressing
down a key elevated its extreme point B. This pushed up the tablet-rod C,
having on its upper part the knuckle D. This knuckle at D, pushed up, took
the position at E; that is, the knuckle pushed back the supporting-bar F, and
was pushed past it and held above it. Tf the same operation were performed
on another key, the knuckle on its vertical rod, going up, would again push
the supporting-bar back, which would release the first knuckled rod, and leave
the last one in its place. This knuckled rod had on its upper end the display
tablet, or indicator G. James and John Ritty claim and prove that they
invented all this, but the attorney for the Dayton Company, in the Supreme
Court, was compelled to admit that this mechanism was old. Yet if machines
built like this were exhibited elsewhere, they were only on paper or experimental
models, and none of them had ever gone into practical or commercial use. In
fact, at that time nothing had been really contributed which was useful to
the public, or used by the public.

The trouble was that the knuckles, being necessarily oiled, held dust and
dirt which interfered with their free movement. And again, a ‘‘5e’’ or ‘‘10c¢’’
key would be used more than others, and hence would become more worn. As
a practical result the tablets did not drop when wanted and the whole opera-
tion was thrown into confusion. When one tablet went up, the other tablet
staid up, leaving a false indication. What these Dayton inventors now did
that was most valuable, was to cease to rely on the knuckle to move back

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30 National Cash Register Factory

that education is a secondary cause facilitating progress, but is not
itself the real driving power. The extent of the country, its great
natural resources, a rapidly increasing but still very thin population,
the consequent absence of injurious social restrictions and of any
large class of unproductive idlers, have maintained unimpaired the
energetic and hopeful spirit of the people. The struggle—hardly yet
over—with a wild nature, with wild beasts, and with wilder men,
has kept them face to face with the elementary difficulties of life.
Work —constant, hard, strenuous work—has been a necessity; but
it has been work which has rapidly brought its reward in improving
conditions. Hence it has not been the crushing, soul-killing toil that
it too often is in our Eastern World. Nothing is more remarkable in
the American than his mingled materialism and idealism. Hence he
believes in education, both for its own sake—as fulfilling the needs
of his higher nature—and for its value as making him a more efficient
and productive workman.

 

the supporting-bar, and to supply the place of this function by what became
known as ‘‘connecting mechanism,’’ especially designed for this purpose. This
was placed at the other end, or say the left side of the machine as you faced it.

7
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The above cut shows this new connecting mechanism. The keys, when
pressed, performed the same functions as before, on the right side of the
machine, viz.,, to ring an alarm bell, etc.; but on the other or left side, the
key, when pressed, operated the connecting mechanism, marked M, N, O, P and
Q. The key pressed down by its leverage, pushed back a little lever (Q), the
further end of which pressed back the supporting-bar F, and released the

     

As Seen by English Experts 31

FROM REPORT BY MR. C. W. BOWERMAN,

Of the London Society of Compositors.

From Chicago we went to Dayton to visit the National Cash
Register Works, passing through the oil-fields district, which, with
its hundreds of huge iron oil-tanks, presented a very quaint aspect.
The large factory had a most imposing appearance, and in every
department a printed notice was conspicuously posted as follows:

BULLETIN.

The flags are up in honor of a large party
of skilled English craftsmen, who are touring
this country to investigate American manufac-
turing methods, and will visit our factory to-
day. This is the most important delegation of
visitors we have ever received, and it should be
our earnest effort to give them every oppor-
tunity to investigate whatever interests them.

Accompanied by the managers of the various departments, who
had received special instructions from the head of the concern to

 

previously exposed indicator G, without relying on the knuckle to perform

‘this function.

The Supreme Court of the United States said (The National Cash Register
Co. v. The Boston Cash Indicator and Recorder Co., 156 U. 8. Rep. p. 502) that
the suggestion or idea to correct the old trouble and to drop the display tablet
with certainty, and to accomplish this by dividing the force used, and apply
a portion of it to the mew connecting mechanism on the left side of the
machine, ‘‘was fine invention.’”’ The court says further, ‘‘The results are so
important and the ingenuity displayed to bring them about is such that we are
not disposed to deny the patentees the merit of invention. The combination
described in the first claim was clearly new.’’

John Ritty says that the cash register had its origin in Dayton in this
way. Late one summer night, before dispersing home, a group of men were in
the store. One of them, who still lives and is known here, said to the pro-
prietor behind the counter: ‘‘If you had a machine there to register the cash
received you would get more of it,”’ and to the statement the storekeeper and
his clerks assented. This raised a laugh. ‘They got to thinking on it,”’ and
though no mechanic, John Ritty invented and built the first dial machine. Later
on, he did much more in getting out the key register which followed. Asked
how he acquired skill of this kind, John Ritty said, ‘Why, when 17 years old

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32 National Cash Register Factory

stand aside in the event of the visitors desiring to question any of the
employes as to their wages, working hours, and general conditions of
employment, a thorough inspec-
tion was made of the factory,
which proved to be wonderfully
interesting and satisfactory, the
conditions under which the three
thousand employes were working
being in every sense admirable.
All the girls had received a high-
school education, and (like the
men) were in receipt of good
wages. As an indication of the
extent of the business, it may be
stated that 80 compositors
(union men) were employed on the
premises doing work directly con-
nected with the firm’s business,
and working under conditions
which it would be extremely
difficult. if not impossible, to
improve. Just inside the factory a notice was displayed, stating in
three lines of bold letters, ‘‘Improved Machinery Makes Men Dear,

Entrance to Main Building.

Ce ———————————

I worked for 25 cents a day to earn the money to let me put together a perpetual
motion machine; there was never a time when 1 was not doing some such
work.’’ His inventive skill is proven by his since perfecting a patented
device to strip the shell off soft corn for canning. These machines he sells
all over the United States; and with comfort, but without riches, lives an active
and respected old age. "The other day at the factory he met his ambitious
grandson, employed here, who showed the old man about.

The Rittys had sold out all their patents and inventions before the
Pattersons came into the cash register business. One thing is certain; without
patent protection this industry never would have existed. The Rittys would
not have spent $1,000 and months of time to get a register for their own use
alone. The little company of local men who helplessly struggled for several
years to perfect the machines, lived wholly on the hope of value ani protection
in patents. For invention, and experimenting to test and develop it, and for
patents to protect what can be perfected, this National Company paid out in
1901, $86,403.91; in 1902, $92,254.33; in 1903, $79,227.99. Of course, none of
this money would have been expended without title to what it creates Most

As Seen by English Experts 33

Their Products Cheap,’”’ and the manager, in welcoming the visitors
stated that Americans were never content to do anything by manual
labour that could be done by machinery. As in the case of the Chicago
stores, good suggestions were welcomed, and rewarded by money
prizes. Beginners received a minimum wage of five dollars per week
and the manager (who was under 30) ha! started in the works as an
office boy. The overseer of the composing department had recently
been given three weeks’ holiday in which to visit Boston, New York
and Washington for the purpose of seeing the best of everything in
the trade that could, with advantage, be introduced into the factory.
The first machine was put up in a coalshed, the starting point of the
toy which at the time of our visit was turning out 200 machines
per day.

 

of such expenditures by any individual or big corporation reach no final and
fruitful result. The little produced, if cared for with intelligent and persistent
business ability may, in combination with much before accumulated defray
all expense and leave a large profit. Most inventors, after long labor spent
find out at last that their new device is old. Not one invention in ten is patent.
able; not one patent in fifty in the United States gets into successful and
Profiohle ie Tu Wisi a wealth invention, and manufacturing enterprise based
upon it, will in time throw out to this ecuntr i

S00S Lo as s ccuntry and to the world, on the expira-

Englishmen now see what our patent policy has accomplished. Not a few
here foresaw this long ago. Prof. N. P. Gilman quotes a striking anecdote of
Dr. Thornton, for twenty-six years the superintendent of the Patent Office
When the British troops captured Washington in 1814 and destroyed the
Capitol, it is said that a cannon was turned upon the Patent Office. Dr. Thornton
threw himself before it and passionately cried out: ‘‘Are you Englishmen or
only Goths and Vandals? This is the Patent Office, a depository of the ingenuity
and invention of the American nation, in which the whole world is interested
Would you destroy it?’’ He saved the building.

Let us suppose a case. Take my boy, or yours, or 2 better than either—
the best who could be selected. Put him through high school and college; the
Manual at St. Louis; or Cornell, or the Boston Tech. This done employ him
to invent, in an office with mahogany or walnut trim, as he might ‘prefer. Give
him a stenographer, electric power at his elbow, draftsmen and skilled
mechanics to follow. Would he invent anything? We would suppose not. The
which may teach us that invention seems to require ambition, buffetings, diffi-
culties in the way, hardships; and besides all these, requires what Daniel
Webster said oratory requires—‘‘something not taught in the schools.”

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National Cash Register Factory

FROM THE REPORT OF W. P. GROSER, ESQ,

Of the Inner Temple; Representing the Parliamentary Industry Committee.

A very interesting, though 1 think uncommon, opinion is that
of an authority —the general manager of the Baldwin Locomotive
Works. He prefers a boy without manual training on two grounds.
First, it takes six months to eradicate from such a boy the idea that
he knows. He has to unlearn much, since his ideas and methods are
not commercial ; he wants to do things ‘‘too well,”’ and to spend un-
due time on them. Secondly, he has rarely had such a good general
education, since he likes the manual training, and for it neglects
less interesting work. A further and relevant opinion of the same

I am 28 years old; worked on father’s farm in this county
till I was 21. Taught country school and attended Ohio
Normal at Ada, also Otterbein University at Westerville. I
paid my way by lecturing and selling art pictures. Later I
was superintendent of township schools. Began as clerk in
Employment Dept. here at $10 per week. I am now head of
the Employment Dept.

H. A. Worman.

EMPLOYMENT DEPARTMENT.

Nore.—By Mgr. H. A. WorMAN.

Boys in Office and Factory Work.

We now have employed at the factory about 200 boys. Of these about
twenty are messengers and office boys in the office force. The others are office
boys in the factory proper, and those who do light work in the factory, like
running chores, the lighter trucking, and miscellaneous things. The latter class
of boys are to be promoted, if they earn and want it, to have machines after
awhile, or to become apprentices and learn skilled mechanical work.

The Company’s policy is to refuse to hire boys who want to continue to
do boys’ work. It wants only boys who want, and have the education to
become fit for promotion. It is intended to give them promotion if they earn
it, and the Company has always done this in the past. For this reason, in
selecting these boys great care is taken.

The office boys must give good references, must have good character, neat-
ness, and good speech; also they should have high school education, or at least
must have had two years of such a high school course, or its equivalent.

In the factory we like the boys to have a high school education if possible.
A great many of them come from farms and have not had this chance, but we
find a fine ambition among them and probably a greater industry and capacity
for work than the town boys who have had better educational opportunity.

As Seen by English Experts 35

gentleman is that education should be done once for all. He depre-
cates a period of shopwork after leaving school, and subsequent
college training, as well as the ‘‘sandwich’’ system. This course, he
holds, wastes the progress made in the shop, for methods change in
four years, and gives the man the wrong idea that he is an engineer
and not a mechanic. * * *

Technical Training.

I use the term ‘‘workman’’ here to include also labourers,
journeyman, and mechanics. A distinction is growing up rapidly
between the workmen who have had a technical course and those
who have not, the former commanding better positions at higher

 

We make careful inquiry, and when we find a boy’s tendency and inclina-
tion are to factory things, we refuse to put him into an office position, although
he might begin there and switch over to the other.

Apprentices.

The unions are in most, though not all, departments here. We accept their
rules—one apprentice to eight journeymen. The length of apprenticeship differs
according to the quality of the work to be done. In the Machine Room it is
two years; in the Woodworking and Cabinetmaking Depts. it is three years;
in the Tool Room it is four years, which is the longest term of any.

These boys are usually advanced every six months, and where they are
especially capable and industrious, oftener than that. In the Tool Room, where
the tuition is more stringent and the mechanical aim higher, they have special
rules as to advancement.

The apprentices sign agreements with us, and at the end of their time are
put on journeymen’s work and, of course, at journeymen’s wages. There are
now about 150 apprentices in all the various works and departments in this
factory.

We watch the boys with great care when they make application, to see
if they are smoking cigarettes or show signs of dissipation. In such cases we
do not take them.

Every applicant, before employed, is required to pass a medical examination
which is very strict.

Men Employes.

All our laboring men, even for what would be called the lower grades of
common labor, can read and write. It takes some pains, which we are willing
to trouble about, to effect this; but to be what we want, intelligence is necessary,
as well as mere labor, even in the lowest grades of workmen. We want them to
be fit for, and to look for promotion, and they get it when they are qualified

 
ETRE

 

 

    

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0 National Cash Register Factory

wages, and at present a certainty of constant employment. The ery
among manufacturers everywhere is for more skilled men. Many of
them try to supply their own demand by a variety of apprenticeship
systems which are dealt with elsewhere. rx

The completeness of the facilities for technical training, day or
evening, theoretical and practical, we cannot rival. It is not so much
the elaboration of the plant and equipment in the Massachusetts
Institute of Technology, or any distinguished superiority in the
methods of instruction, but in the number of such institutions, their
completeness, their systematic education, and their determination to
teach the mystery to whose practice the students propose to devote
themselves. Liberally as our Technical Instruction Acts are con-

 

for it. We won’t take men who cannot read and write, because we do not
want men here, at any low grade of work, that we cannot expect to promote.

Number of Factory Employes.

Last May we had on our pay roll here over 4,600 employes. There are
today (April 1, 1904) a little over 3,300. Of these, there have generally been,
and are now, about 75 per cent. who are Americans; 15 per cent. Germans; the
remaining 10 per cent. are Irish, Swedes, Swiss, Danes, Austrians, and ‘others.
We classify all persons of foreign birth as being foreigners, and of the nation
they came from.

We prefer Americans, and are as ready to prefer foreigners when they
are especially fitted or qualified for our work. No man is regarded or stands,
on application or after in our service, on any different ground because of his
birth or nationality. But many factories, it seems, recruit their lower and
cheaper grades of labor from a new or foreign immigration which is wholly
uneducated. These we do not want.

The mechanics who come here from Germany, as a rule, have good trades;
that is, they are well taught in special lines of work. The Swedes whom we
employ, we find, as a rule, are well instructed in work, are refined in appear-
ance and quiet in disposition; we like them. We find Swiss workmen are good
mechanics. They have been accustomed to very small and close, accurate work.
There are, of course, fine mechanics of other countries, only they have not, by
chance, come to us for employment. We have few Englishmen, but they are
good. Those we have are toolmakers and draftsmen combined. We find them
sturdy, accurate and reliable. We have sixty-two colored men on our force of
janitors. There are few, if any, of them elsewhere in our factory.

We employ no men over 45 years of age and no boys under 17; no men
under 120 pounds in weight. When occasionally there are vacancies in the
factory or offices, we try to fill the places by promotion if possible and prac-
ticable.

When men apply to us for employment, we want them to give references,
and we look up the references. We care little for letters of recommendation,

ST y

 

As Seen by English Experts 37

strued, the Pratt Institute, the Philadelphia Textile School, a hundred
such places through the States would laugh to hear that as a con-
cession to trade unionism the one thing we may not teach is the
one thing the students want to learn. In America they know some-
thing of trade union tyranny—at one of the schools I have men-
tioned the chief instructor in plumbing is a walking delegate, and
no one is instructed who is not in the trade. We have this restriction,
but nowhere, I believe, in America has it been suggested that a
technical school must not teach a trade, must give shopwork only
as an illustration, must carefully refrain, in the words of the U. S.
Commissioner of Labour, ‘‘from giving sufficient practice to enable
the pupil to acquire dexterity, or in any manner do away with the

 

but require personal references to which we can write for confidential infor-
mation.

Our high-grade mechanics, such as toolmakers, machinists, screwmakers, ete.
cannot get employment here unless they have had a number of years’ experience
at close, accurate work. The majority of these have served technical appren-
ticeships somewhere. In our Tool Room, for instance, most men, when they
begin with us, have had from ten to fifteen years’ experience at high-grade
work, and are usually middle-aged men. We prefer married men, because they
will settle down and attend to business. In stenographic positions in the higher
offices here, we, at some inconvenience, refuse women and appoint men, so that
they will get the good training for the higher places in the Company’s general
business.

Women Employes.

We employ no women workers under 17 years of age, nor less than 115
pounds in weight. The reason of this is that it excludes weakness, and we
require in them a degree of strength.

Other things being equal, high school graduates are preferred. We always
try to get young women, for they are more active and we get more work out
of them. No widows are employed, and no married women.

The same care and nearly the same rules are employed in selecting women
employes as apply to men.

We have 550 women at work at the factory today. There are 150 in the
Typewriting Dept., about 50 in the offices at clerical work, and the remainder
are on mechanical work in the factory. There are 107 in the Lock and Drill
Dept. They do light assembling, run light milling-machines, work at filing,
riveting, engraving, ete. In the Bindery there are 76 young women who do
sewing, bookbinding, stitching, pasting work on tablets, etc. In the Indicator
Dept. there are 135 young women who dip the indicators, print them, do some
engraving, put indicators in the dry house, tend them while they are in
stock, ete.

One rule runs through all employments; that is, to get a person capable

       
 
  
 
  
 
 
 
 
 
 
  
    
 
 
 
  
 
  
 
 
   
 
 
 
  
   
 
 
  
 
 
 
 
  
  
 
 
   
 
 
    

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38 National Cash Register Factory

necessity of a regular apprenticeship in the trade.”” * * * In
America most of the technical and textile schools are trade schools,
but in the longer courses they combine a full scientific and technical
instruction which is education in the highest sense. * * *

This attitude may be called ambition. It is due to his
relations with his employer, his expectancy of promotion, and

 

of being promoted. This is our invariable rule. If a perfectly competent and
acceptable applicant appears, who lacks that qualification, we would not take
him for any work.

Wages Paid.

The boys are paid from $5 to $10 per week, which means those from 17 to
20 years of age. Clerks in the office force, men, run from $10 to $20 per week,
according to their work, intelligence and fitness. We have some cases where
they have gone much higher. The young stenographers run from $8 to $14
per week, and the more experienced from $12 to $25. The boys in the factory
are started in at 10 cents an hour, which means $1 per day, or about $6 per
week. The laboring men—that is, unskilled laborers—start at a minimum of
$1.50 a day and are promoted, if competent, every three months until they
reach $2 per day.

General Education and Technical Training of Employes Now in the
Factory.

Women.

Of the 550 women now working in the office or making force at the factory,
not less than 400 have a high school education. One hundred have a technical
education. This term applied right here, would mean have been to commercial
school, where they studied typewriting, stenography or bookkeeping, or all
three; or, if they are at any special work here, have had something of an
apprenticeship elsewhere which prepared them for this.

Office Force.

Of the male employes in the office force, who number about 428 now, at
least 350 have a high school education or its equivalent; and 250 have had
technical training. By a technical education here, we would mean what has
been said above about the girls, and also courses in college work, post-graduate
work at college, special courses in advertising or in night schools, ete.

Making Force.
In the factory or making force, who number, say, 2,769, 910 have received
special training, viz:

Toolmakers .... 75 altogether, of whom 4) have this special training.
Machinists ..... 125 altogether, of whom 75 have this special training.

 

As Seen by English Experts 39

his firm conviction that he is as good and probably better than
the other man. Any American will sum up these conditions as a
manifestation of the democratic idea. The relations between
employer and employe will be considered later, since in the
former’s attitude they must originate. It is enough to note here
that the workman regards his employer rather as a colleague to be

 

Serewmakers .. 74 altogether, of whom 50 have this special training.
Assemblers ..... 533 altogether, of whom 300 have this special training.
Machine hands. 400 altogether, of whom 150 have this special training.
Woodworkers .. 124 altogether, of whom 75 have this special training.
Painters ....... 69 altogether, of whom 20 have this special training.

Of the balance of the making force, which would number 1,370, about 200
have received special training. Such training in this case means not only what
would be called technical school proper, where there are teacher and pupil, but
also some kind of apprenticeship experience or instruction which has specially
fitted for the particular trade.

The policy of the National Cash Register Company has been to pay for
labor the highest market price and not more. With the girl workers, it has
somewhat increased the price paid over the necessary price, because they have
been so generally disposed, and indeed eager, to educate and improve themselves
in things connected with factory work, much to the advantage of the Company
in President Patterson’s opinion. This Company may not in each case pay
just the market price; partly because such price is hard to ascertain or
determine. Still, something practical has been done with this intention. The
Company wrote to over thirty manufacturing companies near by, and in other
cities in New York, Pennsylvania, Ohio, Indiana, Illinois, Michigan and
Wisconsin. They were employers of the varieties of labor needed here, and
who did a high class of accurate work in metal and wood. The replies we
received are confidential; but the following schedule shows the average prices
they pay, also the price we pay for the same class of work, January 1, 1904:

Aver. Paid We Pay Aver. Paid We Pay
Cts. Per Hr. Cts. Per Hr Cts. Per Hr. Cts. Per Hr.

Lathe, best : 30. Buffers & Polishers. 20.5 25 min.
Lathe, ord. .......- : Patternmak.—wood. 31.3 35-40
Screwmaking . 25-30 Patternmak.—met’l. 27.7 35-40
Mill mach. 4 20 min. Blacksmiths 28.4 30-40
Drill ; 20 min. Blacksmiths’ help.. 17. 171%

Vise and Bench.... 26.2 20-30 Tool dressers 28. 20 min.
Assemblers ........ 23.4 20-30 Molders : 25 min.
Mach. helper . 15-17% Molders’ help . 16 2-3
Laborers 5. 15 min. Carpenters ........ 29. 271% min.
Truckers ; 15 min. Cabinetmakers . 25 min.
Packers : 171% min. Millwrights a 30-3714
Stkkprs & Gaugers.. 171% min. Engineers : 30-40
Toolmakers 30. 35 min. Firemen ; 1714 min.
Punch hands ...... . 25 min.

 
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40 National Cash Register Factory

assisted than as a tyrant to be circumvented. For he believes that
he can rise, is (lesired to rise, and that his progress is watched.
Consequently, when he has an improvement in machinery or method
to suggest, he consults the employer, generally willing to rely on
the latter’s treatment securing to him adequate reward.

The foremen are usually popular. In every way they are
induced to encoarage ability. Generally they are civil to their men,
and a cursing or conceited foreman soon disappears. In return, the
men recognise their supremacy without resigning their attitude of
equality, and obey, hoping for as much again. Their tenure is the
advancement of merit, and the constant vigilance of higher officers
and employers makes oppression dangerous. A useful plan is a
monthly meeting of all foremen with employers, when, and at no
other time, their complaints are considered. A large proportion of
foremen have had some technical training.

The absence of drunkenness and habitual betting, the freedom
of piecework and output, and the relations with the employer are
among the foundations of the American workman’s satisfactory
condition as well as of America’s industrial success. * * *

Few young Americans put safety high among their desires,
and those wisely do not say so. Restless ambition is almost universal.
““Of course they're all ambitious,” Mr. John Wallace said to me;

 

Department Weekly Employment Report.
April 2, 1904.

Office.

Total No. Total No.

Employes Employes
Advertising .........c.coivvinienns 13 Order ............ ina 44
APL iii a, SS Patent... cov ries canis 9
COHEELION + .ovvvrinrviirinsnnennns 30 Poymaster ....c.ccovrsrsrssniniess 3
Competition ...............¢co00ivs 4 Photograph .........c.cv2ivevisas 5
CompPIRINE vv ovoevrrvriverrvirvnns ® Purchasing ...........coonenvnnnnn 11
Cost «ries 31 Repair .......:................. 10
Domestic Economy ................ es A I 33
Employment ........:...ccveicervn 8 SHIppInE «vv icrrnvinivrrcrrnrnes 15
Exeeutive  ... i icin nia, BO SUPPIY is irecis iiss 23
Foreign ..ccovivnitsresernesnvivs BO Systems ....v:ccieirivrsvmrenresys 4
Gen. Anq@ItIDG +.ovcvveirnrrrvrenss 4 Time and Pay Boll .............ss 20
Yobor Burean ......«..vovivveines S TIeOBUTEY «svi vrsoxersririnvane 73
LOGO creer iscrinrnvsiinninnnnias 3 Typewriting ........covinuveeineen 157
Mailing and Filing ............... 16 WelfaTe ......cccvihueenisvsinivas 17
Mechanical Improvement .......... 1 Window Display .......... cc... 4
Messenger .............cosereeers 7 —

NC BD oioviiiiinrvinsrnsnsnnnsns Total Office... ...covveprervsse 588

  

 

   

As Seen by English Experts 41

‘sometimes they’re nothing else.”” They never get away from their
schemes. The small boy from the common school, the young man
from the university, are equally unwilling to stagnate on a com-
petency. Their ambition is, to a certain extent, national, and this
spirit is carefully fostered. The fact of this enterprise and ambition,
produced by broad training, relies of pioneer spirit, the confidence
in his superiority to his neighbours, and ideals of success which
include neither leisure nor politics, whatever its influence on the
body politic, makes him, in his own field, fertile in conception and
swift in action—a strong competitor to any man.

Promotion.

Salaries usually begin low, but rises begin early. The firm
belief of the employed that he is desired to rise and that his
progress is being watched is allied to a recognition by the employers
that only on procuring the best men and utilising them in the fullest
sphere they can dominate can their success stand. Foremen are

 

Factory.

of 0 Total No.

Ts Employes
Adjusting and Testing ........... 37 Landscape Gardening ............. 9
Assembling No. 33 and D. A...... 29 Laundry ........c.oeeoiiiiiiiinnn 14
Assembling No. 35 ............... 213 Lock and Drill ................... 115
Assembling No. 79 ............... 202 Mill ......oiiiiiiiiiie 79
Assembling No. 135 .............. 00 Mill No. 2 .....c.ccncnsiviirr rns 42
Beneh .........cccccciviiainianaing 48 Outside ......coevevvnnrrecsosescs 40
Bindery ..::c..covimrsiisirssnnns 77 Painting and Varnishing ......... 68
Blacksmith .............c0..00000 15 Patter .....:rivicrcsinsvnviamainsss 20
Box SHOP ¢..convrrivsnnrrsrnsnnsn 24 Plating .ov:corarvnsivnnsnrssranes 52
Bross BOOM «...ccrvvvncninnrrssans 88 Polishing ...........co000eiinnnne 71
Clearance House ...........cc.cn.. 52 Punch ..............ieiiiiiien 72
Composing and Press ............ 84 Repair School .................... 46
Delile sae 94  Serew .........cieiiieeieiiiiians 74
Engineering .........sssvsvnssees 76 Shipping ......vvesvtvsvesssenerss 9
BLelHRE oor covrcnvsrrrrnesrsorvens 14 Stock ...........iieiiieie 96
Factory Committee ............... 8 Tool Designing ................... 7
Final Inspection «.....:cv.vesvene 9 Tool Room (80 meh.) ............. 139
Foundry ..........:..cccnruv.sian 96 Tool Supply ......covnveevuienrnne 24
INARCREOR ...onsensrsvssinsviinnes 158 Walehmen "......ooovvevvirsnrnnns 12
INSPeetion .....c,coiccrisiennssavies 92 Woodworking ................nnnn 124
Inventions No. 1 ...ccrivesevnnes 6 Window Display .................. 12
Inventions No. 2 ...covirvinsnsss 18 Engineering Laboratory .......... 2
Inventions No. 3 ................ 20 ==
Inventions No. 4 ...cccvvneivssse 10 Total Factory... .cceonvsvse. 2,769
Inventions No. 5 ..covervivvnnss 9 ——
Janitor i... a ees 64 Grand Tofal......c. corer... 3,357
 

TT

TITERS

TEATETNIERINER

ATES ETT

 

42 National Cash Register Factory

encouraged to report ability—to do so means reward to them also.
Mr. Vauelain, of the Baldwin Works, said to me, ‘“We are always
looking out for men who can be promoted. And they know it. Boys
will stay all night to finish a job.” And in reply to a suggestion that
ceaseless absorption in shopwork meant loss of mental energy—‘‘No
time for thinking? Why, if a man sits down at a table to invent,
he’ll spend all his time and money in useless patent rights.”” * * *

University Results.

Of the importance of university training in commercial as well
as in professional life, I shall only give a few examples. Its value

 

My name is Robert A. Carney. I am 43 years old. I have
worked at the Cash eight years. I was born in Minne-
sota; went to the district schools; then into the lumber and
hardware business; then took a course in a commercial
college; then for six years in a bank in the State of Wash-
ington, and on the southwest Pacific Coast. I am head of
the Time and Pay Roll Dept. here, with about 20 men under
me. I began here at 20 cents an hour, or $11.80 per week.

R. A. Carney.

WORKING HOURS AT THE FACTORY.
Piecework Price Paid Men and Women Workers.
Nore.—BYy R. A. CARNEY.

At this factory, during 1903, we ran about 1,300 workmen on piecework.
During the year 1903, 71.4 per cent. of the direct labor in this factory was
done on piecework.

Women Workers.

During 1903 this Company paid its women workers on piecework, an
average of 15 cents per hour, or about $1.20 per day; that is, when they worked
full time. These women work eight hours a day, regular time, on this piece-
work. During all last year, and indeed for several years previous, and now,
these women and girl workers work eight hours a day for five days each
week, but three hours and forty-five minutes only on Saturday. In addition to
this, the Company pays them for two hours each day at a stated day rate,
which averages about 11 cents an hour, for five days a week; also for ome
day, which is Saturday, pays them for five hours and fifteen minutes at this
day rate. This makes a total of fifteen hours and fifteen minutes per week
paid for, which time they do not work. In other words, the actual wages we
pay to girls would be about 30 per cent. higher than the rate given.

The average piecework prices paid women are: In the Indicator Dept., 14.7
cents per hour; in the Bindery, 15.8 cents per hour; in the Lock and Drill

As Seen by English Experts 43

is determined as much by the attitude of employers as by its direct
benefits. Mr. Roosevelt has said that it is not until he is over thirty
that a man finds the full advantage over his fellows which a
university education has bequeathed.

 

Dept., 14.2 cents per hour. The reason we allow in the Bindery a little higher
average per hour, is, that from the nature of their work, they cannot do as
much piecework.

Men Workers, Piecework.

During the year 1903 the average per hour paid for piecework to men
workers, was 29.6 cents. In detail this was:
In the Brass Foundry the Bench Dept.
the Brass Cabinet Dept. the Drill Dept.
the Lock and Drill Dept the Mill Dept. No. 1.
the Mill Dept. No. 2 the Punch Press Dept.
the Polishing Dept. ........... 43. the Plating Dept. ............ 26.
the Screwmaking Dept. ....... 29. the Woodworking Dept.
the Detail Assem. Dept. the Adjusting & Test’g Dept.. .26.
the No. 35 Assem. Dept. the No. 79 Assembling Dept. ..30.
the the Etching Dept. ............ 25
the

= Lo 100 IH 00 U3 OY on
10 © Ob ON ~1 ON i On

The regular time for this factory work is ten hours a day. During part
of the time lately past, they worked but eight hours a day, for want of work
to be done. They are now working full ten hours per day, with Saturday half
holiday, and hope so to continue during the year, if orders for registers are
received as we hope.

 
 

 

 

National Cash Register Factory

DOES THE N. C. R. SERVICE GIVE PROMOTION?

The Education and Training Some of Its Officers Had—Or Got
Along Without.

What Wages They Began On.—What Experiences Fitted Them for the Places
They Occupy Here.

The following exhibit was suggested by the statement of
the Employment Dept. about the promotion of boys and
other employes. There is a ‘‘sounding phrase’’ in that manifesto;
but the record of this factory on the subject is better than its
promise. This is the first attempt to get and publish accurate data
about what school, college or technical school training its officers
have had before entering the Company’s service. Excepting the
first few at the head of the list, no attempt is made to state the
names below in the order of their relative authority here. For
brevity, all officers are not named; but enough to make a sufficient
and true exhibit.

The story of the experiences of Mr. Thomas Carney, the oldest
of our fellow workers, was extended by him at my request.

In what follows the ‘‘Cash’’ is a familiar local phrase, meaning
the National Cash Register Company.

A.A T.

Mr. Robert Patterson.

Mr. Robert Patterson is now in London, England. He
is 32 years old; began at the Cash as office boy at $2.50
per week; then dipping tablets at $3 per week. Clerked in
the Treasurer’s Dept.; then in the Order Dept.; then went, in
1890, to Manual Training School at St. Louis for three years,
working in the Tool Room in vacations; then in charge of an
exhibit at the World’s Fair, Chicago, in 1893; then at the
Antwerp Exposition, Belgium, in 1895; meanwhile had at the
factory established the department for inspection of finished
parts, and greatly helped to devise new system to keep account

of piecework; then had charge of the Tool Room; then chairman of the Factory
Committee which directs the making force; then General Manager; then First
Vice-President, in charge of European business.

As Seen by English Experts

Mr. Hugh Chalmers.

I am 30 years old. Had district but not high school
education; began 16 years ago, when 14 years old, as office
boy at the city salesroom of the Company, at $2 per week;
then learned stenography and bookkeeping by going four
years to night school. 1 was stenographer; then made book-
keeper; then made office manager of the Dayton office; then
salesman; then sales agent; then instructor of the Agents
School; then District Manager; then Assistant Manager of
Agencies; then Manager of Agencies; then elected a member
of the Board of Directors; then made Second Vice-President;
then General Manager.

Mr. Edward A. Deeds.

I am 30 years old; worked on my father’s farm in Ohio;
attended, then taught country school; then went to Dennison
University in Ohio, and served my apprenticeship as a
machinist while there. I was janitor of the building while
working my way through college; then was graduated at
Cornell University as an electrical engineer, and after leaving
Cornell began as draftsman at $6 per week. Was for a time
electrical engineer at this factory; then left and built the
plant of the National Food Co. at Niagara Falls. I am now
Assistant General Manager of the Company.

Mr. William P. Kiser.

I am 34. District, high school and commercial college
at Dayton. Worked on farm and at the Buckeye Iron &
Brass Co., Dayton, as office boy. Began at the Cash 17
years ago as shipping clerk at $6 per week. Then made
trafic manager; then traveling auditor; then District Man-
ager. Was then sent by the Company, in 1901, to Australia,
New Zealand and Tasmania, and after six months’ inspection
sold out the business there to appointed agents. I am now
General Auditor of the Company.

Mr. William Pflum.

1 am 34. Went to district school only, but took course
at Wilt’s Commercial College. Eighteen years ago, just after
this Company began business, I commenced here as office
boy at $3 per week; then began as helper to the Company’s
bookkeeper at $4 per week; have since been promoted to, and
worked in every subordinate position in the Treasurer’s office;
have been traveling auditor, then Assistant Treasurer; then
General Auditor. I am now Treasurer of the Company.

 
 

 

National Cash Register Factory

Mr. Frank L. Ditzler.

I am 28. District and high school; then two years at
business college, Des Moines, Iowa, taking bookkeeping and
stenography especially; then began as stenographer and law
student in attornmey’s office at $8 per week. Began with the
Cash in charge of the office at Des Moines; then to Minne-
apolis and on the road as salesman; then sales agent; then in
charge of the Order Dept. at the factory; then supervisor of

, six office departments here; then Assistant Manager of
Agencies. I am now Manager of American Agencies. They, with their
employes, number today 770.

Mr. Frank H. Bickford.

I am 50 years old. Had district, not high school educa-
tion; worked first with father as sign and carriage painter
in the Aiken Machine Shops at Franklin, N. H. They
made knitting and other small machines, and the first
locomotive that climbed Mt. Washington; was paid 75 cents
per day, and worked 11 hours a day then. Left when 17
vears old to finish my trade as machinist and toolmaker in
Fitchburg Machine Shops in Massachusetts; they made all
classes of machinists’ tools; from there to Elgin, Ill, in the

watch factory, and worked in the tool room; then to Springfield, Ill, to work
in the Illinois Watch Co. in their tool room; then with a party of toolmakers
and designers to Aurora, Ill, to make tools to start a watch factory there; then
to Springfield, Mass., to work in the Hampden Watch Co.’s tool room. We
moved this factory to Canton, Ohio, where it consolidated with the Dueber
Wateh Case Co.; then, 12 years ago, I came here and worked in the Inventor’s
Experimental Room; was then made foreman of the No. 79 Assembling Room;
then a member of the Factory Committee and supervisor of other factory
departments. I am now chairman of the Factory Committee in charge of the
making foree of this factory. There are under my direction here today about
2,800 employes, who are the making force only.

Mr. Charles G. Heyne.

I am 30. Had school, then college education in Ger-
many; continued study of English in Buckinghamshire; then
worked six months without pay in wholesale chemical house in
London; then clerk; then in N. C. R. London Training School;
then in Berlin ditto; then office salesman; then in charge of
advertising, etc., of the German Company; then Berlin office
manager. I am now head of the recording pyramid at the
factory.

 

As Seen by English Experts

Mr. Elliott C. Morse.

I am 32. District and high school at Kansas City. When
15, began as yard clerk for the Belt Railroad there; then as
bill clerk with the C. M. & St. P. Railroad; then as rate clerk
at Indianapolis with the Lake Erie & Western Railroad; then
manager of claim department of fast freight line at Indian-
apolis. Was next superintendent of the Southern agencies
for the Indiana Bicycle Co., and went to New York City as
assistant manager of their branch house in that city. When
the bottom fell out of the bicycle business, I went with the
Davis Sewing Machine Co. at Dayton, as manager of a branch of their business.
Began with the Cash as office manager of their business in New York City;
then assistant manager of American Sales Agencies of the Company at Dayton;
then secretary to the General Manager. I am now manager of the Foreign
Dept.

Mr. De Forrest W. Saxe.

Mr. Saxe is 46; was raised on his father’s farm in Vermont, and went to
country school there. Mr. Chalmers, General Manager, says:

Mr. Saxe began with the Cash at $15 per week as salesman
for C. A. Phillips, then our agent at Cincinnati, and was taught
the business by Mr. Bert Alexander, who says: ‘‘His rig was
first in front of the office every morning,—was often there
before I got there, and was the last to come in at night. 1
never saw such a hard worker.”” After ten months, the Sales
Dept. made him sales agent at Louisville, which has passed
through many hands, and was then considered one of the
poorest territories the Company had. Mr. Saxe took it and
did so well with it, that he was promoted to be District Man- ;
ager of the South in October, 1899." In the next fifteen months, he increased
the business of his district 101 per cent., and on January 1, 1901, was made
assistant head of the Sales Dept. at the factory. After one year’s service there,
he was cabled for to take the management of Great Britain. He is now
Managing Director of the National Cash Register Co., Ltd., London, England.

Mr. Gustav H. Wark.

I am 32. Born in Hamburg; had district school
only; then went to New York City and worked in a store;
began with the N. C. R. when 14 years old, as office boy in
New York at $4.50 per week; learned stenography and book-
keeping at night school; became salesman; then office man-
ager; then sent to Germany as assistant manager of the
newly formed Berlin Company; then manager, and also in
charge of Austria-Hungary. I am now Director of N. C. R.
Company, m. b. H., at Berlin, and am in charge of the
National’s business in Continental Europe.

 
 

 

National Cash Register Factory

Mr. Frank A. Groves.

Mr. Frank A. Groves is in England. He is 34. Mr. William Pflum,
Treasurer of the Company, says:

Mr. Groves came to the Cash in 1899, as clerk and
bookkeeper in our department. He worked for us on
customers’ accounts, agents’ personal accounts and special
expense matters. He got a reputation for always going to
the bottom of whatever he would start at, and a wider repute
as a hard worker. This attracted the attention of Mr. Robert
Patterson, First Vice-President. When a confidential man,
trained in our Treasurer’s accounting methods, was wanted
with the London Company, Mr. Groves was selected and sent
to England in 1901. He was made secretary of the London

Company. When Great Britain and Ireland were lately divided into three
districts, he was, at his own request, made District Manager, with headquarters
at Manchester.

Mr. John H. Dohner.

I am 42. High school and Wittenberg College, Spring-

field, Ohio. During vacations, when about 15 years old, I

began at the St. John Sewing Machine Co. as an

apprentice, earning about $3 per week. After the completion

of my schooling I worked some time in assembling; then

acquired some experience in machinist’s work, and later on,

in this same factory, worked at screwmaking. I worked 11

years at the St. John Sewing Machine factory, and when I

left had charge of the screwmaking department. I then

worked at screwmaking at the Whiteley shops in Springfield, Ohio. I came to
the Cash 15 years ago and took contract for the screwmaking work here. When
the contract work was given up, I retained charge of the Scerewmaking Dept.
for about four years. I was then transferred to what was then known as the
¢¢Total-Adder’’ Dept. When this work was specialized I again took charge
of the Screwmaking Dept. I am now a member and assistant chairman of
the Factory Committee; also have charge of the Labor Bureau of this Com-

pany.
Mr. Earl B. Wilson.

I am 36. After high school education in Sidney,

Ohio, I taught school in Kansas; studied medicine a year, but

quit because I got married and had to get money; clerked in

a grocery for $9 per week, and studied stenography nights

at home; then worked three months for nothing in a railroad

attorney’s office to get experience. I began at the Cash

as stenographer at $15 per week. I assisted in the Training

School for Salesmen; then was sales agent in Indiana; then

District Manager in St. Louis; then was one of the assistants

in charge of special men in the Sales Department. Am now Manager of Dis-
trict No. 9.

 

As Seen by English Experts

Mr. Nathaniel F. Thomas.

I am 42. Had district and high school education;
then was office boy for J. H. and F. J. Patterson in
their coal office on the canal; then learned the trade of iron
molder and coremaking, and so worked six years at Dayton,
Indianapolis, St. Louis and San Francisco; then was super-
intendent of the Hayden Malleable Iron Works at Cincinnati,
Ohio; then began as N. C. R. salesman at Indianapolis at $8
per month and 5 per cent. on sales, I furnishing my own horse
and buggy. I have been salesman, special agent, sales agent
with a territory, and instructor of the Training School for salesmen here at
the factory. I am Assistant Manager of the American Agencies at the N. C. R.
Company.

Mr. Andrew J. Lauver.

I am 41. Worked on father’s farm; had dis-
trict and graded school education in small town; taught
country school; learned stemography at Wilt’s Commercial
College, and later, took a night course in bookkeeping. Began
at $8 per week as stenographer and timekeeper for train men
on railroad. Came to the Cash 14 years ago at $19
per week; then figured commissions and approved orders for
registers; then in charge of general correspondence in Assist-
ant Secretary’s office; then Assistant Secretary; then Secretary
of the Inventions Committee and Assistant to General Manager.
T am now supervisor of the Inventions and Order Depts.

Mr. C. V. Wilgus.

T am 38. District and high school. Began when 17 with
the St. John Sewing Machine Co., Springfield, Ohio, doing
milling-machine work at 50 cents per day. Quickly, my pay
was made $5 per week; then took contract for punch press
work with the same firm, at which I made more money than
1 want to tell, for I often have not made as much since; then
was made the foreman of the machine room of that factory.
Was with that company about six years. Began with the
Cash fifteen years ago as a punch press operator; then made
assistant foreman to Mr. Grove. When the work was divided, Mr. Grove took
the assembling work, and I was given charge of the machine work. I then left
this Company’s employment and was connected with railroad work in Nebraska,
South Dakota and Wyoming, for a year and a half. Returned here and took
special work in the Pattern Dept.; was transferred to No. 79 Assembling Dept.;
then went, first to St. Louis, then to Philadelphia, as inspector; them for two
years had sales agency in eastern Pennsylvania; then was traveling mechanical
inspector, going all over the United States and Canada; then took charge of
the Repair Dept. at the factory. 1 am now a member of the Factory Committee.

 
EER ee Sep

‘
i
:

A ————

 

a.

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STEIRTT

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National Cash Register Factory

Mr. Robert H. Riddle.

[ am 43. From a farm I went to district and high school
at Springfield, Ohio. Began at $1.50 per day, drillpress work
in the St. John Sewing Machine Co.; then assembling
in the shuttle room; then went west to Nebraska on account
of my health, and drove freight wagon from Ft. Carney to
Orleans, as there were no railroads there in that day.
Returned to Springfield and worked as an assembler in the
same shop; then took charge of the assembling and adjusting
in the Union Sewing Machine Co., Toledo, and so worked

seven years; then in charge of the assembling and adjusting at the
Jewel Sewing Machine Co., Toledo. The Lozier & Yost Bicycle Co. bought
them out and I had charge of their drillpress work; went from there to
Chicago, and started and ran a model and pattern shop; sold out and took
full charge of the factory of the Monitor Mfg. Co.’s business at Aurora, III,
which made all kinds of implements and did job work. This was a co-operative
company, where you had to take stock, and they took it out of your pay -each
week; it did not ‘‘pan out,”’ for the employes would not work that way. I
then took charge of the Doubler Novelty Co., which made double-swing and
other kinds of door hinges and air-cushion door stops. After working there
one year I came to the Cash as an assembler in the No. 79 Dept. in 1893. I
am now foreman of the No. 79 Assembling Dept.

Mr. Walter Fraine.

I am 36. Grammar school only. When ten years old I
began work in New York City, as a boy in a button
factory, cracking ivory nuts. Vegetable ivory, from
which buttons are made, is a nut of a tree which grows in
South America. These nuts are very hard, and I cracked
the shells with a hammer. Was paid 30 cents per day and
worked ten hours. When twelve years old, I went into the
great china and art store of Ovington Bros. & Ovington as a
cash boy at $2 per week. Our people removed to Connecticut,

where 1 entered the employ of the Waterbury Button Co., and learned
the trade of electroplating, at which I worked ten years for that one
firm, and quit as assistant foreman; then in the employ of the Blake Manu-
facturing Co., of Springfield, Mass., as foreman in their plating department, where
we made brass novelties. Was not satisfied with what I knew and wanted a
wider experience. I knocked or moved about as foreman for the Connecticut
Webb Co., Bridgeport, Conn.; the Bridgeport Gun Implement Co.; L. Littauer &
Co., manufacturers of glove fastenings, New York City; then with Louis Metzger
& Co., makers of millinery ornaments and trimmings; then with the La Peer
Mfg. Co., silversmiths, at Newark, N. J.; then with The Unger Mfg. Co., jewelers
and silversmiths. I thought then I had had experience enough, and entered the
employ of August Goretz & Co., manufacturers of bag frames and high art
novelties of every description. I staid with them three years and expected
to remain permanently. The Factory Committee at the Cash applied for a man
and I came here. I am now head of the Plating Dept.

 

As Seen by English Experts

Mr. Everett Stuck.

I am 38. Worked on father’s farm; went to country
school and village high school. Began work at $1 per week
as errand boy for 8. W. Wood & Co., engineering manufacturers,
Clyde, N. Y.; then served an apprenticeship of three years as
machinist at the Locomotive Works, Rome, N. Y.; then journey-
man toolmaker, General Electric Co., Schenectady, N. Y.; then
foreman of tool room at Rome Locomotive Works; then in
charge of factory of MeKenny Machine Co., making sewing
machines at Chattanooga, Tenn. Began at the Cash 11 years
ago in the Experimental room, as toolmaker; then assistant foreman in the
Gear-Cutting Dept.; then assistant foreman in the Mill Dept.; then foreman;
I am now a member of the Factory Committee.

Mr. John Q. Finfrock.

I am 28. District school and half way through high
school; also Wilt’s Commercial College, Dayton, studying
bookkeeping. Began to keep books for a plumbing firm in
Dayton at about $7.50 per week. Came to the Cash ten years
ago as clerk at $6 per week in the Printing Dept. Since
then I have had increases of pay, not generally large in
amount, at ten different dates. Was made clerk for Super-
intendent Stoddard; then in the Stock Dept., when it was
inaugurated, working there seven years; then resigned and
took a position with the Herring, Hall, Marvin Co., at Hamilton, Ohio. I
returned to the employ of this Company and was given charge of the Stock
Dept. I am now head of the Stock Dept.

Mr. George W. Jeans.

I am 45. District, but not high school. When 17 began
to learn machinist’s trade at Baltimore, Md., at $2 per week,
and so worked a year; then started in at Springfield, Ohio,
for William N. Whiteley, under instruction to learn toolmaking,
and kept at this four or five years; then as machinist at the
Common Sense Engine Shop of Yagey & Bars for one year; then
returned to Whiteley and continued there for two years more;
then to Baltimore, Md., and worked in the B. & O. Railroad
shop; then with L. H. Lee & Bros., agricultural machinery;
then again to Whiteley ’s; then, as foreman, took charge of E. W. Ross’ machine
shop, making sugar cane and fodder cutters; then to Hamilton, Ohio, in the
Niles Tool Works. Came to the Cash twelve years ago to work in the Tool
Room, and so worked five years. I am now foreman in the Drill Dept.

 
 

 

National Cash Register Factory As Seen by English Experts

Mr. J. A. Oswald. Mr. A. M. Fisher.

District school and two grades in high school at Cinein- I am 352. Had district and high school education.
nati; then served my three years’ apprenticeship at carriage Began work as office and stock boy in wholesale ecloth-
blacksmithing with Louis Zinkand here at Dayton. The first ing house, Boston, Mass.,, at $4 per week. Have been with
two years of this time I got $5 per week, and $1 per day the Cash 11 years; began as salesman on commission;
for the last year. For the next four or five years I followed then at Boston office on salary; then sales agent with terri-
my trade of carriage builder with L. & M. Woodhull, of Day- tory; then Company salesman; then assistant to branch of
ton; the Cook Carriage Co., of Cincinnati, Ohio; the Kauffman Sales Dept. at the factory. I am now head of the Ways
Buggy Co., of Miamisburg, and a firm in Cleveland. Twelve and Means Dept. :
years ago I came to the Cash as an assembler; was trans-

ferred as an assembler to the No. 79 Dept.; afterwards was appointed an
inspector and finally job foreman; then to the No. 135 Dept. as assistant fore-
man. I am now head of the Repair School. We have in this Repair School at Mr. Charles F. Lott.
the factory now four instructors and 97 students from all over the United

States. I am 25. Had district and high school education;

then at commercial college, Springfield, Ohio. Nearly
Jove years age began at the Cash as clerk and stenog-
5 rapher in Engineering Dept. at 13% cents per hour
Mr. Frederick N. Schwab. Sordug factory time. I had Oy slight ou in the
I am 37. Had district and high school education; ps yr Tass Dlomesel ho Sn Dep ty Doe Ne
began at $6 per week as cashier and wagon boy in don, England, and worked a year for Managing Di or
large grocery and importing house in New York City, and 11 ] Saxe at N. C. R. office there. Then Ce g ih Se o
years afterward quit, when bookkeeper of the firm, to take stenographer for General Manager Chalmers and 4 iy
a position, 14 years ago, with the Cash in Final Inspection : Sh Adaingocender
Dept.; then to Philadelphia as a salesman; then sales agent;
then office manager of the Company in New York City. I
am now head of the Order Dept. at the factory; have 45 Mr. H. Sherman Lane
employes, and the best part of my force is composed of pro- :
moted office boys. I am 31. Had district and high school education, and
went to Wilt’s Commercial College. Began bookkeeping here
at $9 per week; then, successively, was promoted in Tracer’s
Mr. C. M. Baker. Dept., Tool Room, Piecework and Treasurer’s Depts; then
made cashier, and am now paymaster of the Company. Pay

roll is now about $42,000 per week. >

 

I am 46. Common school only, at Frederick County, Mad.

When 14 I went to work on a farm at $5 per month. After

continuing so about six years, came to Springfield, Ohio, and

ran a planer and saw for the Thomas Mfg. Co.; then worked

on the bench, but soon was given the small assembling work Mr. John C. Pritz.

in the St. John Sewing Machine Co. After about three years

at bench work, I was promoted to be foreman of the serewmak- I am 29. Had district and high school education.

ing department. I worked for this company about nine years; Began work at $9 per week as office boy and clerk for

then went to Rochester, Pa., and had charge of the screw- Nelson Morris & Co., Chicago; was there four years;

making in the Love Sewing Machine factory for four years; then was job fore- ; then two years with Morgan & Wright as corresponding clerk,
man for the Metric Metal Co., which manufactured gas meters at Beaver Falls, learning stenography at night. Began here in 1899; promoted
Pa.; then to the Dayton Manufacturing Co. I came to the Cash 13 years ago later to be secretary to Office Committee; then secretary to
as job foreman of the No. 79 Dept, and so worked for about five years; then Inventions Committee; then office manager at Philadelphia;
was promoted to be foreman of the Lock and Drill Dept. I am now head of then sales agent. I am now assistant in the Sales Depart.

the Lock and Drill Dept. ment.

 

 

 

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54 National Cash Register Factory

Mr. Lee Counselman.

I am 26. Worked on my grandfather’s farm near Wash-
ington, D. C.; country school, then district and one year high
school in Washington; then two years at the Maryland Agri-
cultural College near Baltimore; then at business high school
in Washington. Began work as office boy for $3 per week at
the bicycle works in Washington, D. C.; then, having a
mechanical turn, T did bicycle repairing; then was made sales-
man at Norfolk, Va.; then left to enter the cash register
business. Was salesman of this Company at Norfolk, Va., for
two years; then was brought to the factory as assistant head of what is now

the Ways and Means Dept. I am now executive secretary to the President’s
and General Manager’s Offices.

 

Mr. Keppele Hall.

I am 31. Had nine years’ schooling and preparatory
training in the State School, Trenton, N. J.; took a
three years’ course of civil engineering at Princeton Univer-
sity; then two years’ post-graduate course in School of
Electrical Engineering there; then began at $40 per month
as helper in car barn and repair shops of the Trenton Street
Railroad; then partnership of Elmer & Hall, consulting and
contracting engineers; then employed as expert by the Western
Electric Co., N. Y.; then assistant general manager; then
assistant general manager of the William Browe & Son Co., Newark, N. J.;
then general manager of the Shore Electric Co., Red Bank, N. J. Came to the
(Cash as consulting engineer. I am now a member of the Factory Committee,

and chairman of the Building Committee.

6 sold over 2,000 cash registers to all classes of stores and
. users. Then was instructor in Training School, District

Manager, and am now head of the Mechanical Improvement Dept. at

the factory.

 

Mr. William F. Bockhoff.

[ am 42. Attended district and high school at Richmond,
Ind. Began work at 13 as boy in grocery at $2 per week;
afterwards went to commercial college. Was salesman in dry
goods store at Richmond; then at Cincinnati; then again in
grocery; then in dry goods store as salesman at Richmond.
Then started in grocery business for myself. Became sales
agent for N. C. R. Co, having the State of Indiana, and

 

 

 

 

As Seen by English Experts 55

Mr. William F. Bippus.

I am 30. District and high school; also went through
Wheeling, W. Va., Business College, with specialties of book-
keeping and stenography. Began at the Cash about 15
years ago as clerk in the Order Department at $8 per week.
About 13 years ago I was transferred to the Treasurer’s
Dept.; and have had charge of customers’ settlement records,
customers’ accounts, cash agents’ and agents’ consignment
accounts for the United States and Canada, and later assisted
in making up the general reports and confidential accounts. I
am now Assistant Treasurer of the Company.

 

Mr. Arthur A. Wentz.

I am 31. District school only; then Miami Commercial
College, Dayton; took course in stenography and book-
keeping; then began with railroad at Dayton as rate clerk
at $10 per week; then as secretary to President of the Huber
Mfg. Co., Marion, Ohio. Began with the Cash as stenog-
rapher for Captain Crane; then chief clerk in the Sales Dept.;
then office manager at St. Louis. I am now secretary to the
Sales Dept. under Mr. Ditzler.

Mr. James McTaggart.

I am 47. Born in Dumbartonshire, Scotland. Father
died when I was 9; went to work at 10; had to pick up what
education I could, but went as far as sixth standard at com-
mon school. Began work when 13 at $1 per week, with an
advance of 25 cents per week at the beginning of each year,
and apprenticeship of five years in the Clyde Brass Foundry,
Dumbarton, Scotland. When time was out, I worked in
eight different brass foundries to get experience. When 22,
came to New York City; worked in three shops there; then
with Yale & Towne Mfg. Co., Stamford, Conn., working journeyman for seven
years; then given charge of their brass foundry for seven years. I then came
to the Cash, nine years ago, as foreman of the Brass Foundry. Was sent to
Berlin, Germany, to look into the matter of starting an N. C. R. brass foundry
there; two years later was sent from Dayton to Berlin again, with 10 foundry-
men and their families—21 in all—and opened the brass foundry which is now
successfully at work there. I am now a member of the Factory Committee.

 

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Mr. Pearl N. Sigler.

I am 33. Had district and high school education;
attended Wilt’s Commercial College here and learned book-
keeping and stenography. Began work as stenographer for
Nixon & O. Machine Co. at $7.50 per week; then began at
the Cash as stenographer to the Secretary at $50 per month;
then was combination bookkeeper and shorthand man in the
Treasurer’s office, and afterwards, in the General Counsel’s
office, and with him organized the Collection Dept.; then was
head of that department for seven years; then went to night

law school at Cincinnati, while continuing the work of the Collection Dept. I
am now General Solicitor and am Assistant Secretary of the N. C. R. Company.

Mr. Harry E. Sweeney.

I am 27. Attended district school only; then, when 14,
began at the Cash as a messenger boy at $3 per week. After
six months as errand boy, I was made packer in Supply
Dept. at $4.50 per week. I was promoted, successively, to
be shipping clerk, bill clerk, bookkeeper, and had two months’
service in the Order Dept. Then became salesman and col-
lector of our Toledo office; then to Philadelphia as office
salesman and cashier. I am now head of the Supply Dept.

Mr. J. B. Hayward.

I am 29. Went through district and high school; then
was graduated at Harvard College; was special tutor there
for three years; one year there as post-graduate in scientifie
research; then taught two years in Chicago; then went through
Harvard Law School, specializing in patent law. I am now
assistant patent attorney of N. C. R. Company.

56

 

 

Mr. Thruston Houk.

I am 42. Had full equivalent of district and high school
training; then went to Wilt’s Commercial College; then
farmed one season; then at $3 per week as office boy, or
porter, to Meade’s Paper Store in Dayton; on the road two
years selling for Simons Mfg. Co.; in Mexico a year super-
intending a silver mine; three years shipping clerk and
buyer for Meade Paper Co. Began, 15 years ago, at the Cash
as inspector; have since been special agent; foreman of Final
Inspection Dept.; member of Factory Committee. I am now
head of the Complaint Dept. and supervisor of six office
departments.

Mr. Bert Alexander.

I am 30. District school only, in Dayton. Began as
office boy at $3 per week with Crane & Co., then the Cash
Register sales agents here. Mr. Hugh Chalmers had this job,
and when he was promoted to clerk I took his place; then
made clerk; then transferred to Cincinnati office; then sales-
man in Dayton; then sales agent in Chicago; then in the
army in Spanish War; then manager of Indianapolis office;
then manager in Chicago, and then chief clerk in Sales Dept.
at factory; then was sent to Australia to reorganize N. C. R.
business there. I am now District Manager at Louisville.

Mr. Jesse B. Gilbert.

1 am 28. District and high school in Dayton; then was
graduated at Otterbein University, Ohio; then in Rome, Italy,
studying Latin and archaeology; traveled extensively in
Europe. Can speak German, French and Italian. Can read
Greek, Latin and Sanskrit. Worked a time for the 8S. O.
Coal & Iron Co.; then took a shorthand course at the Miami
Commercial College in Dayton. Began at the Cash as
stenographer in the Shipping Dept.; then in the Treasurer’s
Dept. I am now recorder of the Factory Committee.

 
National Cash Register Factory

Mr. Jesse M. Switzer.

[ am 32. Common and high school in small village.
Took also business course, Northern Indiana Normal School at
Valparaiso, Ind., learning stenography especially; also much
work for five winters at night school, Y. M. C. A. Dayton,
studying general correspondence and secretarial work. Began
work at $5 per week, stenographer for superintendent of
railroad; then at the Cash in the Patent Dept.; then for the
superintendent of the factory. Have been here twelve years.
[ am secretary of, and also a member of the Factory Committee.

Mr. Edward J. DeVille.

[ am 40. Worked on father’s farm and went to country
school; then commercial college, night school, at Canton.
Began as bill clerk in wholesale grocery at $7 per week; then
shipping clerk; then traveling salesman; then, with partner,
dealing in bicycles and art goods; then with Gilliam
Mfg. Co., as their Eastern representative, dealing in bicycle
accessories; then manager of the bicycle department of the
Dueber Wateh Co.; then salesman of National registers at
(anton, Ohio, and then sales agent. I am now head of the
Adjusting, Testing and Final Inspection Depts.

 

, ZPRA Ry)
4 of 7 HE

| UNIVERSITY
OF oh

Mr. Thomas Carroll.

I am 51. District school and two years academy at
Gouverneur, N. Y. When 17, learned machinist’s trade at
Oswagatchie Iron Works there; then made foreman; then
went into business in machine shop and foundry; then
machinist with the Watertown Steam Engine Co.; then fore-
man Diamond Mateh Co., New Haven, Conn.; then foreman
Winchester Repeating Arms Co.; then Hubinger-Carroll Cash
Register; then toolmaker with the Davis Sewing Machine
Co., Dayton. Began with the Cash as foreman in the Machine
Room. I am head of No. 3 Inventions Dept.

Mr. George W. Grove.

I am 47. District school only. Father had a general
machine shop in Springfield, Ohio, and when about 15, begin-
ning in vacations, I went to work with him at about $1 per
week; then as machinist, worked for the Superior Grain
Drill Co. in Springfield for about five years; then as
machinist, with the Thomas Engine Co., Springfield, then
with the St. John Sewing Machine Co., and staid with them
eleven years, first as machinist, then having charge of the
inspection, and later on, had charge of more of their work.

I came to the Cash 16 years ago as inspector; since have been for several years
foreman of the Machine Room; then of the Detail Assembling Room; then of
the No. 79 Dept. I am now head of the Brass Cabinet Dept., and work 88 men
today.

Mr. Joseph E. Warren.

[ am 35. When tending and cleaning railroad passenger
cars at Springfield, Ohio, T was given employment at the
Cash at $1 per day. I got a job to clean gray iron and
brass castings with old, worn-out files. It is the work that is
now done on a large scale by emery wheels. I have worked
for this Company ever since, and have been here 17 years.
Later on, was given a contract here, I hiring a few men and Mr. J. G. Schenck.
a boy to build parts of the register. In this way I made big
mgney until the Company stopped the practice. Then, suc- I am 32. Was born at Han Chow, China, where my father
cessively, was employed inspecting the No. 33 machine, taking from Dayton was an officer of the Chinese Custom House
the repair course, going out as repairman for the Company, selling machines, service. District and private school in Dayton, also commer
learning office work, selling and repairing at Louisville; then at Atlanta, help- cial college. I have been with the N. C. R. Co. for 13 years.
ing Mr. Sunderland open an office; then combination man at our New Orleans Began work at $1 per day with the Natural Gas Co. Dayton;

office; then given territory at Lexington; then manager of the Columbus, Ohio, thea wish ols Lompaly as “hiss 1 was Tronen with
office: then special man; then in charge of the Toledo office, pro tem. I am ~ iy = gran BY ir TR ir ir of an Tot Sf A
aN. Je . JU. - ’ )

now head of the Repair Dept. at the factory. some 700 or 800 payments per day

 

 

 

 
 

 

 

National Cash Register Factory

Mr. Harry C. Snyder.

[ am 39. District and high school at Chillicothe, Ohio.
When 15, began work as messenger boy at $2 per week in a
telegraph office; then telegraph operator at $10 per week; then
train dispatcher on railroad; then master of transportation.
(ame to the Cash as clerk in the Order Dept. I am now head
of the Mailing Dept.; also have supervision of the Filing,
Messenger, Telephone and Telegraph Depts.

Mr. Joseph P. Cleal.

I am 44. Was born in a log house on my father’s farm
near Downer’s Grove, Cook County, Ill. My father fought
through the War of Secession, then returned to his old home
in Lincolnshire. I attended the Church of England school in
Lincoln, England. When 13, began, and continued ten years,
in night school study of drafting, mathematics, English
literature, German, French and Latin. And took what one
might call careful Civil Service examinations for military
rank. When 13, was apprenticed to E. J. Cubley & Co., at
toolmaking, and so worked two years; then went to England

visiting for two years; returned and finished my time at toolmaking in Chi-
cago; then worked, successively, at toolmaking for the Chicago Sewing
Machine Co.; Wilson Sewing Machine Co; Noble Sewing Machine Co., at Erie,
Pa.; then patternmaker for the Mason-Davis Iron Foundry, Chicago; then
building ice machines for Chas. McDonald; then went to work on marine
engines for O. B. Green; then as machinist and toolmaker for the Deering Har-
vester Co.; then the Chicago Rolling Mill Co., as general machinist; then setting
up engines on the floor for the C. & N. W. Railroad; then toolmaker, and in
charge of a department for Union Special Sewing Machine Co.; then as fore-
man in charge of the tool room of the Bensinger Cash Register Co.; then for
C. W. Crary, in general machinery and job shop, as superintendent.

I came to the Cash 14 years ago, and began as draftsman in the Invention
Dept.; then was given charge of the Patent Dept.; then of the Invention Dept.
I am now a member of the Factory Committee, having special supervision of
the Tool Room, Designing Dept., General Supply Dept., one of the Invention
Depts., and the Blacksmith Shop.

 

 

 

As Seen by English Experts

Mr. Thomas Carney.

1 am 72 years old. Common school; there was no high
school in my boy days. I was born in a double log house
on Pike Creek, in Tioga County, N. Y. My father and a
man named Armstrong were lumbering and had their mills.
Armstrong’s boy and I, when maybe 10 years old, used to go
down to a branch of the creek in the wild forest where
there was a big soft stone. In our play we would
quarry this and whittle things out. Soon we were sur-
prised to find that we could sell, in a petty way, all we could make.
These little horseshoes, flatirons, rolling-pins, books, or what not, when
carved out of a soft stone, would soon get hard. I then went and served four
years with my grandfather, David Thomas, at Mahoopany, Pa.; he made sur-
veyors’ and dentists’ implements. Then, when 19, I took charge of about
75 men for Phelps-Dodge & Co., who had great lumber mills at Wrights-
ville, Pa. They had great difficulty in getting the lumber over the gorge to
the railroad tracks. The problem gave rise to much discussion, and different
ways to solve it were talked over, and given up for some time. At last I made
a suggestion, and they let me build an overhead railway to carry the lumber.
From this track the lumber was suspended, pulled up, and swung over this
gorge from the mill to the track. This success gave me confidence that there
would be hardly anything wanted which T did not feel I might not be able to
build. In 1856 I went to Red Wing, Minn., and took charge of Col. Freeborn’s
lumber mills. This was before Minnesota became a state, and when Minne-
apolis had not begun to be a city. Following the panic of 1857, in 1858-9,
I went to Kentucky and engaged in overhauling a large mill there, putting in
new machinery and more efficient and economical ways of working. The War
of Secession came on and drove me out; I then went back to Minnesota. The
Sioux Indian outbreak took place, and 1 served on the frontier as Lieutenant-
Colonel of the Eleventh Minnesota. I had known Governor Ramsey, Governor
of Minnesota, when we were boys in Pennsylvania together. He commissioned
me Captain of Battery I, of 150 men, First Minnesota Heavy Artillery. I
served through the war with my battery; had charge of the military prison
at Chattanooga, Tenn. and had charge of Ft. Putnam and Ft. Cameron. The
war over, I returned to St. Paul, and in 1868 sold out my large holding of land
in Minnesota, and made a new location in Wisconsin, seven miles from Red
Wing, on Lake Pepin. There I laid out and built a town called Elsdaile and
carried on a factory, making wagons; and besides a mercantile business in
lumber, manufactured furniture, hubs and spokes. In this business I was
constantly at work in devising and making improvements in our operating
machinery and apparatus. In 1873 I sold out, and, organizing an exploring
expedition, went with others over the far Northwest and to Manitoba. Mr. J.
J. Hill advised me to locate for the railroad to come, and I secured a conces-
sion from the Dominion Government for 93,000 acres of land, also six river
lots containing 640 acres, for a town site. It was just across the Canadian

 
 

 

62 National Cash Register Factory

border on the Red River, and on the Great Northern Railroad, and
the Canadian Pacific. I laid out and built the town of Emerson. We
brought in settlers and the town grew to 3,000 people. I was mayor, and also
elected three terms to the Legislature of Manitoba at Winnipeg. 1 started
a lumber yard, put in a sawmill, and at a cost of $22,000, I built the Emerson
Harvester Works; and also had a large store where we handled hardware, sash,
doors and wagons. I then built a hotel which alone cost me $50,000. A rail-
road west was needed to hold our trade, and for this a bridge costing $250,000
was built. Pending this, we entertained at Emerson, Lord Dufferin, wife and
daughter, also the Marquis of Lorne. I put $30,000 into the building of this
bridge, but the intrigues of other railroads broke us down. I abandoned every-
thing and went to Washington, D. C.

About 1884, when we closed up at Emerson, I entered into a contract with
Duncan MeCarthy, William Boyle, son of Lord George Boyle, banker in Lon-
don, and Mr. George Allen, son of Commodore Allen, of the Allen Steamship
Line, to start the manufacture of coin changers. In carrying this out I went
to Chicago. When in various businesses, we used gold and silver only, and
it seemed to be a sheer necessity to have something of a money changer to
assist us in handling it and making change. The custom then was to throw
the different coins into a special receptacle marked for each. I invented, and
in my own shop built this coin changer; the keys of which, when touched,
would, through the tube, drop the coin into the hand as wanted. At Chicago
we made five or six hundred of these coin changers, but by mistake, placed
the price too low, and after some conference, I became assured that there was
not enough money in it. A rich Chicago manufacturer had become familiar
with the urgent need of a cash register, and the losses which followed in busi-
ness without one. The National, at Dayton, had then been invented, but had
not been perfected as it has been since. Parties at Chicago agreed to put up
the money if I would invent what would answer the purpose of a cash register,
and make a marketable machine. I went home and gave the matter some
hard thinking, and talking with my son about the matter one night, I looked
ap at the clock and said, ‘‘ Why, Harry, there is the right thing; 60 minutes
make an hour; 100 cents make a dollar; all I have got to do is to change the
wheels a little, put some keys into it, and there will be a thing which will
register cents, dimes and dollars, just as that clock will register time in
minutes and hours.”’ In clocks, the minute wheel, when it has revolved to its
sixty point, throws its added result of sixty minutes over onto another wheel,
which takes up the story, with ome hour in place of the old sixty minutes.
The first wheel then begins again and goes its round. A second complete revo-
lution of the minute wheel throws another sixty minutes onto the hour, and
gives one more hour registered, making two hours, and so on. I took some
wheels, and with pasteboard made hands and a machine. It was very rough,
but I took it to my friends and explained it to them. We went on; but
encountering difficulties and obstacles, we merged our whole enterprise in the
National. I followed it, and have since invented, worked and helped along
in N. C. R. service. 1 developed the No. 35 machine which the Company began
on and uses yet. It is now in use in every civilized ‘country, for it can be made
to register English money and any decimal currency. I have made at this
factory, and have been continuing on cash register improvements and inven-
tions too numerous to mention. The patents will speak for themselves.

 

 

 

 

As Seen by English Experts

FROM THE REPORT OF W. RIPPER, ESQ,

Professor of Engineering, University College, Sheffield.

Industrial Success of America.

American industrial success is due to the combination of a
large number of contributing causes, of which education is undoubt-
edly one. In so far as American educational advantages are superior

 

I am 36. District and high school at Columbus, Ohio. I
had no chance for technical school or further schooling, except
as I worked at night. I studied arithmetic and mechanical
drawing, and have been, and am taking the Complete
Mechanical Course in the Scranton, Pa., Correspondence
School, When 11 years old, I began work for the Legal
Record at Columbus at $2 per week, folding papers. This
was before they had machines for such work. I so worked
after school hours and on Saturdays; them carrying and
folding papers for the Columbus Dispatch; then ran a drillpress and helped
repair machines at Standish’s Machine Shop, Columbus; then I served an
apprenticeship of four and one-half years with the Columbus Wateh Co. I left
there and went with the Dueber-Hampden Watch Co., at Canton, Ohio, and
worked building automatic machinery for manufacturing watch parts. Feb-
ruary, 1891, I came to the Cash and worked as a toolmaker for one month
under Mr. Scholey; was then transferred under Mr. Cook, to make tools when
they first put the old No. 79 machine on the market. They had no system.
They would furnish us a drawing with the model, telling us neither one was
right. We would construct the jig as far as we could with the model they gave
us; then we would produce a sample as near like the model as possible. This
they would take and have tested in the machine. Such a way of working
increased the cost of tools and discouraged the workmen. I would not work
that way, and left. I went to the shops of Sloan & Chase, who manufactured
watch making machinery at Newark, N. J.; did not like the place and would
not stay, but went back to the Dueber-Hampden Watch Co. at Canton, and
worked there until September, 1893. This Company wrote to me and I came
back to the Cash as toolmaker. This was in September, 1893. Then I was
given charge of making the tools for the 33 Principle machine. The No. 33
at that time was dropping off, and I was given charge of making the tools for
the 35 Principle machine. I have been here nearly eleven years, and am now
head of the Toolmaking Dept.

TOOLMAKING DEPARTMENT AND APPRENTICE BOYS.

NoteE.—BY FRANK P. SAGER.

Frank P. Sager.

I employ and have charge of all the boy apprentices in the Toolmaking
Dept. We have now 22 of these toolmaking apprentices. They work as such
apprentices four years. We have no written contract with them on the sub-
ject. If they don’t like it, or can do better at any time, they have the priv-

 
 

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TET ETE ISTE

 

 

64 National Cash Register Factory

to our own. to that extent is American industry reaping an advantage.
But there are other influences promoting American industrial success,
among them the following:

The great natural resources of the country and the invigor-
ating influence of climate; the qualities and characteristics developed
through a race of pioneer forefathers who faced tremendous difficul-
ties and won success in a new country; the phenomenal keenness for
business enterprise shown by all classes; the impatience of slow and
antiquated methods and devices, and the intolerance of any method

 

Tool Room Apprentices.

ilege to quit. If they don’t behave, or work to suit us, or if we see that they
have no mechanical ability, they must quit, for it is only wasting time. It
will be seven years next June since I have had charge of these young men; I
cannot remember that there was one who ever quit voluntarily. Yes, there
was one exception; a boy quit because he did not want the union rule. He
came back and is now working under union rule in a good position. We have
never had to let more than one boy go. It is all in a careful picking out of

A EE Ea
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*

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As Seen by English Experts 65

when a quicker or a better can be found; the development of
improved systems of works’ organisation, and management, includ-
ing the policy of specialisation and standardisation; the assistance
and encouragement given to trade by the government; the concen-
tration of capital and ability in great concerns, and a world-wide
commercial policy; the unrivalled railroad facilities and lowness of
freight rates, and the high development of system and method in
transportation; the versatility, readiness, and resource of the indus-
trial workers, and genius for building up business in new

 

 

Graduated Apprentices Now Working in Tool Room.

the boys. I question them closely and question the people who know the boy
and know the family. If the boy is a smoker of cigarettes, or in the habit of
running around at night, or is not willing to go to school in the evening to take
mechanical drawing, we don’t want him. In fact, we pick the boys with a
good deal of care, for we do not want to give so much material and effort to
boys who won’t come to something. We want boys of good ambition.

In the last year we have a better way. There are many errand boys work-

—

 
 

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TTIEITERE

66 National Cash Register Factory

directions; the constant influx of skilled workers from Great Britain
and the continent of Europe; the sobriety of the Americans as a
people; the attention to small economies, and profits on utilisation
of waste products; the personal and friendly relationships between
masters and men, and mutual co-operation for improving the plant,
reducing costs, and increasing output; the attention paid to the
comfort of the workers, not from philanthropic motives but as a
means of increasing the general efficiency and effectiveness of the
workers.

 

 

 

ing about the factory. This gives me a chance to find out what they amount
to, and we aim to give them the preference if they have the right stuff in
them. Some of these boys go to Y. M. C. A. Training School in Dayton, and
other night schools. Some of them get good private instruction. In order to
know whether the boys are studying their mechanical drawing, we have them
furnish us a drawing twice a year of some tool or fixture which they have
designed themselves. These drawings are sent in to the Factory Committee,
who, through a subcommittee, go over the designs, and give prizes for the
three best ones, and those showing the best workmanship. I attach here, on
request, a picture of my fine class of apprentice boys. There was a picture
taken about three years ago, of boys who are full-fledged toolmakers now.
I- attach copy. .

Mr. F. H. Bickford, Chairman of the Factory Committee, says:

I cannot state with precision, but it has often been said that there are
as many separate pieces in one of our No. 79 registers as there are in a loco-
motive. The registers made are of what we call eight different principles.
On many of these machines there are devices and improvements, so that we
may say that mow we make 135 varieties. Excepting the cabinet, or cover, I
think there is no part of our machines now which is not made by the use of
one or more tools especially designed for the purpose. At the present time
there are over 19,000 of these tools in active use, consisting of fixtures, jigs,
gauges and other like tools, which do not include any petty tools, such as
cutters, reamers, taps and tools of this description. In the early history of
this factory, and of its manufacturing, we had much trouble in assembling our
machines, because of using imperfect and incorrect tools. Improvements came
about through evolution, and by keeping constantly at it. The present high
quality of work is brought about by the Machine Room foreman and the
Machine Committees. They get their information from the Assembly Room
foremen. It is then passed through the Tool Supply Dept. to the tool designers,
and from them to the toolmakers. We now do here as nice work in tool-
making as is done anywhere. The efficiency is as high as we can get it by
spending money liberally and by exercising the greatest care. What Mr. Sager
says about the apprentice system substantially covers the case. There is no
question that he has trained some of the very best men that we now employ.

As Seen by English Experts

FROM THE REPORT OF THOMAS BARCLAY, ESQ,

Late President of the Paris Chamber of Commerce.

When we get closer to Americans, we see that, in spite of all
their apparent superficiality, their schools are turning out more
active, business-like, hard-working, enterprising young men than
either the English or the German schools—young men with greater
ambition and self-reliance, and a greater capacity for development
equally courageous in work, and more sober in their lives, with a

 

I have been with the Cash 16 years next
July. District but not high school. Went
to work when 13, for $1.50 per week, at
wrapping candy in a wholesale confectionery.
Next, served one year trying to be a tailoress,
but was not adapted to it. Then clerked
two years in a notion house at $2 per week;
from there went to the U. B. Publishing
House, learned and worked at bookbinding
and pressfeeding for seven years; then
worked at a shirt factory; then here as their
first cylinder pressfeeder at $5 per week;
then took charge of the Bookbindery. I am
now head of the Bookbindery, having about
85 girls in my room.

Miss Ella M. Haas.
[NoTE.—Written for and published by the Woman's Welfare, Mareh, 1904.]

WHAT A FOREWOMAN CAN DO.

Nore.—By Enna M. Haas.
Forewoman of the Bindery.

N. C. R. Factory Fifteen Years Ago.

When I first came to the factory, fifteen years ago, there was only one
department that employed women—the Indicator—and I was the only woman
in the Printing Department. The young women then in the employ of the
Company were very different from those we have today. Everything that was
coarse seemed to predominate among them. They were of such a type that
the superintendent said to me one day: ‘‘You do not want to spend your moon
hours with those girls; they will be of no benefit to you. Bring a good book
to work with you and stay in this department at noon.’’ Although I felt that
my presence in the department at noon was somewhat of an incumbrance to
the men, I did as I was told, because I really did not care to associate with
that class of girls. :

Many of the girls were loud and coarse in their manners, slovenly in dress

 
 

 

68 National Cash Register Factory

higher sense of industrial integrity, and all-round greater pleasure in
effort, and better humour in adversity.

That this higher social tone in America is among the causes of
American prosperity must be taken for granted. But there are other
causes for it. There is:

1. The immense field presented by an under-peopled country
for enterprise; :

9. The great natural resources and variety of climates, which
make it possible to produce on American soil practically everything
its population wants;

3. The enormous immigration into the country of men who

 

 

and careless in all their actions. Naturally, they were indifferent about their
work and lax in their behavior about the workroom. The department was
disorderly, the women were unruly, and the management finally decided to try
what a forewoman could do to improve matters. The Company was really
ashamed of the condition of affairs, and also felt that the work of the depart-
ment was being hindered. So one day the superintendent asked me if I could
recommend someone to take charge of the women’s department. I recommended
a woman who had never had any experience with that kind of work, but she
had a good strong character, some business ability, and was very firm.

Forewoman Introduced.

She undertook the work, determined to better conditions, and the firm gave
her the right of way. The women understood perfectly why a forewoman was
put over them and at first resented it. A few of them had to be replaced in
order to preserve discipline. From the first the forewoman insisted upon clean
language, neatness in dre and proper behavior toward the men whose work
brought them into the department. She took pains, however, not to seem
domineering or tyrannical. She called the young women together frequently
to explain what she wanted of them. She appealed to their womanly nature
and reasoned with them. Often she took the girls aside privately and talked
with them.

It took time, of course, to effect much of a change. Gradually, however,
the department became more orderly, the work went more smoothly, and, best
of all, the standard of women employed was raised. They were quieter at their
work than formerly, and more attentive to it. They were neater in appearance,
and the whole department was a cleaner, more attractive place. There were
less and less loud talking and coarse laughter. Soon it came to be understood
that a young woman must meet certain requirements in order to be employed
at all.

Method Employed.

The woman who brought about this change has this to say about her work:
¢¢T do not think that a woman can afford to take such a position simply to be a

As Seen by English Experts 69

have had the necessary pluck and independence to leave their own
country and settle in a new one, men who are increasing the fitness
of the population generally for the struggle for life;

4. To some extent the constant increase in demand for every
kind of product due to these very immigrants, who represent a cer-
tain increase of purchasing power from the fact that everybody
coming into the country must have some means of temporary sub-
sistence.

Lastly, there is the variety of the immigrant stocks. All nations
have some good characteristics, and America has the pick of them.
In the Eastern cities and Chicago, whence my information is derived,

boss. To be a forewoman means much more. Girls must be reasoned with,
not driven. Their dispositions must be studied. If a girl feels badly, let the
forewoman sit down and talk with her in a tactful way. A little word of
encouragement or a little attention means much to a girl with a heavy heart.
In this way the forewoman gains the confidence and good will of the young
women and can approach them on subjects which a foreman would not dare
to take up with them.

¢¢Quch work is not all philanthropy by any means. It has a practical busi-
ness side. If a forewoman wishes to raise the standard of work in her depart-
ment and increase the output, her hands are crippled unless she has the

co-operation of her employes. By extending sympathy to them and showing

that she is their friend, instead of a mere slave-driver or boss, she wins a
loyalty and support which can be obtained in no other way.

«To insist upon neatness of appearance in the workroom is not altogether
a sentimental idea either. A slovenly girl always does slovenly work. The
more we insist upon carefulness in dress the surer we can be that the quality
of the work is going to improve.’’

Result.

Many people think that when a girl enters a factory she leaves part of
her womanliness behind. It rests with the forewoman to show that this need
not be the case. A girl can be neat in appearance and ladylike in behavior in
a factory as well as in the home. One thing that has helped us a great deal
has been the separation of the men and women in different departments. This
cannot be done in all lines of work, but where it cannot be done there should
be provision made for the young women to spend their noon hours by themselves.
One of the first things done here, long before anyone thought of a dining
room, was to forbid the young women going into the men’s departments at
noon. I am positive this helped to keep down a number of coarse features
that would have developed in the lives of our young women. Today our young
women are respected because they respect themselves. We have proved in our
factory that woman can go into the business world and retain all her woman-
liness. Girls of good breeding and good education are glad to work here be-
cause it is so.

 
 

og

TR a TEIN ESE

 

§
4
1
'f
By

70 National Cash Register Factory

all agree in placing foremost among them the Scotch. Their educa-
tion, perseverance, attention to detail, and all-round capacity for
grappling with difficulties that require care and forethought have
made them unrivalled where these qualities are sought after. America
does not produce quite a similar kind of man. The German, with
his wide, aceurate knowledge, tenacity, and industry, is also almost
a unique product which America does not seem to turn out. In the

I have been with the Cash for 15 years. District, but not
high school. Began work at the U. B. Publishing House for
$2.50 per week, folding papers. Staid there in the Bindery,
and at all kinds of work for 12 years. Was employed by the
N. C. R. Co. to take charge of the Indicator Dept., which had

then nine working girls. I am now forewoman of this
7S { b department. There are 170 girls under my direction; they are
vr {4 subdivided into twenty sections, each with a subhead.
Miss M. J. Haas

THE INDICATOR DEPARTMENT.

How Girls Have Worked and Improved Things There.
Nore.—By Miss Mary J. Haas.

I have seen the whole cash register manufactory grow up and develop,
especially in my department. In the beginning, all the registers had what we
call the ‘‘tablet’’ or ‘‘display’’ indicators. It is the little flat metal piece
which is elevated by operating the machine, to show to the customer the
amount of the sale. These flat metal pieces were first enameled in white, and
then had on each, printed in black, the denominations, or cent or dollar mark.
At first these tablets were dipped in enamel by boys, but afterwards the work
was passed over to my girls. At first the dips were two, one with lead and
one with zine; then we gave them three coats of varnish. Lead is a slow
drier; it took three or four weeks for the coat of lead to dry; then the zinc
coat followed, which took four or five days to dry. The varnish was one of
our difficulties; it turned yellow in such a little while, and came off with such
a delicate touch. The greatest hindrance to the whole job was that the zine
is such a quick drier that it would break on the slightest pressure, and no one
has ever been able to know just what condition it has to be in, in order to
make it a sure job, and to make it last after it was in the machine. This led
to the experiment of another enamel. Mr. Cleal worked it out through us, by
our help and suggestion in our room. The boys rolled the rods and so shook
the indicators. Our experiments, with the help of a chemist in Cincinnati,
under ‘Mr. Cleal’s supervision, brought us to the use of a new ink enamel.
When the boys said they could not make this go, Mr. Cleal passed it over to
our girls. They knew they could, and did make it go, and we have used it ever
since. Every indicator is now done in that way. This was all hand work, and
its cost, delay, and imperfect work led to the invention of a shaking-machine
which Mr. Cleal got up. At first we hoped that this machine would do twice
as much work, but the Company, each year I have worked with them, have

As Seen by English Experts

same category must be placed the Scandinavian. Ireland sends over
the dominating race, which, with its genius for managing men, shows
the uniqueness of its power by practically governing a large part of
the country.

All these races, it is true, become American in the second gen-
eration, and, in the course of a few decades, it is almost impossible
to distinguish the one from the other. Even the names often become

 

grown more particular with their work, and want a better quality. The result
was that, while the machine does not give its results so much faster, it does
infinitely better work. It does save in this way, and when the indicators reach
the printing press, we have very little trouble where we had an endless amount
of it before. This trouble was due to the ridge through the center of the
indicator where the rod was fastened. In whirling the indicators through the
hands, the rotary motion caused the enamel to be unevenly distributed, making
this ridge in the center. The machine-shaken indicators print very much better
because of the even distribution of the enamel, and hence require less retouch-
ing than those shaken by hand. In printing the indicators, steel dies are used,
and it can be readily seen that it is difficult to make a good, even impression
on a hard enameled surface, such as an indicator presents, if the enamel is not
evenly distributed. For the printing of the first indicators, we used a little
hand press and rubber stamp, placed on a table. This press now stands in the
Historical Room of the factory. Its work was very inferior—simply outlining
in the rough, and the girls had to retouch the entire figure.

Our next step in advance was the use of a paper figure which we pasted
on the indicator. These figures came from Chicago and cost 75 cents per
thousand. This was considered a great improvement at that time, but we found
it difficult to make the figures adhere to a metal substance, even with the assist-
ance of the best gum arabic we could obtain in the market. These figures often
came off, taking with them the zinc coating of the indicator. I have seen
millions of indicators thrown away on this account. Thus it will be seen that
this method was a costly waste.

As the business grew with great rapidity, the demand for indicators became
very great, and during the year 1903 we printed 959,000 of them. In 1890,
Miss Emma Weidner, who was then bronzing the shanks of the indicators, made
this suggestion: ‘‘Print the lettering on the No. 79 principle flashes.”” This
was done as an experiment, and being successful, quickly led to the printing
of the indicators for all of the machines. Mr. Cleal, supervisor of Inventions
No. 2, conceived the idea of printing the indicators with a job printing press,
similar to what is used in our job press room, with some changes. He made
the experiment in the Press Room, and when convinced that it could be done,
he at once ordered a second-hand job press and had it equipped for this pur-
pose. The whole invention was a decided success and a great improvement.
This process now enters in as a part of the indicator instead of the pasting on
of the figures. We now have eight of these especially devised job presses for
printing the flat indicators, flashes and counter plates.

Mr. Cleal then said, ‘‘If we print flat indicators, why can’t we print the

 
 

 

 

72 National Cash Register Factory

merged in English or English-looking names, such as Nilsson in
Nelson, Rosenfeld in Rosenfield, and so on. The product of the
amalgamation is the ingenious, hard-working, good-humored, adapt-
able being who fits himself into any situation that presents itself,
which the American is, but the immigration goes on as ever, filling
up the vacancies, from the old sources.

roller indicators?’’ He then invented and built a special machine for this
purpose. It is, in fact, a miniature press, but has a die with the proper arrange-
ment for the machine and also a rubber impression roller which carries the ink
to the indicator. These machines have enabled us infinitely to improve our
work—in fact, I think they are the greatest improvement in the department,
because they have done away with the difficulties about which the agents com-
plained so much.

When I became connected with the Company, the girls were working ten
hours per day. They now work seven hours and thirty-five minutes per day.
The shorter hours, together with all the other things that have been done to
uplift the girls, have given us a better class of help. It means that we have
access to the very best help in the city and even out of the city. When I began
work here, the girls were rough and disorganized. When I had been here but
a week, they held me in the dressing room and were going to whip me with
their umbrellas, because I disapproved of so much in their work and conduct.
They never thought about a fair day’s work for a fair day’s pay. I ‘had
worked both as a pieceworker and as a day-worker in a good printing house,
and the conditions here were worse than where 1 came from. In fact, they
were so distressing that I sent for the superintendent and told him that I
should leave; but he induced me to stay, saying he would discharge some of
the worst girls, which he did. Finally they all left but two, who are with us
today and who are as good as any we have in the factory.

The whole force has been selected and slowly trained according to the
methods of the Company. The first benefit which we received was the short-
ening of the time. I was opposed to it, for I did not see how it was possible
for the girls to get out the same amount of work in less time. The President
issued the order and we tried it. He said that if we could not do it, we should
put on more help. We went ahead, and to my surprise, the girls responded
loyally. We watched the weakest job in the room, which was pasting the
figures on the indicators. The girls did more in the shorter hours than they
did in the longer hours. Then came the recesses; then the warm lunch, whieh,
in my judgment, is the greatest thing of all the welfare features, as it helps
to keep the girls in a good physical condition, thus enabling them to give
greater returns to the Company. This was not the case when the girls had to
eat a cold lunch. The Company then furnished the material, making and
laundering of white aprons and sleeves, which made a striking and uniform
appearance, and added greatly to the improvement and neatness of the girls,
who took great pride in keeping everything in harmony with the other sur-
roundings.

About one-third of the girls in my department are at what is really light

Cha RE aa i me
a » he

i

As Seen by English Experts

FROM REPORT BY MR. GEO. D. KELLEY, J. P,

Of the Amalgamated Society of Lithographic Printers of Great Britain and
Ireland.

We landed in New York and afterwards visited Schenectady,
Albany, Niagara, Buffalo, Cleveland, Chicago, Dayton, Cincinnati,
Pittsburg, Washington, Philadelphia, Boston, Newark, and back to
New York. I do not purpose referring to any of the immense
engineering works or factories which were visited by the Commission,
with the exception of that of the National Cash Register Company
at Dayton, Ohio, a most unique establishment of immense size,
employing over 3,000 hands, where everything is kept scrupulously
clean, and every known device used to expedite business, whilst at
the same time the happiness and well-being of the workers are well
looked after. In the printing and bookbinding department, the
largest in the States of any private company doing its own work only,
the machinery in use is of the most modern make and of the most
improved kind, including that used for three-colour printing. So
far as we were able to see, everything having for its object the health
of the workpeople has been introduced into the factory. They
receive good wages, are well dressed, and self-respecting.

mechanical work. The retouching is more in the artistic line, and I want all
the girls who come to me for this work to have this in their makeup if I ean
get them. When I find a girl whose father or mother has had a natural talent
for painting, drawing or sketching, I am very sure to find something of that
quality in herself. A large number of the girls are from the country. They
are not so quick to grasp a thing and its meaning, but they are more sure
to retain it than the other girls and are more reliable.

I have spoken of only a small part of the great variety of work done in
my department. We line the lids of the registers; make the key checks and
all the name-plate patterns; clean and retouch all detail-adder wheel-cases,
ete.; we do all the painting of the top indicators and special indicator flashes;
fill all the letters of the signs used on the top of the registers, and sew all ink
pads and ink rolls for the registers. We now cut and punch all the No. 79
indicator glass plates from lithograph stock.

Being questioned, would say that a girl generally does neater work by far
than a young man. Of course, there are exceptional cases. Take the dipping
job of the indicators; it used to be done by the boys, but they lacked greatly in
neatness in all their work and surroundings, compared with the work the girls
did. I don’t mean that one must not keep after the girl employes with con-
stant supervision, to see that their work is well done, because a great many of
the girls are careless, too, when it comes to that.

 
fu <A

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>.

RETRY

TT

BIER £

National Cash Register Factory
FROM REPORT BY MR. ROBERT HOLMSHAW,

Of the Sheffield Cutlery Council.

Technical education is recognised as a necessary factor in
developing and securing the national prosperity, and, undoubtedly,
the higher educational standard which must be apparent when these
technically-trained youths take their places in the commercial life
of the nation cannot fail to have important results. Already we
hear of employers offering rewards for suggestions from their
employes as to improvements capable of being effected in the works.
Such suggestions naturally come more readily to the trained mind
than to the untrained. In very many instances one could not help

District school only, near Cincinnati; then a year at the

Dayton Public Normal School. Began work in the bindery of

the Reformed Publishing House in this city at $3 per week;

was then 6 years at the Dayton Daily Press office, successively,

as proofreader, advertising clerk, bookkeeper and in charge

of the newspaper circulation. Seven years ago I came to the

Cash as forewoman of the Filing Dept.; and I am now, and

SAL have been for five years, forewoman of the Typewriting Dept.,

Miss Flora Pike. Where today 173 girls are at work.

THE TYPEWRITING DEPARTMENT, AND GIRLS’ BUSINESS
TRAINING.

NorE.—ByY Miss Frora PIKE.

The N. C. R. does a very large amount of advertising, much in facsimiles
of typewritten letters, circulars and other advertising matter mailed to all
parts of the world. Four hundred thousand pieces of mail matter will be sent
this month; names and P. O. addresses of all these are kept by my force of
girls who address and mail this matter. Tt will include this month 25 different
publications. The names and accurate addresses of merchants and other busi-
ness men who could use a register to advantage, are gathered with elaborate
care and compiled in my department. We have now very close to a million
of such names and addresses to whom such matter is to be sent. These are
compiled into what we call a ‘‘P. P. List,”’ being probable purchasers; also a
¢‘Hustler List,”’ which includes present users and many other special lists of
names.

Of all the girls in my department, I judge that about 40 per cent. have had
a high school training. Of the others, a majority have had what might be
called some technical training when they came to me; most of these in Wilt’s
or Jacobs’ colleges in Dayton. My complaint is that so many girls come to
me with what they call technical training, yet they are inefficient and almost

tb tc _ I il [YN i
a RT A ER eg PEERS
ou » a4 .
o 3

LIC
la i gal A 3 oe 4

As Seen by English Experts (5

noticing that employers and employed were less widely separated
than is usual, and it is fair to assume that as higher education pro-
gresses this feature will grow still more universal, with the best
results to both sides. High schools and technical schools are just
as well equipped for girls as for boys, and one has only to think
over the well-chosen curriculum to realise how surely America is
building foundations for future success. At the National Cash Reg-
ister Works at Dayton, there are 300 girls employed, many of them
graduates of the high schools, and, judging from their many interests,
as set forth in a magazine edited by themselves, all are girls of
superior attainments. The conditions under which these girls work
are ideal, and their wages, we are told, run up to $10 per week.
Women’s wages throughout the States are very much higher than

 

worthless. They lack application, knowledge of punctuation, grammar, spacing,
paragraphing and much else that they especially ought to know to be efficient,
and as I want them to be. I have 40 girls whom I would not send with a
recommendation, to an office as good stenographers, or even as good copyists.
In other words, the technical training most of the girls have, who reach my
department, is, beyond question, poor and neither wide nor thorough enough.
You would be surprised if you knew how few girls come to me from these
shorthand schools, who know any practical thing about the typewriter. They
have not been properly taught and don’t understand the machine which they
must use. Many of my girls quit school at the fifth or sixth grade and then
went to shorthand school. They were not properly educated in the first place
to begin in a teehnical school. I wish to say, in explanation, that the require-
ments of our Company’s business change greatly in different months and sea-
sons. Great amounts of work are sent to us with urgent demand that they
be immediately put through. This requires a larger force than we have. When
work falls off and doesn’t come, we let these girls go. To want suddenly a large
increase of force which we cannot permanently retain, requires us to take
applicants who are not of the highest skill and quality of preparation. The
larger part of my force is good, but this shifting character of the work has
embarrassed us and decreased the efficiency of the force we can get. To say
what I have above expressed is true, but it is an injustice to the schools with-
out this explanation.

; All of my 173 girls live in their own homes, except 21 who are boarding;
this means that the latter, generally, come from out of the city. It is a satis-
faction to note the improvement of most of the girls after they come here. I
have in my mind some who came a little while ago; their hair was all askew;
they were chewing gum; their clothes were on crooked, and they had such poor
taste that most of the colors of the rainbow seemed to have been used for
dress decoration. The other forewomen of the factory and I have had brought
to our notice the great desire of the girls who have been here and left, to
come back again. I have asked them why, and they tell me that because we
are so particular about our work here they learn much faster.

 
 

 

 

76 National Cash Register Factory

in England, and no doubt this fact is conducive to the proverbial
independence of the American woman. * * »

Question 10. Where weekly wages are paid—

(a) Do the men show an anxiety to do their best and give a
fair day’s work for a fair day’s pay!

(b) On this system do personal energy and initiative meet
with a due reward?

Answer. (a) We visited a variety of factories where weekly
wages are paid, and so far as I could judge in each case the men were
working steadily, and there was no appearance of any desire to give
other than a fair day’s work. (b) There appears to be no system

 

I have been in the employ of the Cash 13 years. Father
owns his farm near Bellbrook, where I grew up and had com-
mon school only. Began work at Portsmouth, O., in a shoe
factory at $3.50 per week. Came to the Cash to work in the
Indicator Dept., lining lids. A few months afterwards, was
appointed assistant to Miss Mary Haas, forewoman. In 1895

\ was appointed forewoman of the Lock and Drill Dept. which
N > position I now occupy.

Miss Ida Boroff.

GIRLS AT WORK.
Lock and Drill Department.

Nore.—By Miss Ina Bororr, Forewoman, April 15, 1904.

About 100 girls at present work under my charge. Last summer there
were at ome time 134. They do light mechanical work—operate drillpresses
and milling-machines; do engraving and assemble small parts of the register,
such as special counters, etc. This is a picture of ome section of my work
room, 70 feet long. We call it ‘‘140 feet of girls.”’

: The iT “1
Lite ¢

Tar

HL
259."

_ :
i \ a wd’
{ pr) D “
\ \ hy
\

140 Feet of Girls.

(yl

As Seen by English Experts

of rewarding personal energy and initiative by increased pay, but
workmen showing exceptional ability are frequently promoted to
superior positions, as in the Cash Register Works at Dayton, where
all the managers have been selected from among the workmen, on
account of some superiority or intelligence. * * *

Question 18. Are the American employers more accessible to
their men than English employers?

Answer. Employers and men seem generally more in touch
with each other in the States than is the case in England. The
employer talks over the work and invites the opinion of the men upon
any new project, and the men are encouraged to make suggestions

 

The light mechanical work in our room has been done by the girl workers
for the past nine years. It don’t hurt them in any way, as we have high back
chairs, foot rests and foot stools. They do the work, I claim, better than men
would; one reason is, all the parts are very small and women can handle them
better; the women are quicker and more particular with the work, I think.
They are required to do no heavy work; some heavy lifting must be done, but
this is done by strong boys, two of whom will lift one box. While the work
is particular, it is light and is easy on the eyes, which is more than can be
said of much work that women have to do. I attach a eut of photograph of
multiple-spindle drill, with
a girl at work, drilling six
holes at one time, while
the older and less improved
only drills one at a time.

The work of these girls
is all piecework, except
when they first come in.

They then work at day-
work until they are able
to make their rates. The
piecework price paid these
girls will average about 14
cents per hour for eight
hours. We consider the
engraving machine work a
little heavier and the girls
are rated a little higher for
it. Most of these girls come
from Dayton and the ad-
joining towns, especially
since the traction lines are
in. In recent years, I
think that perhaps half of
these girls come from the
Multiple-Spindle Drill with Girl Working.

 
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for the good of the business. If a man has a complaint to make he
can go direct to his employer, which would be a somewhat unusual
proceeding here.
Question 19. Speaking generally, are there greater opportu-
nities for the working man to rise in America than in England?
Answer. Yes. This may be due to the more recent growth of

 

country. They usually have had one or two years in high school, or experience
in other work. Sometimes they come to us from other factories, where they
have had experience with machinery, and that would be at least equal to one or
two years of high school education—at least we have found it so. I would make
that statement broader; in fact, we have had better results from experienced
girls than from high school taught girls.
Most of these girls pay car fare—4 cents each way every day—50 cents
a week for car fare. They lunch at the Girls’ Dining Room in the factory and
pay 25 cents per week. A great many of these girls have no homes in Day-
ton, and pay their board and laundry, and other expenses that they are put
to, necessarily, when living away from home. After three months’ work here,
all these girls join the Woman’s Century Club which gives them much in
literary and social education, and in pleasant diversions and acquaintances. I
think a majority of these girls belong to some church; but we don’t know
what it is. We don’t question them. We don’t ask at all. The girls in our
department work in the east end, fifth floor of the new factory building, No. 4.
We think it the choicest
location of any in the
factory ; we have pure
air, plenty of sunshine,
an exquisite view of Far
Hills and the country
about us, and we are
free from noise, dust or
any annoyances. The
large, good elevators
take the girls up and
down, and they don’t
go up and down stairs
unless from choice.

On request, would
say that there are four
departments here of
working girls, each
under the charge of a
forewoman, and I attach
a cut of a photograph of
these, taken on a little
educational trip on
which the Company
kindly sent us.

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As Seen by English Experts : 79

manufactures. It is evident that men with exceptional ability will
have a greater opportunity of rising or making their mark in a new
country where fresh developments are eagerly seized upon, and, as
in certain cases that came under our notice, where distinct encour-
agement is given to the worker to think out improved methods. It
was not unusual to find in many factories that such men were
appointed to positions of trust and responsibility. My observations
led me to conclude that such appointments are more common in
America than in England.

I am 33. Leaving district school, I worked at a
hotel at $8 per month; then started to learn printing at $50
per year. Then worked at trucking, C. B. & Q. Railroad
freight house at East St. Louis, Tll.; then I learned the trade
of general blacksmithing and worked at it two years; then
did horseshoeing a year in Dayton; then was employed building
mowers at The Stoddard Mfg. Co. here; then employed in
general machine work at The Bullock Mfg. Co. in Cincinnati;
then came here and am an assembler. I am the President of
the Men’s Welfare Work League at the Cash. In the five
years here, I have learned more than in all my previous time.

C. C. Rayburn.

MEN'S WELFARE LEAGUE AT THE N. C. R. FACTORY.

NorE.—By CHARLES C. RAYBURN.

Welfare work, as it is called, has for ten years been going on here at the
factory. It has been thought, or said, that the making force did not ‘participate
in it to their full share. They did most heartily take their part in some of
these features. They have always given more than their share, the Secretary
reports, of good suggestions, under all form and procedure which the Company
required. The sanitary conditions about the factory, the good light, the fresh
air, and many other things have always been very acceptable to the making
force. Last winter the President called a general meeting of all the workmen
of the making and recording forces. This meeting was held in the largest
available room in our Building No. 3, and about 3,000 employes were present,
I think. He told the men that he wanted them to take a more active share
in their own way in welfare work; wanted them to inquire and suggest to him
what they would like to do, and what the Company could help them in doing
by co-operation. There was no little enthusiasm at this meeting, the men com-
ing forward, one after another, and suggesting various things that the Com-
pany could take up, which would be of special benefit to them, and a benefit
to the community. Among the things suggested were a dining room for the
men, athletic field, cleaner streets, more parks, better schools in Dayton,
ete. The President suggested that three persons be chosen by the workmen
in each department, which would make a general committee of 180; and that
they get together and organize in such way as they might see fit.

They did so, organizing as ‘‘The Men’s Welfare Work League,’’ elected
Charles C. Rayburn, President; John E. Duncan, Vice-President; Elmer Redelle,

 
 

 

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National Cash Register Factory

FROM THE REPORT OF HARRY COWARD, ESQ,

President of the National Union of Teachers.

From Chicago many of the Commission broke up into parties
to visit various towns. The party I was with consisted of Mr. and
Miss Mosely, Professor Rhys, the Rev. T. L. Papillon, Mr. 3 iy
Heape, the Rev. Professor Finlay, Mr. John Whitburn, an >
Cowley, and our way back to New York was taken via ludignape is
and Dayton, at each of which places we spent one day. :

Another night in the train brought us to Dayton, Ohio,
where on our arrival at 7 o’clock next morning, we found the
station and the public buildings of the town gaily decorated with
the British and American flags, and carriages and pars waiting to
take us to the town house of Mr. Patterson, the head of the National
Cash Register Company, whose guests we were for the rest of the

 

Secretary, and George C. Edgeter, Treasurer. These officers have been asiively
at work ever since. There have been quite a number of meetings ot fb
general large committee. We appointed five committees of ok 2 Sted
throughout the factory, viz.: On schools, 10 men; health, 15 men; par “ meds
publications, 5 men; and entertainments, 45 men. The entertainmen Sonny
tee is so large, because entertainments with us would mean a genens) big
by or for the factory force, comprising about 3,000 people. Te 5 a al
mittee is for the purpose of aiding the Board of Education of the Day
public schools all we can in getting better schools, and especially boss mang :
training—our hobby—and a thing we think has been ineffectively 92g, SLi
far, in this city. Everybody admits that. A few weeks ago this sc Bog gon
mittee visited Indianapolis, where they are said to have one of the bey 7 us
of manual training in the public schools anywhere in the West. hey eh
there, in connection with all the public schools, a system of aku rai 2
In one of these schools there is manual training alone. They teac Jouug un
to be machinists and to learn various other trades; and young wore €00 ne
sewing, stenography, and much else of practical use. This WRMilkes, om hi
return, had printed a comprehensive report, giving a clear = ! it o
is being done at Indianapolis, which can be well Imitated in Dayton. ih
Our publication committee is getting out a Men’s Welfare magazine, wW
ry soon.
fo be wis oN Bmation of the public schools in Dayton, at our Joguest,
have granted us a meeting where hey an Boge ve fully in regard to what we
hat it is possible for them to do.
A fn entertainments for our whole force, Suend Hen
thus far, the splendid stereopticon talk of Mr. Jacob A. Riis on es wg of
New York. This was especially interesting to us, and we question Ww ;
any entertainment was ever given at this factory that pleased more people or
did more good. Rev. E. A. Paddock, of Weiser, Idaho, recently gave us an

As Seen by English Experts 81

day. * * * The population of Dayton at the last census was
85,000, though it is said to be now 90,000. There are 30 elementary
schools with nearly 12,000 pupils, a high school with 1,200 pupils,
and a school for the deaf. The buildings are very fine, and the
instruction compares very favourably with that in the larger towns
we visited. Kindergarten departments are attached to all the
elementary schools; 1,036 pupils are attending them. The percent-
age of attendance last year was 90.1. The average cost per child
for instruction (not for buildings, ete.) is £4 12s. The salaries for
teachers are slightly higher than at Indianapolis. After the morn-
ing spent in the schools we visited the works of the National Cash
Register Company. * * * We were all impressed with the splen-
did organisation and the excellent arrangements made for the
comfort and well-being of the employes. Every person from the
youngest to the oldest is invited to make suggestions relating to the
business, and if adopted they are liberally paid for them.

 

illustrated talk on his new, little industrial college out on the frontier of Idaho.
It took well and made a hit with the men. They liked his western style, and
he won the good will of all, and has their remembrance.

The President wanted the committee to elect a committee of three to go
East and investigate welfare work, and learn what others are doing, and also
to study industrial training. The men elected were myself, Mr. Moore, secre-
tary of the Building Committee, and Mr. Elmer Redelle, our secretary. We
went—Mr. Redelle a little later, but all in the last two months—to New York
City, and were there 10 days; then to Ludlow, near Springfield, Mass.; to Bos-
ton, North Plymouth, Mass.; to Schenectady, Buffalo, Niagara Falls, and Cleve-
land, then home. I was gone seventeen days on this trip. Of. training schools
we saw the Pratt Institute, Brooklyn, N. Y.; the St. Bartholomew Parish
House, New York City; the Y. M. C. A. Training School at Springfield, Mass.,
where they train young men to be secretaries of the Y. M. C. A. and for
general social work; the splendid training schools at Brookline, Mass., we are
inclined to believe, are the first in the United States.

We investigated welfare work in the Cordage Co., at North Plymouth;
the Plant Shoe Co., at Boston; the General Electric Co., at Schenectady, and
the American Locomotive Works there; Solvoy Process Co., at Syracuse; the
Natural Food Co., at Niagara Falls, and the Sherwin-Williams Paint Co., at
Cleveland. In all these factories we saw much of the greatest value to us,
which we studied and reported to you and our men on our return home.

In New York we went to see the Civic Federation offices, Mr. Ralph
Easley, Secretary, No. 281 Fourth Avenue, New York City, where we found
Miss Gertrude Beeks in charge of its Welfare Dept. Miss Beeks impressed us
very favorably, and gave us readily much valuable information. She had
extracts from some two hundred letters that she had received from manufac-
turers in various parts of the country, in reply to her inquiries about welfare

 
pv

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National Cash Register Factory

FROM REPORT BY MR. GEORGE N. BARNES,

Of the Amalgamated Society of Engineers.

Question 23. Are there any points in American practice which
should, in your opinion, be imitated in English factories?

Answer. Yes. I would suggest (a) a freer use of machinery
and latest appliances. (b) A more ready recognition and liberal
reward on the part of employers of exceptional ability or initiative
of the workman. This might be carried out, either through bonus
schemes or otherwise, as long as the standard time rate of wages was
paid to all, and increased pay for increased effort was secured. (e)
The standardisation of work where possible. In this respect I find

 

conditions with them. All things considered, the replies were, as a rule, very
favorable. It gave us no small pride to remember what our own Company had
done in the early days in promoting this welfare work, and its wide influence
which had spread about the country. Miss Beeks had personally made a very
broad investigation of welfare conditions existing in many factories. She had
many photographs which gave us a great deal of information, and a clear idea
of the best things which were in use in other factories. The things which
struck us, and which were new to us, were the gymnasiums that had “been
adopted by many firms, and also the individual washbowls.

I hardly feel that we have expressed our respect and admiration for the
work Miss Beeks is doing. She certainly is remarkably efficient in what is
novel work, and what to many persons would be a difficult position.

HOUSING PROBLEM OF THE N. C. R. WORKMEN.

There is no housing problem—at least none that the men cannot best solve
themselves. They are in the habit of doing so unaided.

Mr. S. J. Gorman says:

[ am foreman of the janitor force of 75 men. I own my house and four
others, and have lived about 12 years a quarter of a mile from the factory in
the new suburban settlement, southeast, just east of the N. C. R. Extension
House. We call our little settlement region, Rubicon. It has 200 families,
about one-third of whom work at the Cash. About us, homes for working people
are being rapidly put up on a newly platted ground. Lots, 50x150 feet, have
sold at $300 and less; price rising, they now sell for $600. On such a lot a
frame house of five rooms, with lot improvements, can be built for, say $1,100.
If a man has $200 to pay down, he can get the money easily from the building
association at 6 per cent, making weekly payments until the debt
is paid off. Almost all of the house owners in our neighborhood are
doing so now in this way. I know the rent that workingmen pay in

 

As Seen by English Experts 83

America ahead of us. I might just cite railway stock wheels and
axles as an instance. These have been reduced to a standard size
and weight, and are supplied to the railway companies and other
builders at extraordinarily cheap rates. One firm does an enormous
business in wheels which are chilled to a certain depth, but guar-
anteed to run for so many thousand miles before the chilled part is
worn through; and these are supplied to railway companies and
builders all over America. (d) The remodeling of the Patent Law,
and reorganisation of the Patent Office, so as to secure a simple
registration and government search, and therefore reasonable guar-
anty of novelty to the inventor, and the reduction of fees charged
to him. This is very important, and a matter upon which we cannot

 

our region. Mechanics and clerks are generally ready to figure that they will
pay one week’s wages for a month’s rent. A mechanic with steady work, earn-
ing, say $16 to $18 per week, if he pays one week’s wages for rent, can get
a house, 6 rooms, with bath, furnace, and what we call ‘modern improvements.’
Our ground and region are new, and the houses are nearly all new. It is
healthy and has no drawback that we know of. My janitor force are all col-
ored men and there are 75 of them. They get from $10 to $11 per week. I
should say that one-third of this force have bought their own houses and are
paying for them.
I have been fifteen years with the
(Cash factory and have known large
numbers of the workmen. I should
judge that over half own, or have
bought and are paying for, their own
houses. The street car line passing the
factory gives transfer to all
other street car lines which
it intersects. A 4-cent fare
takes the workman from
the factory to any part of
the outlying or suburban
districts of Dayton in 20
minutes. The working-
men and women at the fac-
tory here, don’t live, and
won’t, in any particular
district. They prefer
neighborhoods which they
select themselves for their
own reasons, and they pre-
fer houses built in such
places, and such ways, as
suit the individual taste.
There has never been any
inquiry whatever from the

 

 
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84 National Cash Register Factory

too promptly imitate our American cousins, who claim, I believe
with a large amount of justification, that the American patents have
given employment to enormous numbers of workpeople, and have led
to the adoption of labour-saving and productive machinery. (e) The
provision of secondary or continuation schools.

(c) General Condition of Workers Outside the Factory.

Question 24. (a) Are the American workers better fed than
the English? (b) Iow does the price of food in America compare
with that in England?

Answer. (a) I believe that the American, speaking generally,
and of course not applying it to the poorest classes, eats more, and in
more variety, than is good for him, and that the British mechanic
with, and to some extent because of, his more simple diet is more
physically efficient than the American mechanic. (b) The price of
food in America, as compared with the price in Great Britain, is
higher to the extent of, I should say, 25 to 30 per cent.

(C‘ompany as to how these men live, or where. The men prefer to take care of
themselves, and are able to, in the matter of housing, and in their own way.
They need no assistance from the Company on the subject. The building asso-
ciations in Dayton are many ; they are all, or nearly all, very good. Some of
them give money at 5 per cent. interest. They are managed by the workmen
themselves, who understand and like them, and they don’t need anyone to take
their places.

Miss Maud Kendall, Editor of Woman’s Welfare Magazine at the factory, says :

The above statements are true, so far as I know, concerning the housing
of families. There is, however, quite a serious problem as to the housing of
individuals who are compelled to board. The very fact that Dayton is a city
of homes—the majority of workmen owning their own little houses of five or
six rooms each—makes it impossible for them to accommodate boarders. As
public boarding houses are not, as a rule, comfortable or desirable places in
which to live, what shall be done with the great number of young men and
women who are without homes?

To help solve this problem, the Woman’s Century Club of the N. C. R., on
the 11th of April, rented a house and engaged a matron. On the 25th of April,
the house was opened and dinner served to 15 girls. This house was rented not
only to accommodate those who are compelled to board, but to serve as a club
house. The club has, therefore, assumed a responsibility of furnishing the house
and is paying the matron’s salary. Beyond that the house will be self-sus-
taining.

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As Seen by English Experts

FROM THE REPORT OF JOHN WHITBURN, ESQ,

Member of Education Committee of Newcastle-on-Tyne.

The whole system of American education is based upon the
idea of fitting the children for the performance of some useful work
in their future life. The very ideals of the children seem to differ
from those held in this country. The American child never appears
to desire a life of ease and pleasure, but he seems to take it for
granted that he must prepare himself for a good deal of hard work
in his future life. He soon makes up his mind what his future pro-
fession is going to be, and before he has passed through the gram-

THE SELLING FORCE AND ITS ORGANIZATION.

When visitors are here at the factory, President Patterson not infrequently
tells them the best part of the Company is not in sight. He refers to its
selling force, which so long had his personal attention and chief eare. As we
are often asked about this, a brief space is now allowed to a statement
about this selling organization.

Mr. Nat. F. Thomas says:

All sales agents and salesmen of this Company for the United States
and Canada, are under the direction of Mr. Ditzler, Manager of American
Agencies, at the factory. I am his assistant. The various sales agents and
salesmen number now about 425; they and their employes are altogether about
800.

We divide the United States and Canada into districts; there are 13 of
these districts, each having a District Manager upon salary paid by us. Each
of these districts is divided into territories; every sales agent has his own
exclusive territory. If a register is sold by the factory direct, or by any other
person, for use in any given territory, the agent in whose territory it is to
be used gets his commission upon it, a small commission only going to the
man from elsewhere who makes the sale.

These sales agents and salesmen all pay their own expenses, and receive
as a compensation a contingent part, or commission on what they sell; this
being the general and express contract provision of employment with these
men. The Company, in its own interest, partly for reasons of good will, but
more because these things are necessary in selling a specialty or produet such
as we make, does many things for its salesmen which it is not obligated to do
by contract, viz:

1. They are brought together often in conventions at the factory and
throughout the country, the expenses of which are largely borne by the Com-
pany.

2. Advertising of the most effective and costly kind is furnished them
free, and with liberality on the part of the Company not shown by any other
manufacturing concern.

 
 

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86 National Cash Register Factory

mar grades he has already begun to pay special attention to those
studies which will fit him for his future career.

One sees but few children in the streets or factories in the
United States. The average attendance of those who are enrolled
as pupils is very high indeed. In 1902 in Dayton it was 90.9 per
cent., and in Indianapolis 93.9 per cent. In Chicago the percentage

 

3. Schools for their instruction are held at the factory, and the Company
not only pays all this expense, but a large part of the agents’ personal expenses
during attendance.

4. Liberal prizes are given monthly for the quality and quantity of
business secured, in addition to the commission paid.

5. The Company pays much money for valuable assistance to the selling
force in supervision and special agents; and also employs instructors who at
the Company’s expense travel over the country, aiding and instructing the
agents in their business. No employe of the Company, from anywhere, ever
comes to Dayton, as they frequently do in large numbers, except as the guest
of the Company and at its expense while here.

The Company furnishes each agent with a stock of machines for the pur-
pose of exhibit and ready sale: these are really a stock of merchandise, such
as a man would own in a store of his own, and amount in the aggregate to
$1,500,000 at sale price.

As an exception in the arrangement above stated, this Company owns
and maintains one company office at least in each of said districts. A com-
pany office—say Chicago, for instance —is an office rented, fixtured and equipped
by the Company itself, and managed for it by an office manager who is paid
a salary.

The Company gathers with labor and care the town populations of each
district and the names and addresses- of all the business men in every town or
community, who might use a cash register. The Company then fixes, arbitrarily,
the amount of business expected to be procured from each district, based on
the amount of town population in that territory. This we call the quota. At
the first of each month the Company sets and publishes the amount of business
which it expects to get in each territory during that month. Each day the
Company issues an N. C. R. Quota Number, a statement giving each man’s fixed
quota and the percentage of quota which the agent or salesman has procured up
to that date. These are published on sheets and mailed, so that every agent
knows each day what is expected of him and of every other man in the dis-
trict, and what he has accomplished or failed to accomplish toward securing
the amount of business allotted to him. This N. C. R. Quota Number also
shows the class of business he has procured and the amount of cash secured
with each order. This quota Number is the official organ of the Sales Dept. to
the selling force. Im it are published other items of information, of news, of
comment and of commendation. These relate to whatever concerns the agent
most and especially to matters of prizes and competition among the matters
of the selling force.

é Prt SSL pr hi

As Seen by English Experts

of attendance is exactly the same as in Indianapolis. In Boston and
Brookline practically all the children between 7 and 14 attend
school. * * '#

The higher education of the children does not produce a
distaste for manual labor. I was informed by the lady who is at
the head of the 500 women employed by the National Cash Regis-
ter Company at Dayton that a very large number of the girls had

 

 

 

 

IN THE SELLING FORCE—-WHAT PROPORTION OF
FAILURES?

In college days, when Bulwer Lytton was the vogue, the saying ran “In
the bright lexicon of youth, there is no such word as fale’’; but with forty
years’ perspective, the failures of life are a practical fact, and no joke. We
are often told, ‘‘The record shows only ten per cent. of merchants succeed.’’
There is no record; the statement is more or less true and untrue, differing
in times and places.

The N. C. R. salesmen, however, work under a rule uniform and cold as
an automatic machine. No salesman can stay here who does not make a fair
per cent. of his quota; and in five years, the proportion of those who did or
did not is a matter of mathematics. Some of its best salesmen have gone down,
because they could not stand their own success—have gone down from dissipa-
tion. This includes all manner of things, not the least of which is mere idleness.

We can deal now only with the question, ‘How many of those who take
the Company’s training for salesmen don’t succeed, but fail?’’ for on such the
Company’s time and money are wasted.

Mr. Joseph H. Crane, the early instructor of this school, in his statement in
our ‘‘Training Schools’’ pamphlet, spoke of its per cent. of failures in the first
few years. The following expresses more accurately the fact, at least in recent
years:

April 29, 1904.
Mgr. A. A. THOMAS:

Answering your inquiry of a few days ago, I find that from the time
Mr. Jos. H. Crane left the Training School up to the present time, 476 men
have been graduated from our Training School. Sixty-three per cent. of these
men have been successful.

You see this confirms my statement made to you a few days ago, that a
far greater percentage of our men who have graduated from the Training School,
have been successful than Mr. Crane’s figures would go to show.

I think one reason that Mr. Crane’s showing is so low, is from the fact
that the school was new and crude at that time and we took anybody and
everybody into it. Since October 1, 1898, we have been more careful of the
men placed in the school; consequently the chances for failures have been
considerably reduced.

I see no objection to making a statement of this kind in your new publi-
cation, if you see fit to do so.

Huau CHALMERS,
General Manager.

 
TITERS

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88 National Cash Register Factory

oraduated in the normal school, and were fuliy qualified teachers,
whilst nearly all the others had spent part or the whole time neces-
sary to go through the courses of instruction in the high
i

The ‘‘backwoodsman’’ type of man possessed great resource-
fulness and energy, but the men who have done the great things in
American industrial enterprise within the past 30 years have, nearly
all of them, received some sort of special training. The men who
have climbed to the top by means of intense labour and ‘‘burning
of midnight oil’’ have been the first to recognise the advantage to
be derived from a sound elementary course of instruction, in which
manual training should be made a prominent feature. One need
only enter such great concerns as the General Electric Company’s
Works, the National Cash Register Works, or the Baldwin Locomo-

 

While Dayton and all other places in the middle western states of this
country have been without technical schools in past years, there is one in
Dayton—¢‘The Miami Commercial College,”’ as it is called—of which one man,
Mr. A. D. Wilt, is now and has been for forty years the efficient head. This
school has in the last fifteen years trained about 300 matured boys and girls
who have come into the service of this Company; 100 of them are here now,
mostly in its office force. ;

This technical school takes pupils who leave the public school and gives
them some special, practical training for business. It has:

1. Business Course: Bookkeeping, business law, commercial methods,
customs and usages, including banking matters, corporation organization and
proceedings.

2. Stenography: Including shorthand notes, penmanship, forms, letters,
contracts and rules of composition most needed in stemographic work.

Of present officers and employes, this Miami Commercial School has taught
the Vice-President, Second Vice-President and General Manager, Treasurer, Gen-
eral Solicitor, chairman of Factory Committee, supervisor of Inventions and
Recording Depts., head of Complaint Dept. also the following number of
employes in these departments:

Publication Dept.
Mailing Dept.

Purchasing Dept.
Typewriting Dept.

Treasurer’s Dept.
Shipping Dept.

Factory Committee

No. 35 Assembling Dept.
Piecework Dept. Bench Dept.

Sales Dept. Clearance House and Stock Tracing
Stock Dept. Dept.

Supply Dept. Brass Room

Filing Dept. Brass Foundry

Inspection Dept. Order Dept.

Composing and Press Dept. ........ Lock and Drill Dept. ..............
Cost Dept.

 

As Seen by English Experts 89

tive Works, to be amazed at the number of men under 40 who hold
very responsible positions. The general manager of the Cash Reg-
ister Works is only 30, whilst his assistant manager is but 29.

I spent some days with the 125 officers of the Cash Register
Works, and found that every one had received a good education of
some sort. I was assured by the chief of the inventions department
of that concern that the ‘‘best and most of their inventions and
improvements of machinery were brought about by those who were
best educated, and who were able to embody their ideas in a cred-
itable drawing.”” This is the sort of testimony one meets with on
every hand. * * * The American business man is more often
an educationalist than an active politician. Nearly every large
industrial concern has some sort of educational centre, or depart-
ment, into which is directed an enormous amount of money and

 

Note.—If English industrial experts and intelligent, scholarly visitors
want really to understand the United States, they might do well, en route into
the subject, to read ‘‘We, the People’’ by Dr. Edward Everett Hale. (Dodd,
Mead & Co., New York City, 1903.) To be sure, it goes somewhat into the
political question, which we all, pro tem, want to avoid for the same reason
that all agree we should avoid ‘‘the religious question,”’ but a taste of the
book is Dr. Hale’s letter which we quote below.

INDUSTRIAL EDUCATION.
By Epwarp EVvErerT HALE.

More than a generation of men has passed since the thoughtful attention
of people in this country was turned to the necessity of using the public school
system for the training of the hands of boys and girls, as well as the training
of their brains.

In Boston, where these words are printed, some successful effort was made
more than haif a century ago to introduce sewing in the regular curriculum of
the girls’ school. The professional schoolmasters disliked it, and did their best
to discountenance the plan. But it was too sensible to be thrown overboard,
and in the Boston ‘‘grammar schools,”’ there is now quite an efficient system
for teaching girls to sew. A half-hearted and partial system was introduced,
after some years, by which such boys as chose could learn to use the hand-saw
or the hammer. But the seventy head-masters in general frowned upon this;
the schoolhouses were not built for any such system, and in practice it now
amounts to very little. The best result of any effort in Boston for what is
called industrial education may be seen in what is called the Public School for
the Mechanic Arts, an institution admirably equipped and well maintained.

The credit for the earliest work in establishing such institutions in Boston
is to be given in the first instance to Samuel P. Ruggles, the inventor of the

 

 
 

 

EE ———————

90 National Cash Register Factory

personal energy. The money spent on public education by no
means represents the whole effort of the nation to raise itself to a
higher intellectual level. As the result of his superior education,
the American workman requires less supervision and direction than
is customary in this country. I have been informed by machinists
that they are all required to read drawings, and to work directly
from them, instead of having the job ““marked off’’ by an official in
the works. * * 1»

The aim of the Commission was to inquire into and trace, as
far as possible, the influence of American educational effort upon the
industrial and commercial affairs of the nation. I am convinced,
from all that I have seen, that however great the achievements of
the past have been, they are as nothing compared with the progress
which I believe will be made in the immediate future. On every

 

Ruggles printing press; to Dr. Cyrus A. Bartol, and to Rev. George L. Chaney.
It is, indeed, interesting and pathetic to recollect that Mr. Ruggles offered to

give the city a machine shop equipped with everything necessary for a school
of machinists, and that the aldermen of that day declined the offer!

In Chicago, an admirable movement, well endowed and well maintained by
the great Commercial Club of Chicago, taught us all a very valuable lesson.
A large and well-appointed school was established for boys and young men,
in which half the school time was given to training the hand to the study of
drawing, and to the use of tools. It was thought, and it proves, that the
habit of observation thus developed is an important help on the literary side.
I may say that for education itself, which is so much more than instruction,
the accuracy required in all good handiwork helps in the training for perfection
of man’s moral nature. So, as far as I know, there is no better illustration of
this happy combination of literary education with what is called industrial
education than can be seen in the great schools of the Hampton Institute. I
have seen many successful enterprises of the same sort in the middle and
western states, notably the industrial school at Lafayette, Indiana, and the
machine shops of Cornell University.

The late Mr. Auchmuty, a philanthropist in the city of New York, estab-
lished the largest and most comprehensive institution for the training of work-
men which we have seen in America. I think there is nothing like it in Europe.
It is, I believe, open only in the evening. It has been maintained since the
death of the founder by the interest of a fund which he left for the purpose.
The several classes are intended chiefly for young men who are engaged in
other pursuits in the day time, and come to learn their trades in the evening.

There are classes in carpentry, in plumbing, in bricklaying, in plastering
and stucco-work, in painting, in carving. The pupils pay for their instruction,
and the fund is charged only with what may be called the general expenses of
the institution.

All such enterprises in which the unskilled laborer is promoted into a skilled

As Seen by English Experts 91

hand I saw the evidence of a scientific and technical training in
industrial operations. At the National Cash Register Works I saw
machines in operation which take 103 separate cutting and boring
tools, and I was assured that these machines were all evolved by
their own employes. * * *

I spent the last three weeks of my time in the United States
in visiting a large number of industrial concerns, and in studying
the conditions under which the working people of the country live
and labour. I have formed a very high opinion of the American
workers of both sexes. The men are alert, highly intelligent, sober,
and self-respecting in the highest degree. The American workman
is invariably courteous and accommodating—in a word, a gentle-
man. With respect to the women who work for a living, I have
been delighted to observe the evidence of a superior culture of the

 

workman, may be classified as belonging to the American system of manual
instruction.

There is no lack of industrial schools on the continent of Europe. But I
have met with hardly any report—I do not remember any—of efforts to teach
pupils how to use their hands, excepting in ¢¢institutions,’’ so called, of pun-
ishment or of charity. The industrial school of the continent of Kurope is
rather a school for the education of managers or foremen for the industries.
It is taken for granted that what is left of the apprentice system, or some
substitute for it, in the workshops will give to the artisan who has to use his
hands all the training which he will require until he can train himself.

Simply these industrial schools are intended to train the middle men in
manufacturing and engineering—the men who are to direct the workmen, so
called, or the laborers. It is not popular education in any fair sense. It is
the education of squires, who may be knights or noblemen. It is in no sense
the education of the people.

There is unfortunately a tendency among those who teach, not unnatural,
indeed, to adopt such feudal systems, which are, indeed, European systems, in
American institutions for technical education. I might say this, indeed, of all
institutions for higher training. That wise leader in education, Dr. James
Walker, said to me forty years ago that the most difficult thing in the manage-
ment of a college was to persuade, or in any way compel, the professors of most
experience or wisdom to take the charge of freshmen. He said that the usual
complaint was well founded, which says that the freshmen, the newcomers, are
generally assigned to tutors who are themselves inexperienced in their business.
I think most college professors would tell me that the occupation most disliked
is the reading, criticising and correcting of themes or compositions, in whatever
form. It is undoubtedly more agreeable to conduct classes of young people
who know something, and have been already dragged through the elementary
stages—by somebody.

Here are two causes, each of them carrying a good deal of force, which
tend to the injury of the technical schools of this country. Our large business

 

 
=

 

 

HM
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*

92 National Cash Register Factory

intellect and character. Their leisure time is invariably occupied
with some useful manual or intellectual employment or in extract-
ing what pleasure they can from voeal and instrumental musie.
Large numbers of employers have followed the example set by
President Patterson, of the National Cash Register Works, of hav-
ing pianos in the ladies’ dining-rooms. The farseeing American
employer recognises that there is a substantial economic value
behind every reform which contributes to the intellectual vigour
and the personal comfort and happiness of every employe.

 

 

here is with the training of the sovereign; that is, of the people. We can trust
the ‘‘foreman,”’ ‘‘manager,’”’ and other directors to train themselves to the
business of managing, if only they know themselves how to do what they will
have to order done by their subordinates. If we have a nation of well-trained
artisans, there is no danger but we shall have enough of them fit to lead the
others when the time comes. The late Mr. Roberts, the admirable president of
the Pennsylvania Railroad, was fond of saying that the first step in his ‘“pro-
motion’’ was taken the day when he was in the boiler of a locomotive, pound-
ing skillfully on a refractory rivet. He could not have done this but that he
had been trained in the admirable school for apprentices of the road, where
young men are taken through all the several duties of the several shops.

On the other hand, I have, not long since, addressed an agricultural and
mechanical school at work under the National Land Grant, where only two
young men were to spend the summer in farm work; and both of these were
Japanese students. I doubt whether there is a hammer or a serew-driver left
of the apparatus for the mechanic arts which was once in use by the Techno-
logical Institute in Boston.

The directors of some of the trade unions pursue a false policy, which if
adopted more generally would prove disastrous. They discourage trade schools,
with the short-sighted wish of keeping their profession conveniently small.
Most of them have been trained in Europe, and by some short-sighted impoliey
by which they would be very glad to slam the door in the face of those who
follow them, they are tempted to shut out boys who want training in the arts
which these directors themselves possess.

All of which is an effort in face of the American purpose, a purpose
which has carried with it success indescribable. That purpose requires the best
and most practical education for everybody everywhere.

As Seen by English Experts

FROM THE PREFACE BY MR. MOSELY,

To the Report of the Delegates of the Industrial Commission.

Suggestions.

One point that has struck me with enormous foes, as ! he
lieve it has all the delegates, 1s the close touch on Sympathy
between master and man, which 1s carried a step further 2 hy
enlistment of the men’s good offices to improve factory De dads
Suggestions are welcomed (usually a box is provided : bo eh
reception), the more so because the American man ? bs
realised that it is not the man sitting in the counting- ii pe
vate office who is best able to judge where improvements en e a i
in machine or method, but he who attends that Machine Som na
ing to night. Hence the employer asks for suggestions for t ¢ Ser
conduct of the business as well as for improvements in mac y.

This Company has lately published a pamphlet entitled:

ASKING FOR SUGGESTIONS

FROM EMPLOYES AT

National CasH REGISTER COMPANY,

DAYTON, OHIO, U. S. A.

An Exhibit of What the System Is
and What It Has Accomplished.

COMPILED BY
ALFRED A. THOMAS, SECRETARY,

January, 1904.

On request by mail, a copy of this pamphlet will be mailed free by us to

anyone who takes an interest in the subject.

 

 
 

 

et tse BART wis

94 National Cash Register Factory

These are freely offered, and periodically examined, and 1f enter-
tained. the originator of them usually receives at once a small
money gift, whilst for those found practical upon full trial and
ultimately adopted, he is given handsome remuneration in the shape
of a portion (or sometimes the whole) of the resulting profit, pro-
motion, or purchase outright of the idea by the employer. In short,
the man feels that the work of his brains will handsomely benefit
himself. Is it any wonder, therefore, that American machinery 1s
continually changing and improving, that the evolution of methods
is ever and rapidly going on? Every hand in the factory, man or
boy, woman or child, is constantly striving to discover some improve-
ment upon the existing regime, simply because it means profit to
themselves. Has such a system ever been tried here? Except mm

 

 

The following bulletin is also now posted in the factory:

TWENTY-FIVE CENTS
For each misstatement, error in grammar, misspelled word or exaggeration
in any of our publications. We will pay twenty-five cents to the employe
who first calls attention to any such errors. Send communications to
the Committee on Suggestions and Prizes. Be on the lookout.
January 21, 1904. N. C. R. Company.

The following bulletin is now up in the factory :

ONE DOLLAR FOR EACH ADOPTED SUGGESTION
This to be paid monthly

Any employe making a suggestion regarding work or modifying instructions
which he has no authority to change, is entitled to a prize of $1 for the sug-
gestion if adopted. If the suggestion relates to work which he has authority
to change, he will receive no prize for attending to his own work in the best
way.

y In addition, fifteen larger cash prizes, until further notice, will be awarded
at the end of each quarter for the most valuable suggestions received during
that period.

FOREMEN’S PRIZES.
First Prize,
Second Prize,

These prizes will be awarded to heads and assistant heads of departments
for suggestions, if they are of sufficient value, pertaining to work other than
that of their own departments.

As Seen by English Experts 95

quite isolated cases, 1 think not. As a rule the British employer
hardly knows his men, seldom leaves his office for the workshop,
delegates the bulk of his authority to a foreman whose powers are
arbitrary, and who, if any of the men under him show particular
initiative, immediately becomes jealous and fears he may be sup-
planted. Hence as a rule a workman making a suggestion to the
foreman (the proprietor himself is usually not accessible at all) is
met with a snub, asked, ‘‘Are you running this shop or am I? or
told, ‘‘If you know the business better than I do you had better
put on your coat and go.”” Such a system must be dropped, and
that immediately, if England is to hold her own industrially. We
must encourage initiative on the part of the workers, and be pre-
pared to pay for it fairly when shown, allowing their brains and

 

GENERAL PRIZES

First Prize,

Second Prize,

Two Prizes, $20 Each,
Four Prizes, $15 Each,
Five Prizes, $10 Each,

These prizes are open to all employes of the Company, except heads and
assistant heads of departments, members of the Board of Directors, Factory
Committee and District Managers.

TRIPS TO THE ST. LOUIS EXPOSITION

Will be awarded in lieu of the first prize of the foremen’s and general prizes
for the second quarter, 1904. These will be of one week’s duration on the
Company’s time, with expenses paid to the amount of $50.

Suggestions offer opportunity to increase salary and chance for promotion.
They show an interest in our work and our organization, and a preparation for
larger responsibilities with this Company.

We invite suggestions upon mechanical improvements, suggestions which
will improve the work of any department, increase sales, increase profits, increase
cash on hand, decrease competition and decrease opposition to our methods.
Suggestions which will effect a saving on the pay roll and the cost of manu-
facture will be particularly appreciated.

All suggestions received will be regarded as confidential.

April 1, 1904. N. C. R. COMPANY.

 

 
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96 National Cash Register Factory

inventive powers full play and due reward, as is done in the United
States.

One of the questions that will doubtless be asked is, how can
this be done without creating jealousy in the workshop? For
answer I will explain the American system. Whoever engages the
hands has to give in a list of all those taken on to the proprietor,
to whom, at a given hour on his first day, each new man has to
present himself, when a number is allotted to him and entered in a
private register kept under lock and key by the head of the firm.
In making a suggestion, the workman does not affix his name, but
puts his number only to it; consequently, at the periodical exam-
ination, the foreman does not know from whom any particular idea
comes, and there is no question of jealousy or possibility of discharge
for the man who shows too much initiative. When any particular
suggestion has been adopted, the position of the originator has be-
come an established one, and should its source become known, it in
no way hurts him but rather the reverse. Manufacturers here would
do well to give this plan a trial.

[From The Michigan Tradesman, March 9, 1904.]
OUR BEST CUSTOMERS

1 is an age of commerce, and our international
friendships and antagonisms are governed largely
by our trade interests. We are less likely to quarrel
with our best customers than with those that trade
less with us, and trade discrimmations, even although
not the direct causes of serious quarrel among nations,
are more apt to be at the bottom of all the trouble
than anything else. It is, therefore, well to know
who are our best customers, and, knowing them, to
cultivate their good will. € More than one-half of
all the exports from the United States during 1903
went to British territory, and practically one-third of
all our imports during the same calendar year came
from the same British territory. Our total exports to
Great Britain and her colonies and dependencies
during 1903 footed up $768,000,000 in round
figures, or fifty-two per cent. of our total exports to
all countries. Our imports from British territory footed
up $308,000,000. Thus, of our total foreign com-
merce for 1903, aggregating nearly $2,500,000,000
in round figures, more than $1,000,000,000 repre-
sented commerce with the British Empire. These
figures are furnished by the Bureau of Statistics of
the Department of Commerce and Labor, and
are, therefore, official. By British terntory is, of
course, meant the United Kingdom and its colonies,

dependencies and protectorates.

 

 
 

 

 

A man ought not to be employed at a
task which a machine can perform.

CHARLES W. ELIOT
President of Harvard University

A The N C R-
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A BRIEF EXHIBIT OF SOME
TRAINING SCHOOLS

 

 

 

NATIONAL CASH REGISTER COMPANY
DAYTON, OHIO

 
A ——————————————————— ar rman a ETI,

A BRIEF EXHIBIT

OF SOME

TRAINING SCHOOLS

OF THE

National Cash Register Company

 

DAYTON, OHIO, U. S. A.

“From a combined system of labor and
schooling comes something which com-
mands the respect of all.”

 

 

COMPILED BY

ALFRED A. THOMAS, SECRETARY

 

 

 
rE —————————repmesmmmerinimioit oT Mn

AGENTS’ OR SALESMEN’S TRAINING SCHOOL.

This commenced April 4, 1894. It was the first school of any
kind organized at the N. C. R. faetory.

¢¢This Training School was the idea of the President—his creation. It
began in ridicule. No one then favored it; no one wanted to teach; no one
wanted to attend; no one but the President saw its wonderful success. It is
said that no success came in its early days until the manner of selecting the
scholars was changed. To get young men who were bright, educated and ambi-
tious, and nothing else, gave too big a percentage of failures. They needed to
be all that, plus tested ability to sell things. To the man who is that, this
Training School can, in the best way and quickly, give the necessary informa-
tion and skill in our special line.”’

The first class graduated June 30, 1894, 37 scholars. In the ten
years since its first organization, 49 regular classes and eight post-
oraduate classes have been graduated from this school, making in all

 

Among the educational things
at the National Cash Register
Factory are Training Schools.
This pamphlet is intended to be
an exhibit and brief statement
of what some of these are.

 

if

1
1
:

i
|
’

 

 

ClasseNo. 51 in session at the Agents’ Training School.

3

oo ec - ak Coa
Sl a —— : g

 
 

 

 

re ———— i ————————

Mr. N. F. Thomas.

Mr. James B. Furber.

Mr. E. E. Fowler,

Instructors from the beginning up to the present time in the
Agents’ Training School.

4

 

TRAINING SCHOOLS. o

a total of 57 classes. 854 salesmen have been graduated from
the regular classes and 235 from the eight post-graduate
classes. The largest class was April, 1894, 37 scholars; smallest,
November, 1897, three scholars. The instructors have been:
Mr. Joseph H. Crane, Mr. Hugh Chalmers, Mr. James B. Furber,
Mr. Harry J. Morley, Mr. Wm. F. Boekhoff, Mr. Nathaniel F. Thomas
and Mr. E. E. Fowler, who is the present instructor. The regular
members of the selling force are required to take a course in this
school, which is thoroughly organized for work. In the general office
building, No. 1, of the factory, there is a well equipped room for
its use. wherein a complete line of registers is kept, which is valued
at $30,000.

Mr. Joseph I. Crane, the first instructor, says:

A school for the training of salesmen was started largely because of the
need of a systematic and careful manner of training, so that all our men
could explain the workings of the registers in the shortest and best possible
way. We found by much experience that the best way of demonstrating what
a cash register would do for a storekeeper was by means of a primer. Let me
explain what I mean by primer. The first primer was written by myself as a
result of my personal experience in being unable to properly show a register
without a systematic method to follow. When I started to show a man a cash
register I would find that I would forget to call the attention of a storekeeper
to some important point because I had no method in going about it. I then
wrote out an explanation for my own use so I would not omit any of the valu-
able points of the register. I showed this to the President one day and he
thought that this would be the proper method for all salesmen; hence the
Primer was written. The Primer is nothing more or less than a systematic
explanation of what a cash register will do for a retail merchant.

When I had charge of the New York office for the Company I made all
my salesmen learn the Primer and stand an examination in it. In 1894 I came
back to Dayton to take charge of the new Training School just being started.

It was decided that all new salesmen should know the Primer before they
started. The first class consisted of three men, all mechanical inspectors. Two
of them are still with the organization—Joe Warren, head of the Repair Depart-
ment, and Hugh Keller, mechanical inspector, Cincinnati. It gradually devel-
oped that it was not good policy to put a man through the school who did not

~ possess the four qualities necessary; being health, honesty, industry and ability.

If we were satisfied that they possessed these four qualities, we were will-
ing to give them the fifth necessary quality, which was knowledge of the busi-
ness. The thing has gradually developed and crystallized until now our re-
quirements are that a man must either have had successful experience as a sales-
man, in addition to the above qualities, or else he must acquire experience in
this business on a training ground before he cnters the school. I suppose I
have trained five hundred failures, and I think I can point to one hundred sue-
cessful salesmen with the organization who began under my school work.

 
 

The Post-Graduate School in session.

When I told all my New York salesmen that they must learn the Primer

verbatim within a certain time when they would be examined and cash prizes
awarded, at his earnest request, I permitted the office boy in the Brooklyn
office to compete. When the examinations came off three men were So mnear
perfect that I could not conscientiously award the prize to any one of them, so
I increased the amount a little and divided it among the three. The office boy
was one of the prize-winners. He is now general manager for Continental
Europe. At the time he won the Primer prize he was drawing a salary of
$4.50 per week.

What Post Graduate Means.
Mr. E. E. Fowler, Instructor, says:

The output of the National factory is now so various and complex
that it sells about three hundred kinds of registers, or machines, with
that many substantial variations upon them. The factory is fre-
quently putting out new things and has been in the near past. These
come in contact with, or require in part, what we call new systems
of store methods and counting. It is necessary to understand and
adjust cur machines to the wants of the merchants, so we find it
necessary to call in our oldest and best men at least every two years,

me

Ei

 

 

TRAINING SCHOOLS.

to inform and instruct them in regard to these new things. Some
of these men who come into our post-graduate classes have been in
our business as long as seventeen years. The average age of experi-
ence of the last class was about eight years. Another beneficial effect
of this post-graduate course is the coming together of a large number
of old, experienced and successful salesmen from the different sec-
tions of the United States. A large portion of the time of the post-
graduate course is taken up with explanations of new systems for re-
tail stores, and each member, in turn, explains to the rest of the class
the different systems which he has been successful in introducing into
his particular section of the country. By this means we have been
enabled to assemble different ideas and systems that would never have
been brought out unless this class were held to work in this way.

Experience Necessary Before Taken Into School.

In former classes of this school it was the custom of the Com-
pany to employ salesmen and bring them to the factory and give
them a course of instruction without their having had any previous
experience in selling registers. The effect of this was to make too
large a percentage of failures; and much that was taught was not

 
EE a aE TET———————

 

TRAINING SCHOOLS. 9

understood nor appreciated, because the men had never been in
actual work without it. To correct this fault, the Company now re-
quires that a man must have at least three months’ experience in the
field, selling our product, before he can come into this school. They
have established in the different large cities what is called an
‘““ Agents’ Training Ground.”” For instance, at Boston, there is a
sales agent who takes mew applicants who want to learn our sales-
manship, and shows them how he works and what to do; they ac-
company him daily for, say, six weeks, upon a nominal salary for
support during that time. Then they are put out into some distriet
where they can work and show their quality and be tested. If
fairly successful, then we are ready to bring them into our Training
School at the Dayton factory. Transportation and board here are
the expenses which each student pays for himself. This course ex-
tends over a period of four weeks; but for post graduates it extends
over two weeks. In the regular training school four prizes are now
competed for, as follows: First prize, payment by the Company of
the necessary traveling expenses of the salesman home and back,
and his board while here; second, $50 in gold; third, $25 in gold;

 

 

 

Class No. 49 of the Agents’ Training School.

 

 

Class No. 47 of the Agents’ Training School.

 

ey SS

 
Ce ———————— EY fm at Ca "

 

 

 

 

 

 

 

 

Post-Graduate Class No. 48.
+

 

TRAINING SCHOOLS. 11

fourth, $10 in gold. We award these prizes for a summary of a num-
ber of things; among them, punctuality, application, personal appear-
ance, deportment, proficiency in the Primer and standing in a weekly
examination which covers the previous week’s work. On the last
day of each course a graduation day and exercises are held at the
Officers’ Club; diplomas are given to graduates, which they value
highly. These diplomas are on parchment, artistically illuminated,
and signed by President Patterson, the Vice-President, General Man-
ager, the Manager of the American Agencies and by the Instructor of
the school. These documents are certificates which bear the seal of
the National Cash Register Company.

Clits is to Certify that
Mr Jl Cork

is a graduate of €lass No sv
of the National Gash Register Company 5

Agents Training School

in session at the factory Daylorn Ofkio
/, ‘ ¢ ’
vy 7? 0 lo 2 ned! BG" 1 Te
Ott Forze

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Hh het

One of the diplomas given agents graduating from school.

 
 

A ————————— om

TRAINING SCHOOLS.

Mr. C. G. Heyne, Head of the Recording Pyramid, says:

I was about a year here at the factory in charge of the Foreign Depart-
ment.

I was first employed by the N. C. R. European manager, and by him put
into his London Agents’ School. This was an international school, conducted
by the London Company then, after the model and following the example of the
Agents’ Training School at Dayton. After this I went to Berlin and took a
post-graduate course in the Agents’ Training School of the National Company
there. The policy of the Dayton N. C. R. Company was always fixed. It was,
as soon as it could establish its business in any country, to have an Agents’
Training School, to prepare the men. This was done first in London; and the
school has been continued there ever since, and with more success each year.
The next was established at Berlin, and, to my personal knowledge, has been
of the greatest value in making salesmen familiar and competent to succeed in
our business. Like schools were established by the N. C. R. Company in Paris
and Italy. When Mr. Wark was made manager for Continental Europe, inter-
national schools were established by this Company, where they are now being
carried on; so that each and every country in Continental Europe sends its
younger salesmen to these Berlin International Schools for training. Our Com-
pany found that the same thing was both necessary and efficient in Australia,
and has established an Agents’ Training School at Sydney. The Company’s
experience and success in these respects, which was so striking and known to
all, induced its field agents at remote points to do the same thing; for instance,
Mr. Bartholomew at Cape Town, South Africa; Yerex & Jones at Wellington,
New Zealand; Mosler, Bowen & Cook, City of Mexico, Mexico, and they each
have such schools now satisfactorily at work. They themselves employed
teachers who were men who had graduated at our own home school.

 

Berlin Training School in session.

 

 

TRAINING SCHOOLS.

SCHOOL FOR REPAIRMEN.

This useful organization began in an informal way and without
much announcement, about three years ago. It can best be under-
stood and sufficiently explained by the statements following:

Mr. Charles V. Wilgus says:

I am a member of the Factory Committee and Supervisor of the Assem-
bling Departments and of the Repair School.

There are in daily use at the present time over 370,000 National Cash Reg-
isters. It is mot surprising, therefore, that, in spite of the extreme care which
is given the manufacture of our registers, there should be, on this large number
of machines, considerable repair work.

We aim to be experts—business experts and mechanical experts. Should
one of our machines get out of order and be incorrectly repaired, it would in-
jure us. Therefore, in order to obtain the highest possible efficiency in our
repair force, we have established at the factory a Repair School, where our
men are trained. We give in this school a thorough course in the mechanical
construction of our registers, on the completion of which the men are able to
efficiently repair any of our machines.

The accepted applicants for this school are usually men who have had
experience in some of our assembling departments or with our sales agents.

The students in this school pay no fee or tuition. On the contrary, they
receive 15 cents, 171 cents or 20 cents per hour while they are learning.

Members of the American Institute of Architects who visited the factory September 13, 1902.

 
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TRAINING SCHOOLS.

The demand for repairmen is divided into three classes:

1. Men to do repairing only.
9. Men to act as combination repairmen and salesmen.
3. Men to act as combination repairmen and officemen.

Thus a man who has been graduated from our repair course may be able
to use to advantage in the field such previous office or selling experience as he
may have had. It should be understood, however, that we teach in this school
nothing but repair work.

Our two hundred and fifty styles of cash registers are built on nine broad,
mechanical principles. These principles are taken up in the following order:
Detail-Adder, No. 33, No. 135, No. 35, No. 79, Multiple-Drawer, Multiple-Counter,
No. 171, No. 400, Miscellaneous. It takes from six months to a year to complete
the course, depending upon the ability and application of the individual. The
school is in charge of four competent instructors and a foreman, all of whom
have been with the Company more than eight years.

The students are encouraged to ask questions concerning any point not
perfectly plain to them. These questions are placed in question boxes in the
department, and at the weekly meetings are taken up and answered by the
students. This method brings to the attention of all the points not plain to
any one. At these weekly meetings we explain, by means of a stereopticon,
the construction of the more complicated parts of our registers. This has been
found to be ome of the greatest possible aids to instruction. Weekly examina-
tions, covering the work of the previous week, are also held.

It is our aim to apply, as far as practicable, the most advanced methods
of teaching.

Repair School.

 

 
 

 

16 TRAINING SCHOOLS.

Our mechanical inspectors in the field, who have all been trained here at
the school, make monthly reports to the factory, covering the work which they
did for the previous month and the difficulties which they encountered. These
reports are carefully gone over at the factory, and immediate steps taken to
remedy the weak points discovered by the inspectors.

The establishment of this school is of benefit both to the Company and to
the users of our registers. The Company is benefited by the greatly increased
efficiency of its repair work, due to the high-grade men which it is thus able
to put into the field. The users of our machines receive a corresponding benefit.

As we have mechanical inspectors in every section of the United States,
the least possible time is consumed in shipment of machines for repair, which
fact is of vital importance to a user of a cash register.

Mr. Joseph E. Warren says:

I am at the head of the Repair Department, and work ten men in my
special work. The school proper is in charge of J. A. Oswald. There are in the
school now nineteen regular men and twenty-six students. If a man is a good
mechanic and something of a salesman he should stay in the Repair School at
least six months. Any man is admitted into our Repair School who, in my
judgment, would make a good man. It is customary to sell the National ma-
chines with a two years’ guaranty, and to look after this and see that it is
kept up without heavy expense is the important thing. Most things wanted
in the way of machine repairs by a man who is not used to one are small
things. We often find them to be what we call non-mechanical troubles. Almost
one-third of such difficulties are non-mechanical, but somebody has to go to
put the machine at work. The user of a machine is as much annoyed as if
it had a mechanical defect, and he cannot find out the little thing that plugs it.

The Repair School has turned out some capital salesmen, among them a
man who beats all salesmen, I understand, in the United States. Mr.
Brizzolari, who stands at the head of the selling force, is a graduate of the
Repair School. The average length of time that students stay in the Repair
School is about six months.

Mr. J. A. Oswald, foreman of the Repair School, made the fol-
lowing statement :

I was for a year assistant foreman of the No. 135 Department. I have
been teaching the Repair School about six months. There are now (February
24, 1904) twenty-six students in this school. Mr. J. E. Warren, head of the
Repair Department, decides who is to be admitted and get the teaching of the
school. I should judge that the men now in attendance would average twenty-
five years of age. I think a majority of these men have been sent in by
our sales agents to be trained—I mean our sales agents at different points all
over the country. Some are straight mechanics, selected from the Dayton fac-
tory; but others are, as near as we can get it, the type we want, no matter
where they are from. The length of time these men should stay depends en-
tirely upon their ability and experience. Many bright young fellows sent
in by the agents have had no mechanical experience at all. I .understand the
National Cash Register Company is glad to get a man of good habits, good

TRAINING SCHOOLS.

industry and bright mind, who has some selling capacity and experience, and
who is willing to add to it the mechanical knowledge which should make him
a good repairman. I am told, too, that men with these two capacities or train-
ings get on faster and can learn more quickly than often happens if a man has
only one. I say—at least I have noticed—that if a man 1s bright enough to
be a salesman he is bright enough to learn the mechanical portion of it that
applies particularly to our business. Tt is only a question whether he will take
the time and take the pains. :

Perhaps one reason why I was selected to be the teacher of the Repair
School was that I have worked twelve years in the ‘‘Cash’’ factory in Dayton
as a mechanic; first as assembler, then as inspector, then as job foreman, then
as assistant foreman. This gave me practical experience on all our machines.

 

Class of apprentice toolmakers.

Instructors in Repair School.

For convenience, the Company ’s machines are practically divided
into several kinds, and there are four different instructors in the
Repair School, one of whom takes charge of work on one or more
of these kinds of machines. These instructors are:

J. J. Johnson, in charge of work on No. 79 principle machines.

C. W. Wirshing, in charge of work on No. 35 principle machines.
R. W. Weidner, in charge of work on Detail-Adder and No. 33 principle

machines. :
Alexander Grass, in charge of work on Nos. 172, 400 and miscellaneous

machines.

 

 
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TRAINING SCHOOLS.

Students in Repair School.

We give below names and addresses of the students now in the
Repair School.

T. W. Hammond, Logansport, Ind. G. H. Lasley, Columbus, Ohio.
I. Hawker, Dayton, Ohio. KR. R. Kimmell, Dayton, Ohio.
I". J. Bulger, Philadelphia, Pa. J. C. Kimmell, Dayton, Ohio.
¢. J. Ryan, Dubuque, Iowa. I". H. Cass, Boston, Mass.

. B. Yakeley, Buffalo, N. Y. M. W. Keyes, Green Bay, Wis.
J. W. Kinipp, Indianapolis, Ind. [ra Nies, Beaumont, Texas.

2. L. Baker, Toledo, Ohio. George Long, Dayton, Ohio.

2. Richardson, Duluth, Minn. H. S. Hazlette, Atlanta, Ga.

. I". McKeon, Bridgeport, Conn. H. H. Green, Kalamazoo, Mich.
S. Bronson, Dayton, Ohio. G. G. Ellinwood, Utica, N. Y.
James E. Berry, Middletown, Ohio. C. E. Rusby, Dayton, Ohio.
John Warren, Dayton, Ohio. J. P. Alexander, Germantown, Ohio.

BE. C. Smith, Dayton, Ohio.

Mr. J. A. Oswald and his three assistants.

 

TRAINING SCHOOLS.

THE COOKING SCHOOL.

What It Is and How Its Work Goes On.
[Statement by Mrs. J. D. Gibson, February 23, 1904.]

I had taught cooking classes elsewhere, but have taught them
as occasion offered or called for in Dayton for the last four years.
I began the present class at the «“Clash’’ about six weeks ago. It
has 290 scholars enrolled, who are divided into two classes. Each
meets from 6 to 8 p. m. on Thursdays and Fridays in the Girls’ Din-
ine Room with the kitchens adjoining, at the ‘‘Cash” factory.
Mr. Wahrer, head of the Domestic Economy Department, supplies me
oenerously and well with every equipment in the way of both uten-
sils and supplies. The classes are open only to the employes of the
N. C. R., and are open to any of the women employes. Some of my
pupils are the forewomen who are heads of the large departments,
and they include also the women who are helping at the Officers’ Club
in the kitchen, and also those in the kitchen of the big Girls’ Dining
Room.

We aim to give the girls only what will be of use to a practical
housekeeper in her home. Our course will include the cooking of
meats, of vegetables, the preparation of soups, salads and desserts;
also practical lessons in the making of pastry, pies and cake. We
oive special attention to lessons in bread-making.

 

 
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TRAINING SCHOOLS.

Hints From Teaching in the Cooking School.

[By Mrs. J. D. Gibson, Instructor.]

We may live without poetry, music, and art;

We may live without conscience and live without heart;

We may live without friends; we may live without books;

But civilized man cannot live without cooks.

He may live without books—what is knowledge but grieving?
He may live without hope—what is hope but deceiving?

Me may live without love—what is passion but pining?

But where is the man that can live without dining?

A Few Recipes.

Delicate Pudding.
1 pint boiling water, 1, ts. vanilla
4 even ts. corn starch 2 tbs. sugar
14 ts. salt Whites of three eggs

Vanilla Sauce.
1 ec. milk 2 tbs. sugar
Yolks of 2 eggs 15 ts. vanilla

Delmonice Potatoes.
qt. diced potatoes 1 e. grated cheese
c. milk 1 ts. salt
tbs. butter 14 ts. pepper
tbs. flour

Soft Cooked Eggs.
Place the eggs in plenty of boiling water, remove from the fire, cover
and allow them to stand five to eight minutes.

Hard Cooked Eggs.

Place in cold water, cover, and when water boils remove from the fire,
and allow to stand 20 minutes on back of range; then put into cold water.

Pan Broiling (for tender cuts of meat).

Heat frying pan very hot, place the steak or chops on it, turn the meat
every 10 seconds until turned 6 times. Then cover, and if meat is one inch
thick cook 5 minutes, turning every minute. Add salt when cooking is about
completed.

Salad Dressing.

1 ec. vinegar 1 ts. white pepper

1 tbs. butter 1 ts. dry mustard

1-3 e. sugar 1-3 c. cream

1 ts. salt Yolks of 4 eggs

TRAINING SCHOOLS.

Waldorf Salad.

pt. diced apples (tart) 1 qt. diced celery
c. English walnuts or hickory nuts

Some Essentials About Cooking and Eating.

Necessity for Food.

For building and repairing tissues.
To give heat and energy.

Necessity for Cooking Food.

To render it more palatable and digestible, and to destroy germs of
disease, and other parasites.
Food stuffs may be divided into five classes:

1. Proteids. Which are the flesh formers and heat givers.

2. Fats and Oils. Give heat and energy but are not flesh formers.

3. Carbohydrates. Give heat and energy but are not flesh formers.

4. Water. Which acts as a solvent on various ingredients of the food,
liquefying them, and rendering them capable of absorption.

5. Mineral Salts. Which excite the secretions and help to maintain
the fluidity of the blood, and enter into the composition of the bones, teeth
and nails.

Proteids.— The foods that are most rich in proteids, in various forms,
are meat, milk, eggs, cheese, fish, wheat, beans and oatmeal.

Fats.—The most important of these is the fat of animals, the fats found
in milk, butter and lard, while fatty matters are abundant in olives, nuts
and chocolate. Brains of animals and yolks of eggs also contain fats.

Carbohydrates are starch and sugars. Starch is found in wheat, Indian
corn, oats and all grains, in potatoes, peas, beans, roots and stems of many
plants, and in some fruits. Of sugars here are several kinds, cane sugar or
sucrose, obtainéd chiefly from the sugar cane, beets and maple sugar. Grape
sugar or glucose, found in grapes, peaches and other fruits. (It is also readily
manufactured from starch.) Milk sugar, or lactose, obtained from milk.

Mineral Salts.—The most important mineral salt is chloride of soda or
common salt. It is contained in nearly everything we eat, but usually not
in sufficient quantities to supply all the needs of the body, and we therefore
add it as a separate article of diet. All other mineral salts (such as phosphate
of lime) are usually contained in sufficient quantity in an ordinary diet.

Application of Heat to Food Stuffs.

Proteids, which always contain albumen, should not be boiled, because
albumen coagulates and becomes tough like leather. Hence, meats should be
served rare, milk and eggs should never be boiled, but cooked at a temper-
ature of about 155 degrees Fahrenheit. Wheat and oatmeal should be
cooked a long time in a double boiler to thoroughly cook the starch, and not
overcook the albumen.

 

 
 

 

 

EE EE ————— T_T rr

22 TRAINING SCHOOLS.

The human body, from a chemical point of view, may be regarded as a
compound of three large classes of chemical substances, viz., proteids, fats
and carbohydrates, associated with water and mineral salts.

To support life the different food stuffs must be taken in proper pro-
portions; and in order that all the tissues and fluids of the body may con-
tinue in good condition, and perform their functions properly, they must be
supplied with all the ingredients necessary to their constitution. :

Universal experience has taught us that the best sustainers of life are
milk and bread and water, with a certain amount of meat and fat. These
should form the basis of all our diets, though not to the exclusion of other
food stuffs, for it has also been proved that a mixed diet is always to be pre-
ferred to one that consists constantly of the same articles of food.

To determine the relative digestibility of foods is a very difficult mat-
ter in view of the individual peculiarities of different people. The best diet
is that which contains all the articles of food necessary for the wants of the
body in proper proportions, which is agreeable to the individual and which
gives the minimum amount of work to the digestive organs.

 

 

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TRAINING SCHOOLS.

Bread-Making.
[By Mrs. J. D. Gibson, Instructor in the Cooking Class. |

While the making of good bread is one of the simplest processes known
in cookery, it demands the knowledge of a scientist. The perfect loaf, a
pleasure alike to eye and taste, ean only be achieved by a thorough study of
the material entering into its composition, and the reason for such a com-
bination; and there must also be the knowledge gained from practical work,
for in bread-making, as in everything else, the old adage holds good that
‘practice makes perfect.”” The best flour for bread-making is made from
the hard wheats (Spring wheat). These wheats contain a large proportion
of gluten, which gives to the flour a yellow tinge and a gritty feeling. Glu-
ten is a mnourisher of the blood and muscles, so flour containing it must be
more healthful than the purely starchy flours. Indeed, so high an authority
as Mrs. E. H. Richards, of the Massachusetts Institute of Technology, says
that ‘‘the bread made from fine flour, which is most tempting to the eye
and palate, may after all be the one best adapted to the needs and conditions
of the human systems. Gluten also possesses the quality of making a tough,
elastic dough, a most important consideration when the dough is to be ex-
panded by gas as in bread-making. A given quantity of flour containing much
gluten will swell more on being moistened than do other kinds; hence, al-
though the first cost of the best flour may be a little more, it is most eco-
nomical in the end.

The yeast in bread-making must be of the very best and purest to
insure success. Vague ideas exist in the minds of many as to what yeast
is. Tt is a microscopic plant of the lowest order and several varieties are
known to scientists. Some of these are improved by careful cultivation, and
these pure yeast cultures sold as compressed yeast, when fresh and good,
are the best. Yeast being a plant, is subject to the same laws of growth
as other plants. Extreme cold and heat are alike fatal to it, which explains
the fact that when bread dough is mixed with too hot a liquid or becomes
frozen it ceases to rise.

The most wonderful step in bread-making is the planting of the yeast
in warm dough, and the power which the yeast has in its growing to raise
the mass, which it does in the following manner: The flour contains starch;
the yeast in growing changes a portion of this starch to dextrine, a kind
of sugar, and continuing its work the sugar is further changed to alcohol
and carbon dioxide, a gas which puffs up the dough. This is alcoholic fer-
mentation, and is the same process as that which makes all fer-
mented liquors. If the process is stopped at this time, either by stirring
the dough or by baking, the bread remains sweet, but allowed to continue
its course unchecked, after a time acetic fermentation begins, and sour bread
is the result. The earnest learner will soon be able to detect the difference
between the fragrant, pleasant odor of bread dough just right and the pun-
gent sour smell resulting from too long rising. As to the wetting to be used
in bread-making, each must be guided somewhat by circumstances. The most
nutritious is made from all milk, and some, on account of expense, must use
water alone; however the preference in most cases is given to half milk and
half water. A small amount of shortening may be used if desired. By its

 
avikin. 4

 

 

24 TRAINING SCHOOLS.

use the natural toughness of the dough is overcome, and its nutritious qual-
ity increased. If all water is used the bread will require more shortening.
A small amount of sugar adds to the good quality of the bread and supplies
the loss of the natural sugar of the wheat. Liquid used should be at a tem-
perature of 80 degrees F., and lower even than that in extremely warm
weather. Flour enough should be used to make a dough that does not spread,
but keeps its shape, and the dough should be covered with a closely fit-
ting cover to prevent a crust from forming on the top during the period of
rising, which must be accomplished in a room the temperature of which is
76 degrees I. Do mot, if it can be avoided, put the bread to rise standing
with one side exposed to the heat from the range. With the temperature in-
dicated, the bread should rise perfectly on the kitchen table.

After the yeast has dome its work, the dough occupies twice the space
that it did in the beginning, and if it cannot be attended to at once, cut it
through with a knife, thus forcing it to do the same work again; but when
it has risen the second time have no further delay in kneading.

Kneading is a process not easily described. By it the yeast plants are
evenly distributed, and the dough is made tender and fine grained. The pro-
cess is best learned by observation of someone skilled in the art, and by
practice. The dough should be of such a consistency that the merest dusting
of the hands and board with flour will suffice. Too much flour added at this
stage will make the finished loaf hard and dry. Divide into loaves, making
each into a round shape, and put two loaves close together in a pan which
would measure about nine inches in length, three inches deep and five inches
in width at the base and a little broader at the top. Cover this time with
a towel and let rise again until double its bulk, and if possible away from the
range, as by so doing the bread will be finer grained. Then bake at once.
Baking kills the yeast germs, and fixes the air cells which are formed in the
rising; it also evaporates the alcohol and carbon dioxide. Owing to the large
amount of water contained in the dough, the temperature of the inside of the
loaf does not rise above 212 degrees F., but the outside, from the greater heat
of the oven, soon browns, or, in other words, the starch is changed to dex-
trine. The same change is seen in bread properly toasted. In the process of
digestion all starches must be similarly changed, so the importance of thorough
baking is apparent.

The oven should be hot enough at first to puff the dough and partially
brown it within fifteen minutes. Turn the loaves several times that they
may brown evenly, and when well browned, decrease the heat and if neces-
sary cover with a thick brown paper, and bake 40 to 45 minutes, then remove
from the pans and cool uncovered and as quickly as possible. If a soft crust
is desired rub the loaves while hot with a little butter folded in a piece of
clean cloth. Bread is best kept in an earthen jar with close cover, which
should be washed, scalded and dried in the open air twice a week.

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TRAINING SCHOOLS.

OTHER SCHOOLS.
[Statement made by Miss Etta Boath Garretson, February 23, 1904.]

There are now in the ‘‘Cash’’ of
schools and classes under my direc-
tion:

1. A dancing class of five hun-
dred and fifty members meets in two
divisions, each once a week, in the
extension to Building No. 3. It has
been going for two years. It includes
both men and women. The members
are generally young people, but there
are some elderly and married people.

Those entitled to attend are only the

employes and the escorts of the young Po
ladies. There is a membership ticket, 3 i
which costs fifty cents per year, and
which entitles the holder to mem-
bership in any or all of the classes at the N. C. R. House. This idea
or plan was adopted to introduce the idea of co-operation—union.

It is decidedly my opinion, from my experience and special study
of the question, that it is not true philosophy to give things for noth-
ing. A person must pay full value for a thing, or else he must
understand that by co-operation he can gain something at a mod-
erate cost. For this reason, none of my classes here are free, but
everybody must contribute or help, in order to get the benefit.

The dancing class is intended to, and succeeds in, teaching grace
in company, ease of manner and power of adapting one’s self to
social functions. It also gives a social time to those attending and
a few of their friends whom they may bring with them. In fact,
this really takes the place of a club house to many of the members.
They are not situated so that they can entertain at home, and are
improved greatly by the little social acquaintance and opportunity
for acquaintance which people ought to have. Among the rights of
young people growing up is the right to get acquainted, and they
have a restricted opportunity within such meeting places.

2. A history class of about fifty or sixty members began this
year, and meets twice a week at the noon hour. In this class we
cover really the intellectual, social and moral development of Europe,

Miss Etta Booth Garretson.

 
 

 

206 TRAINING SCHOOLS.

commencing at the fall of Rome, down to modern times. Very little
attention is paid to dates, but emphasis is given to the development.

3. A gymnastic class for girls under thirteen. This is open to
any resident of South Park, which is the general city district that
the factory is in. Its boundaries are made by Burns Avenue on the
north, Main Street on the west, Brown Street on the east and Rubicon
Creek on the south. There are about seventy-five or one hundred pu-
pils in this class, which meets Saturday mornings in the extension of
Building No. 3. Simple gymnastic exercises are given, to teach the
children correct posture and bodily grace. There is also a boys’
oymnastic class of about forty members under thirteen years of age.

Committee reading the essays written by the scholars of the Central District School.

4. The wood-carving class began two years ago, with intermit-
tances lately, because there is too much to do. Last year there were
nearly one hundred girls in it, and this year about fifty girls and
forty boys. They have in this simple wood-carving. The children
draw their own designs and do their own work. The idea of this
class is to teach them to begin things, to work at them and finish
them, and also to train the hands and the brain. The boys took
the greater interest in this subject—somewhat more than the girls.

5. Cooking classes. These have been long carried on here at
different intervals and by different persons. The present class be-
oan in January, 1904. There are about two hundred and sixty
members of this class, which meets Thursday and Friday evenings,

 

Boys’ Class in Woodcarving, held weekly in the Manual Training Building.

from 6 o’clock until 8 o’clock, in the kitchen of the Domestic Econ-
omy Department, in Building No. 1; that is, they meet where they
have the Women’s Dining Room at hand and the cooking apparatus
of the large Men’s Dining Room. Seats are put up in the kitchen,
where the instruction is given by Mrs. J. D. Gibson. The lessons are
in the form of lectures and demonstrations, and everything is cooked

 

The 480 school children whose letters of thanks to President J. H. Patterson
resulted in an award of prizes.

27

 

 

 
28 TRAINING SCHOOLS

before the class and tasted, so that the girls may have a practical ob-
ject lesson. In connection with the cooking work, girls in the factory
who desire may spend a week in the kitchen of the Men’s and
Women’s Dining Rooms, assisting in the cooking, and as the second
week’s work, they cook at the Officers’ Club. Mr. G. F. Wahrer,
chef of the Officers’ Club, also gives them lessons in marketing and
in the choice of meats. In connection with this practical laboratory
work and the lectures given by Mrs. Gibson, the young ladies ought
to have a very thorough training.

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Sewing Class at the N. C. R. House.

 

 

6. An embroidery class was organized in November with a mem-
bership of sixty-eight.

All of the schools, including the classes at the ‘‘Cash’’ of various
kinds and carried on among employes, are under the auspices of the
Company.

 
 

In youth our steps are light and our
minds ductile, and knowledge easily
laid up. But if we neglect our spring,
our summers will be useless and con-

temptible, our harvest will be chaff,
and the winter of our old age unre-

spected and desolate.
— Sir Walter Scott.

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In youth our steps are light and our
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laid up. But if we neglect our spring,
our summers will be useless and con-

temptible, our harvest will be chaff,
and the winter of our old age unre-

spected and desolate.

Sir Walter Scott.

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b oF op

Tomah al

JJECORT on the Preparation
BR of Teachers of Manual Training
“= by the Committee on Manual
Training of the New England Confer-

ence of Educational Workers «2 4

4 XR AR Y
oF TRE
ITY;
Qu y

§ oRIVERS

 
8. J 10. % 13. 14, " J ; isin 7 i 4 ; : 4 i y 7% ir ”

Omance Park Nommar, Coi~ | Brascu Now.
wecm ov Tuk | mar Cotuscr,
City or Naw | Pune Bue,
TRAINING, Vouk, N.Y. Axx.
Onanae PARK,
Fra.

TUTION -
DiRRCTOR,
ATeapa;

loLLAND.

State
FRAMINGHAM,
Mass.

1. Derarraeent Members of Ve Work in 3 Can Jeu
senior class take ith

work in manual regular pr.

training, ‘sional trainin.

Wood. sion, y Sloyd, clay. 3 i whloraclay
clay, ea A 3

apparatus mak: 3 Es ag:
ing, ete. ing.

Braxcuss

2. Avuisston CoNDITIONs . . - Requiredof |. High
senor class. graduate
equivalent.

Senior class
school

3. Laxoru or Covmse . . . . 1 term, ao weeks. |... 4 periods 57 hours. 3 : x year; noth-
for.

week f ing else taught.

4. (a) Tux Gives To Turomy #
Not separated.

(8) Tis Given 70 PracTicr x, L

2308 =x orate.
#) Onsarvamion or S¥smems trons —isorsele
ar Kilowianes

(8) TusoreTical TRANING

7. Psvonowc AGOGY
8. Sanx Worx at Saxe Tum .

97 Strrasie vor Bovs AND Gris

Ir so, wat Acks
10. Teacve ABILITY + - . oo

Ace

se

11. Prsrsmncn |
As TO

12. Sraciar. Rooms Nexo
13. Woon-work

(a) Sven

EpvcaTIoNAL
3) Ame

INDUSTRIAL. . +

(@) Exrent awn Kixps oF
Form Work .

Numsms or Moors
@)

Numssn or Toots i a 16 full sets.

Mopwis .
(e) Wom wavs.
hom i
Draws . | oo. +
(/) STupmwTs’ own DrawiNGS : + They
| blue prints.

(&£) Numwsn or Exuncisss s » 20 1030.

4) Puvsiorocicar. Ermers . | ois ‘ aid + Always!

GF “rier Won
a own

14. CLAY: Exv8¥ing Cray M
wiiivG RELAY Me
18. Ciav Procasssive Covkss

fo) Kaun awn Numnsn_o
Testa” TEM rei . ws ve . about annissimhanen

about 25.

Boards
desk-tops,
-

Moos .
(€) Wonk wave:
on Drawines

(4) Dusicwine ann Worx
vrom Natues I

16. MxraLwonk

(#) Kinos

(4) Numnex or Toots . . .

(6) Nossa or Exuxcisss

(4) Foasusp Oscrs

)
1
i

|
|
Toni |

(6) Wosx Mave,
mom.

(/) SrummnTs’ own Deans |

i
|

(&) Toots PREDOMINATING

(h) Muaws vor Porssuinc
Matar *

(4) Puvsiovocicar. Evpects .

Hoot too

(/) Comrixren Womx Sto-
pawTY OWN. - +

“17. Seva

“ober sien

+

1 For ananers to questions 18 and 19 see appeadia.

 
OF INSTITUTION
ATE
WokCRS THE,
Mass.

1. Derarrst

Brancues

2. Avurssiox CoNpITIONS

3. Luncri or Course

4. (a) Tine Given 0 Trrony
(6) Timm Gives To Prac

8. (a) Pracrice
8) OnsmxvaTION
(8) Tusoxsr

7. Psvonons
8. Saur Wor a1 Sane Tine .

97 Sureans rox Bovs avo Gris |

Iv 50, WHAT Aces

10. Traci

Sux
11. Prspmenc
rime

[eee

RCIAL RooMs NEEDED

13. Woop-womk

(a) Sven

EDUCATIONAL
® Am
INDUSTRIAL

(6) Exrent_axp Kiws or
Form Work. . i

Numssx or Movsis
of

Nussss or Toots

i
(Movmis .

() Wonk wave}
row
Draws . |

(/) SrupanTs’ own Drawincs |

(4) Nuswsn or Exemcrsss

b
4) Puysiovocicar. Ervmcrs . |

Pguurirrmn Work Stu. |
Rar own oa

14. Cray: Ex1e¥ing Cray M
LNG

18. Cray Procamssive

@ Ovi

CE .
{
|

Mouets .
(6) Wonk mane:
nou Drawines
(4) Dsicxing awn Worx
hou NATOK
WT

(a) Kinos

(6) Nussax or Toots . . .

(6) Nummsn or Exsncisus

(4) Frasusn Owpcrs

[Mooers
(e) Wom mabe,
Fron
Tomar

(/) StupexTs’ own Drawings

(#) Toots rREDOMINATING

(h) Muans vom Poussuin |
Meta . |

\
(4) Puvsioosrcar. Errecrs . |

(/) Couriarsp Womk Sro-
DENTS OWN... -

EpvcaTionat
Am

IxposTRiaL

2 5 3 8.

Krvsronn Cook Cou C Sram
State NokvaL, NomMA State FRAMINGHAM,
Kurzrows, Pal AGO, Gruiky, Mass.

Yes. All Ww
senior class take go out are only.
work in manual pared 10 do the| given does
training. work, permit

tion of

of

Members of

ing.

Wood, sloyd, | Wood, clay. Sloyd, clay.
clay, cardboard,

apparatus ma k.

ing, ete.

Required of None; t High Senior class
senior class. graduate school.
equivalent.

+ term, 20 weeks. 4 periods
week for 4

121030. From oth Primar, 11 upwards.

Abov.
grammar grammar.

| iThey make
| blue prin.

20 10 30.

+

| 3 terms. Aligeo! Elementary
metrical solids. | course
|

Ltype
about 25.

hoards
hie

34%

663%

Upto sa.

Can hardly
claim to have.
Our work con:
fined to wood,
but made as
broad and

ral as possible.

Wood, sewing.

+ Usually

+

14. 18.

1 Brawn Nok. | Sourneann
AINING,

WasTreLD,
M.

Mat Corwin,
Pine Bluey,
Ass. Axx.

Sloyd, clay, Carpentry,
ne! cook ving Coil
folding, ‘moul ins wicket
: ov andy, AF.
- ieuloure, print:
ing.

Rank at time 12 years old
of graduation, and upwards.

4 years in nor-

6 months. 1 year; noth- wh poe

ing else taught.

Almost all.

+ Girls.

+ +

But little. Sewing
carpentry.

All used in
sloyd.

+

+ lesson a
week,
Teast

Stovn Tran

Scwoot,

NG
Boston, Mass.

Wood.

8 months,

CHART OF AFFIRMATIVE REPLIES.

PrepARED BY HARRIET HAWLEY.

18. 19.

TrACHERs'
Travan
Cass,
Sviaguse, N.Y.

Not distine-
tively. We teach
manual training,
however, and
graduate teach

1 Almost all. + Boys.

9 upwards. 17 upwards.

15, oF up-

 

£5

121018.

Forging,
machine, 7.

28.
Miwavkex
Cooking

MicwAuKEs,
Wis.

Wasubuun

Suminaxy,

Braurort,
N.C.

 

3.

Scuoor- | Suovn
LikrcTon, Nao

Avrioaw, | Swann.
HoLLAxD:

Teacher.

130r8%. =1sorsgfh.

ta0rs%. —130r 3%.
aor.

19%. trorak%. —3er

$60r16%, —31 orss%.

$a0rs%h. —3ors%h.

Varies
classes.
+

hora —rorse

+o trond

+uorsh tio

+ 18 or 47% (of whole number).

fa

+eoreh tyr —rorih

+sorgh
ooo

 

$
J ioe Seon — torn

toot tooo

« For answers 10 questions 18 and 19 see appeodix.

 
CHART OF AFFIRMATIVE REPLIES.

Prerakep By HARRIET HAWLEY.

 

3 " 1s. n 2. 2. 25 2. 30 a 2. 3 38 SUMMARY.

: : i Unigmsery or | Smunsar | Nowrn Boor | Frewas $oo Wasi Pears roa Gronan Baw | Tucumicar Souoor. | Stow,
: Sram 1a] Nowmar war Cor | Beascn Nox. | Sovmwiann | 8 "
AME OF INSTITUTION Masacuosrrd  Kaveron [Fiver Pras E. Spooner C Srath Star » | Omaxa Paw | Star Ang No Noa | a Nl ae or ee Ura, Unavunsiry, | Stasr Inovs- ann M ¥ WOKING fia, | Ii x ax| Asaantion a
Share Noumans] Stave Nownat, | vANta Stare] Now AL Warni 8 | Ah Ws Sones Chae v Lom SALT LAKE | New Okan, | TRIAL Schioor, Chr. Conran rir woot, Brauront, fants | arr i Lo ax, Naa
RATE Nomar, eave Noksaty | vA mace NF Stwoues « Cal, AN gba, | Paetnet, 1 Syracom N.Y. | Wasniviron o Civ, Urn. LA Boston, Mass. A . NC Ho BT 3 reo
a Mitiviian, | bk, Pa Tanti. ‘n ut pd \ . Conn. Univiesiry, oo au ox! 5 i
uw Oswiio, NY v oN - Louis, Mo. Gruso

= - .: Not distinc. | Not by itself. cial Yes; for com. Yes (see ap
1. Drraxrunt mel Member | at elim RatdLy dune “churse ri oh hi for rn uel hig
senior ase postion 1 Haim or teachers. po dates
on wor graduate 1
| o

Sloyd

ene |
ral as possible. | sts. |
|
|
| pentry.

|
| i
B Sewing, cook] Wood, sloyd, | Wood, clay. | Clay. sewing,| Sloyd, Sloyd, Sloyd, clay. ; Wood, sewing Woo eve 5 cl Carpentry, Wand, meal, ||; Wood, metal ; Wana, i 8 Coulis. metal Re, a ee, Si SL rl vicnty | (Slova, clay
BRANES Tid y, cardboard, | mechanical draw pasteboard sewing y ing, nrsing. ing.
ati: mak: ng.

oyd, clay,
sewing, cooking. © cook:
folding, mould: os
ing. ng, laundry, a8
id Adilture, print:
ing.

|
|
2. Avision Coxvrmions Required of | None: regular] Gradua : Senior cass of] Pat ofcourse | | Same admis Rank at time || Age Lime eel limigary ve - wilormal, work Cones 1-10 Open to cer Course obliga; | 1cacher
repo normal course. | year high « eradfand schoo! pecial ond sont 3 State of graduation ’ with ay nis ie Shiga
nd examin Sumac po [norma in dlemenary
| schools.

4 years in nor- |S months, daily | 3 year. ayaa zor loonie 3 + year, 4 hours , Weekly les : years. rmal | 10 years from special | 3 years. able to| x day weekly (nor- | Some hours a | 6 weeks.
mal’ department hours per week. week. sons of 3 hours 9 prepara | primary. + year. | throughout in winter;
for two years of when need netimes a
30 lessons each. | in sum-

+ term, 20 weeks 1102 years. riods 57 hours. : viens | 6 months.

1 year; noth-
week for's g

3. Luxarn or C dlse taught.

“@T a T . 4 Very little d All except 2 % % 2 B8K%% Not much. 20% 4 65% Incidental. 634% derermined. 355% or Y verse, #2.3%,
(@) Tie Gives To Turok - e. A

hours
4 Combined.

4 Not separated. |
i ” 66% Practically all. % 83%% 2 hours , hours per “n% Average, 77.4%.

(8) Tiue Gavex 0 Pra Almost al.
N= - sore tyes =n

8. (a) Practice Ti 1 % + }asor $300 8%. orag%.
Fisorsg%. t20rs%. —i3or3e%.

5) Onsmrvat

3 or8%. or 15%.

~330r87%. 130r8%.

 

uly with the ove > T or 76%. tional. —3or

“3 Onl
——
1 Genenally. BA pant. 3 [iBoras%. 160ri6%. — as orss%.

+ Not suitable 3 + E awaesy . - 1 2 series, 1 for - - | taorze%. taorste. —aors%.

rox Boys AND Gris . + iy alike. teachers and 1
for children.

 

rammar. | Ipte ns 5, or up-
¥ 50, WHAT AEs 2to20. | From oth grade 6102 imar Above sth upwards, Upto
Iv 50, WHAT Ac ’ tox sth gra to 25. I. Abo

Sr i None venone ateesrarm Have given Tr N 5 = rues . %

+8 or 21%. = 12 or 32%.

 

(Ac

| + Girls. as HANES LN + Men. | # Me Foora. — 1 ores
" Pusouumnce 4 |

is Pupils + Prefer teach. { Prefer those | 4 Teachers of | ....... af edimiren ai + Practical | coon | Student shoud 3 i : bd " 5 ra
at home ers. with experience. | experience. [training and | be grow

| skilful | teachers.

Ocevration
T tame too —1o

12. Srmar. Rooms NExpED

Re

= bane, . + + as suvaadeyite + + 3 + + + + 33 or 87% (of whole number).
13. Woon-work |
) Sloyd Modified sloyd. | ~~ Sloyd No one system. | . Sloyd as i Sloyd  (Swed- No spec Sloyd. i : i Analytical and | Hasnoname.” | Carpentry and | Sloyd princi i vy 1 .| Sloyd i No particular | Prof. W Wood bene Modified Sued | CH olde | Slopdi Nuts | _ Swedish Mikkelsen, . [Sloyd 18 or 55%. Others unclassified.
(@) System ond slo. ¥ rerred loyd. fodified sloyd. | She vysiem. rane vy ar] | am. stitute Ft ani [i | partarpenating | pally, with draw- i ally ward's "eS lish soy of modified.
ur o | won ming. ater | ings. u special

+

| +

(EvcaTionat nen |” Ot these 5 o 15% have
|

+ 32 or 97%
(®) Amd ‘both aims.
Lispvsraiar

 

| |
(©) Exvanr awn 'K: arfiids models) Large propor) Only in draw a 10 out of 'E | form work Considerable,
Foxm Wonk . Frame 3 the ne part Peery og models. tested. carpentry. d- especially in
eed Si third model Turning, bent | wood tuming and
cally. and forging: ironwork, etc. | chisel-work. |}
nearly all T

|
|.
| {
|

Butlitde. | Sewin ’ me in draw. | About | wood: Sloyd models | About half
els. cary with straight and

curved lines (of ar odels |

son SToyd ade.

raining Schoo!

1510 20 Number varies. | o.oo... a” anrlidyt ov cessor rutin . deucanaien sia ! Serisiosch Toncmtes  amteniy | irtoas
(Num $10,000 worth ii Any ovd,

 

(d) {mined |
Rovovamn ons. .§ tle bi ra ontryse | coe rr Jp

* rein Areeverrareoives PRY tanh Nope ht tame ot Renin | | 4asor
pe
’ + + Generally. 3 rie . +32 009r%,
mAwINGS
y ™ x 1 At times ay Not ye 1 Pant 1 At first : . oF uorn®. Iho —soryt
() Suna’ ows Drawises hey make |
blue prints
tosh, 4d Number varies. . 2 hours every | 3 rom bench| Large number.
(&) Nusonn or Exim » Ph 1 aay | work, 20 in fame
ing

#) Puvsiorocicar Evers “We hope 460mg trond —iors%

|

| | Tu tise com | + Abwoltely | 2 Usually. dreiave tnsarstaret J Toually. +o tyodh

plete |

- { , erent ge = 4 - - t = —
At . + lesson a 1510 4th grades 2 E Used as mode Course pre ements Treated as| Modelling from a ; cerienissen esd 18 or 47% (of whole number).

means of fhasen] peck! and of | | of expression in red for pupils work Fi ming orm casts and other trac: 1

tion; of Spi east 3 hours’ form, num 7t0 n of a objects.

omament laty dean work.

OF mggarimgmn Work See .
NT OWN : . v

 

14. CLav: Ex1e¥ing Cray Mon 1 i
vite "Cray o . siviig «. All geo! | T! + term Elementary |
el metrical solids. | pir | course

ture relief maps.

 

 

1
+ For lowed Coun planned T] comerersany aren | 4 17 0 sh (of whole number
grades. m m |
ng
prs or other
ion for other
ubjects of study,

ssive Couns +

wo | 3 W . tt ’ rents ’ coves | All typetorms) AES . a IT veerens | Onl | Primary, about liad ease an is . vhs . v > Common and| No fixed num- Several
i

Kao ani Nose or
pi wi natural objects.” | ber

\
wp on 0;
ory nature |

work.
| {
@® Oven Board, m 4 Very li ds fo oie av rR weenie All demanded aaa Cy . J : . ar Tables oo x ” r - | Mo i Sutera]
ery le. ao are at by the teacher is | models. mives. dost Vu Talera jects with boar, en a Ane,
or ar supplied. Sm ne Cpe PAT model ing tools, la. und You for orms.
den ols pe modelling casts of his plasy ecping. rows
is, large boxes sub for serving +
Ly clay, cases istic subjects, casting. tool.
ith slaw shelves

ares.
Moos niateis . wifes 2

[Movs 3 | hatin) Gorkha drvane 3 . or ras aseiire st .- ssn reve vw
) both.

@) Dae awn Work

m NATURE . | ; TN ttl diririind Jen a Wrciriy ea . . es . : . rn sesermits . | duorerh — 20

 

6. Matarwons T = eter reve — —— eer ow. rt ——r - voor f= - ay t 3 F % . er — . TF vo or 395; (of whole number).
{
|
weet

o) Kinos + . ra —. : Making taps,
bits, screws,

Forging, sd
year high school
| course; machine

| |
| pron many tf a All in common| Large number. | ................| As ere Forging, 47) + Boy" sets, 11, a;
mentio | use. | tools and 6 ma- hl fr | wee w
|
|

) Numer or Exsmcises . - rap . . . serene “Too many in t
gerd Liitine

(d) Frsisumn Ompmcrs * . . ween . a tle work ia 4 Almost ally casionally,
ant, a Pr

blac thing ha ical of ele

a Er

() Wonk MAD these 4 or 45, wre
We ‘ Of these 4 or 47%

LDeawises 4 een ‘a . em ~ on . has + Mostly. +omoh

(f) Stopes’ ows Drawincs t . . ro i 3 7 reread = Seeresers srepase]| sees sue suesresd Many. Faoredh 15ers. — tori

1s rREDONIRATING 1 = . T= z 4 ee pe : me Tien hive) Tookcuncd by] "
lathes, artis pechanics in| xi shapes
panes, milling machine.

re cutters,

|
|
|
| shears, hammers,
| files, compasses.

(8) Muans vom Pousswise |
Mera . n ed 4 Ean wisesn le - . y i bet Sresete emery| Different grades |... A. 2 « | Files, sand. . | Hand-work
ete clothe mec] of tmery aaa ok | aper. paper,
rnc] with 2516 and fader
ete, buffing] wood.
lathe.

rai : Gi : : { rr sina - ; arene scksinzene) 4M i . . - us - 5 . . ansana minus vins i . - boone taorefn — ror
specially.

(/) Comrrrren Womk Srv.

DENTS OWN... ati

T+ 1a or 377% (of whole mumber).

17. Sewne

Sven

Rudiments.

Epvcamionar wares . ennmeresiry fri veer Seas osssans eereravantasan
© A

InpesTRIAL .

 

 

 

and 1 one which is qualified in some way (by “nearly.” * partly,” etc.). The percentges on the general questions (1 to i ie « For answers to questions 18 and 1 see appendix.

 

 
 

CHART OF AFFIRMATIVE REPLIES.

 

 

    

   

     

 

 

 

 

 

 

 

        

    

 

   

 

 

 

 

 

 

 

 

 

 

 

 
  
 
  

 

  

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

     

   

     

     

 

 

 

 
          

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 
 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

   

 

 

   

 

 

  

 

   

 

 

 

 

 

 

       
 

   

    

 

   

 

     

 

 

   

 

   

 

 

   

 
       

 

 

 

 

   

 

 

 

   

   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

   

       
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

     
 

 

 

 

 

 

  

 

 

 

 

 

   

 

 

 

 

 

 

 

 

  

 

   

 

 

   

 

 

 

 

 

 

 

 

 

 

 

  

 

   
 

 

 

   
 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

  

     
        

   

 

 

 

 

  

 

 

 

  
 
         
    

    

 

    

       

 

   

     

 

 

 

   

 

 

 

 

 

   

   

  

      

 

   

 

 

 

 

 

  

 

 

 

  

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

 

 

   

 

  

  
 

  

 

 

 

 

  

 

 

 

 

   
  

PrevaRen BY HARRIET HAWLEY.
a - . a ——— aS = = rs ———— PF T T —_— —
ne . fens 7 fen - |
9 0. | 3 su
' 2 3 4 s ° 7 | s ° | 10 i" 12 3 " | ' 20 2 2 2 2 2 2 2 2 a a En 3s 36. LA | UMMARY
| | |
| | | | Mantas unc S Coie | Omo Stare | Usiveksiry or STRAIGHT Norn Brewer | Frias | AGRICULTURAL Tunoor Mir avken WasHmky Grrma: | Bawwow Tuounicar, I MAL AND Stove Se
NAME OF INSTITUTION Massacuusirrs| vosw [Finer Pesxavi] Eo Sprovosiera| Cook Cou *N tf Os Brave] Oxon Pack | Stave Nowwaq Auf Nomar Noruar Cov | Fearon r Corenma Univesity, Tran, aveksiry, | Stier Inpvse | TRIAL Sci Ax Mecua | Potvin Cook Association | Y | wamy, Naas, |
Sram Nowman| Seam Noviy | vague Sra NoKvAL Nokna waa Fhe N | Nexus JANG, fun GE OF ThE Cam, | Corum, | Sarr Lake | New Ouinans, | awiar Swoon, | Bic Kar TAL Comer | Dvr Scnoor, AL \ Sw.
sion, | Ku wi, P NORMA STROUD Crna Ma Maxvat, ax | ann Masuar Wasrneun, Jp TRIAL, |) CUCATS oF J a Svkacost, N.Y sidig Onto. Cry, Uran. La. Boston, Mass. pret bok Cotoknn | PASADENA, CAL | MiLwAukie, ; A I
Mass a rho | Tran Tinie, Mass. | Tag wsvitaw, | Yokx | whi Rack, Wis |  Gex. | I
Pa { | | Oswiio, N.Y Oxancr Park, | i i on vg Mo. GRRENSHOKO, ANY. UNCIL a
| | | Jia i NC | Fauias
ne 1 + + + BE — 4 free} eee - meme en - - ee} + EE + sof mira ;
Fie | No Yes. Not distine- | Not by itself. By Yes. Yes. Ves. Ves. speci | Ves (see ap Ves. Yes. es. Yes. i
1. Dreaxraest Members of Yes Ves Work in Ves Yes. All whol Woodwork Yes Can hardly | Wetrainpopily = We av oe sively, Weieach | Many teachers chonsing department onl mons pendix) {
ass tak | | nection wit go apt pre-| only Time claim to have. to teach manual id of ® manual traming, | have tiken spe ives in course in sloyd, but can: | branches.
| anua egular p fore to do the iven does not (o ur work co wiping Boats dobro £ ou = Ta] {Mave ken Pe I vduteiat an; an oo :
sional train, work | permit prepara fined to wos Below Riehl nestle) graduate teach. | school yes. p here f [high Hania by
| | tion of teachers but made lool, but dof ens. teaching other | |grades. | also organized by |
| | of manual train rod and ene: | not train special | | Proching er | A
| 5 ral as possible. | ists ual raining. Sich yearly ex.
| | | { | | amination held. |
{ | | | |
arpentry, Wood-cutting| Wood, metal Wood, Wood, clay, | Sloyd clay | Wood, cla Clay. Sloyd iron, | Stoyd, cay | Cooking Wood, sewing, | Wood, n Wood, clay. Wood, chip | Wood, clay,| Wood-carvi Sloyd, clay Wood-carying, | Wood cary Sloyd car
Brascies Sewing, cook] Wood, slovd, | Wood, clay Clay, sewing,| Sloyd, wv | Sloyd, Sloyd, clay Wood > hod, Wood, sewing, Wad Seat, sunk Sos a, hifi? dry MENA da) by knife, . al, {metal * Lewing, 1, [sewin % hor. | metal " metal ease ir wing, conkion, | day, cerry: 1 y clay, sewing, | Bo pentry
» | clay, “cardboard. mechanical draw| pasteboard sewing wing ing, nidsing. ne ngs Liorging, foundry. | sewing, gale | oo crib paver, | oricul. | etal, card cooking | pastcboard, do
an jar mak ng | pt id Es I Lai, a8 Hs Md board, garden nestic economy, |
in ® } ime, Jaw va | | | Eardening. —y Torrey
| oy | | | | | cises.
| | | | | | | | | | |
: t+ + 4 1 a - dm a - Er rege pom ere ES Sm— pr gE. + — erm
1 - 4 4 + eC { { fre ~ + t T 1 l
: , | Member off  Prelimimary re Practical com. Mathematics, rl " Nor w No speciic re ood stand Cc alitorn Graduates of | Graduation | 8 years ds Courses. |. Compulsoryon| Open to cer. | Teacherorpro- | Course obliga- | 1 0 be engopedy
2. Auwission Covtrion | Requiredof None: regular] Grad «| For 4 Eh school] Senior claus off | Part of cour Same as admis | na u Rank at Vime fin HS eds raining school. | gent's certibcate. | pletion of acad physiology. normal depart. [to the with clay opento fauirements. [input shoot high school or [from de. echnical n Comiition Jal male asintant | ifcated teachers speci vencer, {torgon moval | tae
“enix tla. normal course. | year hi &| grammar Fig eau school special condi sion to a state ir des: €vak- | of graduation. eriting tory, Ene ment, or caquiva. [department teachers canivalent [iw wood toning: acter "fa | Course 0%, each fealers and fu | in’ Clementary Students
and e; n| ates for | equivalent tions, normal ng, oii jar | nd Latin, [lent ach ki (RPE prope gb acherdin | or | |
| | ng, 10th, | French or Ge n. me Ebon ed earn [Se |
| n. | nation in high
| school studies. | |
| | | Sle i) Srp | | > i is | . | eg ! i 1 -
L (IY 4 1 i po 1 1 ari | . pt T T 1 1 : I
| | h noth. years. ars, 2 or 4 2 years. 4 years. 1 year, 4 hours 6 years. Weekly les 6 week: | aves. | + year year normal | so years from | 2 years; special syears. | (See Report) | Until able to day weekly | Dependson | 4 year (nor we hours a | 6 weeks. fwecks to 2 years.
3 Lescruc or Cotas + form, zowedks way 2 year aperiodaal var 57 hours. 0 weeks’ draw teen | 6 months - o] hyenas on + hol ! Whgin ps rH von "repr: prio a Jassir thy oy [rae LL, Tr
| week for 4 years w weeks ing dlse tug { (oni sears, of | | tory when need | session |
shop-worl | | [ | jo lessons each. | ed). | | te
| | | ! x pps : L | | er ! ae ar 1 | L — —
1 rT 1 p T me | ea eT TT 2% 0% = [ % 34% ( I we Fomuch, | a | a | 0% Incidental. | wes 5% ( ot determined. | + 338% I" lk iverage, 12.5%
4. (a) Tive civex 10 Turoky ( Core 1 < HG RET y | | | |  voupemiene on} | | | | Jae amanged |
{en wil { Combined. | l electives | i | | wachem |
0 Poses ciivit 10 Pita | pur not A: re % 6 Almostall. | { 3 Soff % sh% | . 75% 03% | 75% Practically all. | 8 | n% so 631% 834% 7% ahours perl sug 5% L J hours per 634% . 8% Average, 77.2%
eo HE a a fo ot | SR : dy il
—] T Ebi - T T ere] T = T F A little - w% | + - 7 |” + Some ¥ + - + —Rut for “see. + - | - + - Fasoroi. 308%. =i1oragl.
$. (a) Pracrice Tua — ¢ v + = + + ¥ * | | + | ut for ’ %
| ! | | | |
4 2. = - +50 - = | tSome. | + + ps + | - - + + - + + + # Some. + + - Fists $3onst: =1yorsetia
) Onsmrvat - - {
| | | 13 on ih - ome iol
- : ey . 4 + er]. . 1 + t t t rt efor IF 1 1 TF TF F ¥ Ton. F F F T T 1 ¥ Bors ror i.
6. (a) Pra % + + F 3 + + * + ¥ * | | |
4 % - + + | 1 Some. + + ob 1 Generally. | 1 Some. + + + + + + + + + + + + + 33 0r 85%. 130r8%,
T ~e + +
i 1 { 3 — + Lo : - . T TF T= TOnly withthe | = 1 T F T ¥ TF Very much. | rT % ‘ery much. | Y - ¥ + + + 29 or 767% Trorak. —3or
7. bs ¥ + + | teachers. | | 8%
le 1 1 { ! ! | + t : te tr = tT TT Thom ews
oI T z + ¥ 1 Generally. 1 Nearly. - ¥ Not always. ¥ | - 1 Generally. | | - - - Part - - No + As faras pos. *Soragi. 1608160. —a1 ors.
8S " ME t | |
4 | 1 | | 1 4 inmate { 1 - 1 el reer erent 1 - { 1 - 1 { 1 i]. -
E a + Girls. + Girls. + Not suitable + + + Boys. + + Almost all. + | + + + + + + 2 series, 1 for + - + - + F8orng. taors%. —aor s%.
x Bovs AND GIRLS + + ike. | i hy
| | for children.
| | | |
|
b : $10 | Hos. Sto 10. to 8 pwards 17 upwards. 610 15, or up- pes | 7town, Storz 1 to 16 10to 10 upwards. 10 upwards
Yr mo wens AckS | Voom of grade 1610 25. Priv ston Above sth 11 upwards. Uptosz to 4 9 up ! P —l 1014 P
] . PL grammar |
4 + + pe + + + + + + sens sme: — + + — —
1 T T ¥ 1 No specialcer.| ry 4 —F | None have] None gadu-| + Placed frst. | ¥ + - + | None for clay. None Have given + None yet + 3 + 3 Sida 5 ora
lh 1 + me mete { | - + | - ot - — en z
1 rr Tee 7 z 1 f Over 1a. = + - 3 + Young Soran. — 1a or sai.
(Ac |
| = = + More facil F Men. | - | - + Males + Men - 4 Males + Foor. — i ores
| sex ties for boys
Prec |
At To {
| Prefer _experi- - + Prefer teach] fer those Teachers of 4 Practical Student should - + Teachers - + Must prove + Teacher + Teachers. - | + Teachers. Faroragi —7 ori
[ocuran a enced teacher to ens. bi hui exer training and be growing ead ility. |
{ skilfi former artisan teachers. |
Tr —— | - Ta rye rT T F IF Tran | 3 + T + ¥ + ¥ Pt 7 + ¥ “iPr F Tian = ¥ ¥ ¥ ¥ 1 Most. ; TP Thom rm + Faggot tof —
L | l | born 4 1 1 : 4 + T 4 : 4 ox + : } ’ 7 = T rs T + T : + * + + + [ + + + 33 or 877% (of whole number).
13. Woon-work + |
Sloyd odified sloy No one system Sloyd as arf Sloyd (Swed- | After Pratt In| No special one. Stoyd Flat mood work | Eclectic lytical and | Hasmoname.” | Carpentry nci- | Modification of America Wood sloyd Sloyd in be- | No particular Wood Wood benches. | Modified Swed. City and Guilds Swedish modi-| Mikkelsen, Nidgs  [Sloyd 18 orgs. Others unclassified.
(a) Sven Wood sloyd. Modified sloyd i hil fo | ish). stitute. 9 uch work and | typical patter making aw | sloyd, ginning, then ad. one. ne sh sloyd. of London. aso | ws Soptite Nite | a modified:
Ou en son. ne pattern. ce k, sloyd and special. | City and Gud
makin of Lon
+ + + + + + + + + + + + + + + | + +32 0r 97
[EDUCATIONAL + + * ¥ + * * + + + + + + “ote sor 15% have
@ Amd . + + 4 + re +
UInpvsrrian
) EXTENT A: rs oF or 4 models arge propor- Only in draw out of 1 All form work tat little. Sewing and| 1 of the mod Some in draw. | Al ; ow Considerable, | Sloyd models An approps About half. None Woodwork Mo: clay models. .| All the models. = A great extent
3 Froxs Worn None 1 ae mule Lose weeny _ On a — pe Fo 5. wood awd | carving, w pecially in with straight and PR EB mone oo | of out madels.
tested del. metal tursing, t yrning Fo aEaorving and Gvved Bu lines (of lin ar mo woodwork tor Forms a and nature
and forging; ironwork, etc. chisel-worl to oyd e
wo Sry 5. 0
carving
Pp 1510 20 2 Sumber varies. w ( 3 { 3 ( 0 ( 171024 [Varies with © ( Indefinite. so
Noss or Movkis | ‘00 numerous As many as ! Jan sloyd, rest No tired num-
: [ i { $10,000 worth vo mae 1 omic 1 A large outfit 3 and 4 sublects and 155
) ° ¥ Ordinary set. " All used in| | “ L - l * ors | classes. Vario l 1 the prin »
Nos or Toor » gi: sod
+ + + + + + + or 20%
Tors ; - ; ‘ + + ! + [uns + + + + + i + + tr mee
(6) Work mabK ot both.
vos ; . + + + Usually + + + Lo her + t + + Generally. + + + Most + + + + + + + + + + + + + + +a orori)
{ Drasines + +
+ 4 + 1 At times. + + + 1 Pant. 1 At first. 1 Some. 1 Some. + + + + + + 1 + + + + + + + 1 Make some +2000. 180ra%. —rory%.
(f) Stumnas’ ows Draws They make + but use few.
blue prints.
- tool, Noutber varies " 2 hours every ” 20 in bench Large number Only dlemen- ” 5 About 30 per = Not limited Indefinite. ®
(4) Nusmnw or Exum 20 103 dri day ork. 20 in arn tary ones year.
in ed
I
Petratanceanciit Fevees “We hope » To some extent] + + Always! + + + i Vinal 1 Some. + + + Mauch. + + + 4 " + Some + + + + + + + a0 0r fn 30rd — sors
OF mgrinaen Work S10 " + + + + + + + Dut lite com: | + Absolutely + t Usually. + + 1 Usually. + + + + + + + Certainly. + + + + + 4 1 Usually + +200 8%. 130rd%
own + + | plete
Cray Fenn Cray M 1 I as T I 1st to 4th grades. To modelling | Elective for 1| Used as mode 3 years’ course Course pre Supplements Mo Short elemen- | Life work, school... + 1% or 42% (of whole number).
tne 1 Lerma. All ge 2m mentary mans Th ica parts of the hu | year. of expression in red for pupils work To drawing caste tary “course has | work from. plas chien, oan
metrical solids. of simpld man figure from form, number, mri and wood-carv- objects been given. , work tion in for
. om: ent later. ast. and nature work. ing. ag is, teachers, t
biects . nal Re — pig
ture: reliet maps b gt
T T ee T St A RO TF : T T T T a. T 1 T — T SE + — 1 + - + + 17 or 45% (of whole number)
18 Cray Procwsssne Covrer | + + - + pdikor towet Course planned 1 + + + : + |
Kane an or - " +
> \ | Modific { » All typetorms. Only geomet “We select Common and Seven + Cary
El \ Indefinite. | { . re ration v cl solids and 12; gran from our stock.” natural objects. | ber
| about 2, natural objects. esi de ature
® Oveny Roard, male Very litle Roirds fo | All demanded Clay and wood aris, Tables, ior Tepe. mii Modelling.room Knife, spatula. | A few rough] Wooden tools
v. earth he. | 2 i A by the teacher is models Mt hy desks, rulers el o casts amd chisels.| of different
a supplie compasses, sim forms
Woden hols ple modelling
fools, lage boxes
dav cases
with slate shelve
and glass doors
Move ‘ + + + Mostly + | + + + + + * 6 or 9%
Wome vane) Na * ¥ + + + * Lt these 0 or 415 me
how both.
Draws + | + + + + + + + + gor ah
@) Dasa, aw Won
a NATURE + + + + i | - + + ihe + + + + + + + +14 or 9% 200 10%
16. Murat work 1 1 Toran T T ues ot T T fmm— T T 1 +} ¥ t x of F 1 TF 1 T T r + + T TTT Tore Poa SCT 9% + 10 or 26/5 (of whole number).
| |
2 Kin | Making taps, Casting, forg- Forging, hand Bent irom, | Forging, Vi Forging, ma Tron Forging, 3d
bits, screws, ing, turning, and machine sect meat forg- | a. han sheetyrete ini chine work. year high school
drilling, con: work ing, ma «chine tool | 1 iin Eke in course; machine
Struction of ap- work, cast ing appar rk uh year
rats. ’ ng | ana’ is high ‘school
nish
#) Nuss or Too | A { “Too many to All in common, Large number. | As many as is ging, 47 2 sets, 11, |
mention. ise. possible. tools and © ma: with full sets to
ines; ae his draw from.
tools
ne fre ‘machines.
Noss or Exsrcem | J i | vo many to) No fived num- | Only elemen- n Forging 31: Forging. 34 1
mention” ber at present tary exercises aching, 7 machine,
fixed
(d) Frswsumn One i { Ves, some. Alte work in Almost alli Occasionally, | Perhaps % of | Greater partof | Apparatus wed Each student Yes. Forging, about Ves .
king a a p— so io show the pieces are fn work after cle | in ool desighm, dra wa
Phe hing. apparatus. syuthesis of el. | ished objects. men fk 3s | work, principally i 3
ia mental iron
work Sina
rachine (engine,
. lathe, Fe
. abstract exer .
[Moor } + + - . + + Some + +sorgo |
(6) Wom wave OF these 4 or 4/7 use
4 3
ow both
Lbwaw 1 { + ¥ ¥ + Mostly + Mostly, + + Mast + tooo J
(£) Stross’ ows Duawis 1 4 | . + 1 Some. - 1 Many. 1 Some. + Only in own + i Pant + Farad. t5orso. — rors
dion
(0) Tox —— { All Kinds Tiles, chisels,| Tools used by Lathes, plan re cutters, - an. complete set
lathes, drills, neni indo e apers, Phil , hammers, vil and tongs: 1 blacksmith
Planers, ham | ing same kind of | milling machine. | Ries, compasses lathes, drilix tools, 3 forges, 2
cr, davil. work hand reamers. anv
wages, and ose chucking
3 Ing 101s made mers, man
| and tempered by drils, taps, taal course, sim
students chucks. Pitstcutting
B Muaws rom Pousn |
Max i i 1 4 Fmery wheels, ! Different grades Every means. Files, sand Hand-work. Emery and
tc of emery and oil, sper paper, crocus, both
ith waste and or ioase an
wood cio |
|
{ | | { {
(i) Puvsiorocicar Errects . : 3 | 1 Yon ap rea iNot very = 1 Tocertam ex-| + + | 1 Lite. + Most + | yori Seoreliie — 1 oriole.
| — to | | { |
| | | {
| | |
/) Comrizyen Wonk ST | | :
pews ows - + ' { 4 4 1 i y + 1 Usually, + + 1 Most. | 1 Generally. 1 Most + + Distinctly + Certainly or 60h. 1 gor elie
— | | | |
17. Sewn. + I i + = —tT fees = 1% mT wy F 1 T I = eje—— T TTF] 1 1 1 —t T 1 1 Ft Tr +I 1 + 14 on 37% (of whale mumber).
| | { | | 1 4
Svstaw Rudiments. 4 iressma 4 i 1 py chool sewing 1 Tailor. Teacher chooses. | . . | Educational Johnson's. Educational, 1 |
by Louise J | | | | | hour 3 d
Kirkwood. Plain | | | |
nd fancy. | | { |
| | | | | | | | | | | | .
Cooxne + - 1 i 1 4 + + + | 9 ! | + recovers - | + + + + | + or 24% (of whole number).
1 | l | |
Systane } | { i } Mrs Lincoln's) Teacher chooses. | | | | { 3 | 2 | In
! - | | | | { { | sa
| | | | | | | | { | |
[Eoecamionas + J | i { 1 { + + | 1 . { + | + | Renee ase + { + ’ + tao
i aL + ” " { | | | |
—. . | { | { = | + | 1 : { | | |
_ ms = rr k—— : 1 i : l 1 | i 2 — pa =
© For answers to questions 18 and 1g see appendix

 

negative one, and

one which is qualified in some way (by **

 

nearly,” ” ete.) percentiges on the general questions (

 

* partly

12) are based on the whole number of schools represented. Those on questions referring to special subjects, (woodwork, metal-work, etc.) are based o

 

the number of schools teaching the subject under discussion

In many cases definite ans

 

 

 

 

 

 

 

 
 

  

 

 

   

 

1
NAME OF INSTI x Masia
~
MA
1 Driaries
2 x
ERE «
4 (@1 Turok
Foor ¥
8 (0) Pra Ta
6 (a) Pia
7¥ v
8 To
Ie At Ack
101 A
HPs
12 Semcian Roows sre
ow x
Euteationar
A
IB ,
Fxmvt avn K
i)
X sve \
Monn
Wonk ans
Dawns
Nua or Exum rk
arb
H.Cra b Ciav M
8 Cray Pros ‘
Worn sane
on Nariwn
16 Mita won
K
Nownrn or Expres
M
Wok Man
Puvsioroaioar Errcrs
17 Seen

 

Cook
HE  —
av 4
t

 

 

 

 

 

 

: s . :
vid hy ANIA \ ™~
"
( (Corre
1
| { ot te
.
:

 

 

 

 

 

CHART OF AFFIRMATIVE REPLIES.

 

 

   

    

       

         
 

  

 

       

 

             

   

 

 

 

 

   

    

 

     

   

 

 

  

 

 

   

 

     

   

   

       

   

   

             

 

 

 

 

Proraken By HakKDE Hawi
pu + a r + 7 T ET T ————
2 A » 0 ‘ 12 1" 17. " 1” | 20 zn 2 n
Conon Sate N Owe vie] Owasar Pa rare Nowsar Ave Nos Nowwar Cor | Basen Nox [I Tea « Quo Star | Unies on | Swain
v Nowa fF i" N Vins | ve ov un | wan Coren, |X Peano | Tea : Uhivmarny ot |
no 1h Ma i | \ Cars or Nave | Cita ¥ Ser Sviactan, NY. | Watson we, | Ow. Civ, Ura silt
Ti My Tig woviniy | ¥ \ Ai , Wan wo
Oswico, NY a st. Louis, Mo. | | |
| | |
4 1 1 } t { + +
| a Yes Not distinc | Not by itself es; for all roperly Ves. Ves,
ih 4 Woodwork ve mini Weave reg Ves a) s Ves v tively, Wena [Mawr soahors Yes weaatly [cha ol
we pr v " manual La c@ Se of tn | graduate "c manual Gaming, | have Uhen spe (taught in clemen. [tives in course
ured to othe] Riven dion » merades struct win (see | for teachers however, and cial work in our [tary and second. |in mdustrial arts,
ork 1, prepare ; high! next le) graduate teach. | schoo ary schools. yes
‘ eis Wood Woodcutting| W Wood, metal. | Wood, clay, [ Wood, clay, | Stoyd, cla od, clay
Stoyd, clay Ww i] = Wied nee Wood eck | Sloydcla, | Wood, mel, | | Carpentsy an by Rife sewing me, [meta NARI
sewing eing; eonicivy, | fuegise: bo ar clay cooking Cardhoard, pa
re folding, mould 2. Tousekees % ire, tin.
print
. 2 time years oid | Graduation | Member of) Preliminary re ton in | Mathematics < workin | Admission
High show ior chase ofl Pastof cour can wae, wd to Rank at tine read | from moral or [training school. | gent's certificate athe is al depart to the grammar
gradua eial cnn il sl iii $ cauivalent ic work ih the | maics, story ar cquiva | department
uivalen non fh ool literature, draw tin
HE
ing, wooo Ge
A . ye jy vears im nor. | 8 months, daily year + yearns ops year + years. syear, ghours |G years
. urs. so weeks dra Ws 1 Gpartment hours per week per week
i per ! Dependent on
Combined em for electives
practice Sof sy 8 oy { Practically all
Almost a +
A litle + p i + Some i
B + 1 Some. + +
+ + + F + ¥ + ¥
t Some. + + + Some. + +
F - + Only with the F + Very mich }
P Generally Nearly 1 Not always Generally
rs Girls + Not suitable + Boys. + + Almost a Toys
roa Sto wos ards v7 upwards. 15, or up s
i aced first + +
Gils fore fac Men y
ties for buy
er exper - Prefer teac Have had no + Prefer 1 t actica Student should -
enced teacher 3 previous empla with experience training and « growing
former artisan ne teach
i Pant wt ¥ + f ; 3 i Pan § i Part
todified sloyd Na one Slovd a Sloyd (Swed er 7 N e s Flatwood work | lect Sloyd princi: Modification
anid by Larr ah work and ty pally, with draw- slay
turning. patter 5s
making
" 4-mode Large: propor. Ouly. 1 dri ’ NT} form w & an { the m None e fn daw wood- | Considerable 3m
* partially’ tion im | every ing mode's arpents A awd | carving, wood |e Ally in with straight and
al) Training Sh
: 3 Number va ( ( '
$10,000 wor , Jas many a
possible
s ‘ ridinary ‘ AI # in “ { .
+ + [wm ti +
. + teacher erally Mont
+ Ni ten + + N Part At first Some Some
' “ y Number varie + hours every Many bench Large number Only elemen
trawing 4 wark, 20 i tary ones remain
Abn Vina : Much
+ Bat lin Absolute sua
\ ot to 4th gra Yo modelling] Flective for 1| Used as year
work and nature work
+ For lower ned + + + - +
scion for other
ts of stud
M not , at many Ally +:
' for emanded ah
Mostly + + +
4 + + +
¥ § + ¥ + +
Making tap ¥ Wire, tin, brass
ta, screws, ce an sheet), etc, used
work ng, m incpally
“ Wark, casting dh making appa
Jaratus nd to
work.
Too many te Allin common Large number As many as
mention use. possible
o many to No fived num. About Only elemen ‘
n ber at present tary exercise
fixed,
Yes, some A title work in Almost all; Occasionally % 0 Apparatus used
§ and mostly physical so a whe pieces arc fn in ather school
Jithin Wparatus Synthesis of cle | ished objects work, principally
+ Mostly Mantly.
+ 1 Some Many 1 +
A Tiles, chisels, Tools used by Lathes, plan cutters
oh vill mechanics indo ers. shapers, shears, hammers
planers, ham img machine | les, compass
Anvil
and torn
ls m
pened
tudents
y wheels, Lathe Different grade Every means. | "
cloth emery and « paper. paper
powd hea leather. wood.
Hr
lathe
| ver I To certam ex. + +
tent
‘ + + + + Most. + Generally
{ Tailor Teacher chooses Educational )
Mrs Lincoln's, Teacher choose
+ + + + + - + + : eh + +
which is qualified in some way (by * nearly ty, et "The percentses on the general questions (+ to 12) are based on the whole number sols represented. Those on questions referring to special subjects (wood-work, metalwork, etc.) are # sh
v v x top

 

 

 

 

 

 

 

 

 
 
   

 

  
 

 

 

 

 
   

 

 

 

 

     

 

 

 

 
   

 

 

 

    

   

 

 

  

 

 

 

 

 

 

 

 

 

24

 

 

  

Weekly
sons of 3 Tour
for two years o
30 lessons each

  

None for clay

 

No spe
rt firemen

2s

Nowern Biwswer | Frans |
Serr nore | TRAL
1Hial KAI
Boion, Mass, | Mien
Ves For sur
Clay Sloyd
Normal work «

6 week

 

 

None

Amer

 

20

Aci
Asn

 

 

Wood
uit

 

 

 

 

   

 

   

   

   

      

      

    

  

     

 

 

 

 

 

   
 

   

  

 

      

 

    

 

    

 

    

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

   

   

 

 

 

  

 

 

   

 

 

 

 

 

 

 

 

 

 

   

 

 

2 2% 20 30 3 | a2 a 3 3s 0 37 a8 UMMARY
Fiunoor Wastin Pra NokuAL AND. vi Sh
Pore wn ane Monk SCHo0LS, ky, NAA:
Toni Beavrokr, | Huon Son Bktisar1 . Sit
Pasainaa, Cat Ni i i roi
Ny
ExGIAND
x, special Ve e Yess fir preps Ves Yes Yes Yes
depariment only mon. sehuol laratn of teach
Tove, hut can Pranche ors of tout work
Tor Sammiar am {swe cot Eae sm
High schol |(see next ine)
Which yearly ex
amination held
Stoyd, cha Cooking Wood, sewing, | Wood, » Wood Woodcarving, | Sloyd, clay Wood carying | Sleyd Sur
wid ot ax, candioars Ewin vy
combing aboard, 4
Hestic economy
Froebel exer
California Common w| Open to cer. | Teacherorpro- | Course obliga Fo tr hgried
teachers” con technical ability. |educatk + tfc spective teacher. {tory on Rommal n cation
: norma is wood. forging (character elementary Students
Tin ache or machine works |knowle n| or secondary
iploma, or ex examination, ete. |Cerman
“bination in high
+ year years from | 2 years; spe . See Report, able + diy weekly | Depends on | 4 years {nor al Gwe Ks to 2 years
nonth primary courses 1 ar ghout each | student mal course).
: ase Incider a! r Not determined 334% ali sverage, 22.8%
As
. 4% 7 ours per “i % hours per | oA sverage, 77.5
Yor. ae T " - tasor 9% rrr afin
: 4 Some + = ison silk —sor ne
: § T Mow. | T T + + sors. ror ih
+ Very much, sor Wh. dros —3or
= yar = = » roi. 16 ore
2 series, 11 - Sorzdi. taorst. —aors%
teachers and 1
for children.
ian ee 10 upwards 10 upwards
+ . yet ¥ rudentse [reo ora. — gor
: ¥ Young {rsor mt. —mors
Males Foun ws
Teach Must prove Teachers. Teacher - " Favor a —7 ons
teaching ability
; M i + Pant Pan + yor b%. 310ora. — or
; + + 14 55 or 82% (of whole number)
Wood sloy u be: | No pa Wood] Wood benche Cityand Guilds | Sloyd.a ia X Swedish modi-| Mikkelsen Na Sloyd 18 or $5. Others unclassified.
ginning, then ad. |one £ Landon, als fed ed
most to teaching
rades
+ { | OF these 5 or 157% have
ge Abou alt N Woodwork ‘ models. A A great extent
i mod ro
r mode ore am
r ’ 5 ( Indetnite
‘ Varies with { Na tine s
i ] with {No tied mm
‘ “ clases Al the pring .
+ : t $ . “1 Of these 23.00 20% we
eh
+ + ¢ + t sr ori)
+ Make some + 200r7% 15 oragT sory
Dut we few
\ er Not limited Indefinite -
‘ ” + + : + + 4 30 on Trond = ons
ertaim + + + ually + $2 trond
Srpliemtat Tre * elling from Showt, lemon | Life work ) F 18 or 435% (of whole number
Er tor E: ys too ary ais. ro phx ry
wd woudcars ; For eon Even. Hels, work | ton or
. tment | Semeheri tne
+ - : + + + + 17 or 45 (of whale sumber),
We select Common and | No fixed num vera
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CHART OF AFFIRMATIVE REPLIES.

Prvvakrn ve Hakko Hawi

       

           

    

   

   

   

    

 

 

 

ow

 
 

 

 

 

 

 

 

 

REPORT

ON THE

PREPARATION OF TEACHERS

OF MANUAL TRAINING

BY

THE COMMITTEE ON MANUAL TRAINING OF
THE NEW ENGLAND CONFERENCE OF
EDUCATIONAL WORKERS

PUBLISHED BY THE

NEW ENGLAND CONFERENCE OF EDUCATIONAL WORKERS
J. O. Norris, Secretary, MELROSE, Mass.

 
dicot

3

REPORT OF COMMITTEE ON THE TRAIN-
ING OF TEACHERS OF MANUAL
das TRAINING.

THE New England Conference of Educational Workers
was early called upon to realize that the most serious ele-
ment in our present problem of education is to be found in
the training and character of our teachers. This is true in
all education, but notably true in those newer forms, like the
kindergarten and manual training, which literally stand or
fall with the personality of their representatives. Looking

- over the field and noting the wide-spread and gratifying in-
troduction of manual training throughout the United States,
the Conference has naturally been somewhat appalled by the
fact that this work is largely in the hands of untrained
teachers. In no other branch would similarly disqualified
teachers be admitted into the school service. Under these
conditions, it cannot be said that manual training has fairly
been on trial in this country; and its success is the more
significant. Deeply impressed with the importance of the
subject, the Conference was prompted to enter upon an in-
vestigation of the facilities now offered for the training of
teachers of manual training. The purpose was the double
one of making more widely known the facilities already ex-
isting, and calling attention to the immense importance of
further increasing and perfecting these facilities.

In the year 1897 a circular of inquiry was therefore pub-
lished by a committee of the Conference, and copies were
sent to three hundred and ninety-four institutions through-
out the United States, and in Canada, England, and Conti-
nental Europe. The list was largely compiled from the
’ Reports of the National Bureau of Education, and included :
’ 126 colleges and universities, 38 technological or agricult-

ural institutions having mechanical departments, 105 public

 

 

 

 
 

 

 

4

normal schools, 112 private normal schools, and 13 unclassi-

fied schools.

In spite of the stamped envelope sent out with the circu-
lar, only two hundred and twenty-nine replies were received,
or 58 per cent.; and of these only thirty-eight reported a de-
partment of manual training. The affirmative replies came
from the following institutions: —

Agricultural and Mechanical College, Greensboro, N.C.

Allen Normal and Industrial School, Thomasville, Ga.

Barrow-in-Furness Manual School, Barrow-in-Furness, Eng.

Branch Normal College, Pine Bluff, Ark.

Bridgeport Training School, Bridgeport, Conn.

Colorado State Normal School, Greeley, Col.

Cook County Normal School, Chicago, IIL

East Stroudsburg Normal School, East Stroudsburg, Pa.

Ferris Industrial School, Big Rapids, Mich.

First Pennsylvania State Normal School, Millersville, Pa.

German Association for Manual Training, Leipzig, Germany.

Keystone State Normal School, Kurtztown, Pa.

L’Ecole Normale, Brussels, Belgium.

Leicestershire County Council, England.

Manual Training School of Washington University, St. Louis, Mo.

Massachusetts State Normal School, Worcester, Mass.

Milwaukee Cooking School, Milwaukee, Wis.

Normal College of the city of New York, N.Y.

National German-American Teachers’ Seminary, Milwaukee, Wis.

North Bennet Street Industrial School, Boston, Mass.

Orange Park Normal and Manual Training School, Orange Park, Fla.

Ohio State University, Columbus, Ohio.

Oswego State Normal Manual and Training School, Oswego, N.Y.

Pratt Institute, Brooklyn, N.Y.

Report of Herr J. Stamm, school director, Amsterdrm, Holland.

Sloyd Seminary, Niis, Sweden.

Sloyd Training School, Boston, Mass.

Southland College and Normal Institute, Southland, Ark.

State Normal School, Los Angeles, Cal.

State Normal School, Framingham, Mass., with which the « Boston
Normal School of Household Arts ” is now incorporated.

Staffordshire County Council, England.

State Normal School, Westfield, Mass.

Straight University, New Orleans, La.

Teachers’ College, Columbia University, New York City.

wy

5

Teachers’ Training Class, Syracuse, N.Y.
Throop Polytechnic Institute, Pasadena, Cal.
University of Utah, Salt Lake, Utah.
Washburn Seminary, Beaufort, S.C.

Reliable information has also been obtained, indirectly,
from Russia.

It is certainly a striking and significant fact that among
so many educational institutions, a considerable number of
which have normal courses, only thirty-eight give any atten-
tion to manual training ; and even of this small number only
a few attempt the preparation of zeac/ers of manual training.
In many cases the replies state that the manual work is
given to the normal students only incidentally, and is not
offered with the purpose of training them to teach the sub-
ject. In a number of cases it is limited to elementary cook-
ing and sewing.

A typical reply comes from the president of the Hampton
Normal and Agricultural College at Hampton, Va. He
writes, “The object here has not been so much to train
pupils to become teachers of manual training as to acquire
discipline.”

The circular not only inquired regarding normal courses
in manual training, but sought also to learn the entrance
requirements, the specific departments, such as wood-work,
clay modelling, metal-work, sewing, and cooking, and the
methods in use, and, finally, to collect general information
in regard to manual training literature and tendencies.

The circular reads as follows : —

NEW ENGLAND CONFERENCE OF EDUCATIONAL
WORKERS.
BosToN, 1897.
The New England Conference of Educational Workers desires to
collect information in regard to the training of manual training teachers.
Will you kindly aid the Conference by answering the following ques-
tions? Your replies to these questions will be most gratefully received,
and, with the replies from other schools, will be collated and made into
a report, a copy of which will be sent to you, should you desire it.
MyYRON T. PRITCHARD,

Chairman Committee on Manual Training.

   
  
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
  
  
 
 
 
 
 
 
   
  
 

 

 

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6

1. Have you a department for the training of manual training teachers,
and for what branches?

2. What are the conditions for admission?

3. How long is your course?

4. What proportion of the time allotted to manual training is given to
(a) theory ? (&) practice?

5. (a) Is opportunity given for « practice teaching” under supervision?
(2) And for observation of various forms or systems of manual training ?

6. (a) Have the teachers of the theory of the manual work a practical
knowledge of it? (4) Have the teachers of manual work received theo-
retical training?

7. Is importance attached to the study of psychology and pedagogy in
relation to manual work ?

8. Do all the members of a class do the same work at the same time?

9. Is the course of manual work pursued by your normal students
suitable for boys and girls? and, if so, for what ages?

10. Is teaching ability as well as technical skill considered in the
bestowal of diplomas for teachers of manual training?

11. Have you preference as to age, sex, or former occupation of nor-
mal students of manual training?

12. Does your work call for rooms specially fitted for the purpose?

WoOOD-WORK.
13. If wood-work,

(@) What system ?

(4) Are the aims primarily educational or industrial?

(¢) How much form-work [work tested only by hand and eye,
not submitted to mechanical tests], and of what kinds?

(d) How many models and tools are used ?

(¢) Is the work made from models or drawings, or both?

(f) Do students make and use their own drawings?

(¢) How many exercises ?

(4) In the selection of tools and exercises, are physiological
effects and hygienic conditions considered ?

(7) Does completed work represent the student's work alone ?

CLAY.

14. To what extent is clay modelling carried?
15. Have you a progressive course in clay, for use in graded schools?
(a) What, and how many, models?
(6) What outfit?
(¢) Is the work made from models or drawings, or both ?
(d) Does the course include designing and work from nature?

 

METAL-WORK.
16. If metal-work,
(a) What kinds?
(6) How many different tools?
(¢) How many exercises?
(d) Are finished objects made? To what extent?
(¢) Is the work made from models or drawings, or both?
(f) Do the students make and use their own drawings?
(¢) What tools predominate ?
(2) What means are employed for polishing metal?
(7) In the selection of tools and exercises, are physiological
effects and hygienic conditions considered?
(7) Does completed work represent the student’s work alone?

SEWING AND COOKING.

17. If sewing or cooking is taught, please give information as to the
system taught, and whether it is placed upon an industrial or an educa-
tional basis.

LITERATURE.

18. What literature do you recommend for students of manual training?

GENERAL SUGGESTIONS.

19. Will you kindly add any information or suggestions which, in your
judgment, would be of value to the cause of manual training ?

The questions did not always prove intelligible, although
the committee worked hard to make them so; and, conse-
quently, some of the answers are too vague to allow entire
accuracy in the summing up. The general results are, how-
ever, believed to be trustworthy. In the thirty-eight insti-
tutions offering manual training the distribution of work is
as follows : —

Woodwork . . . . . . 33 Cardboard-work 9
Clay modelling . . . . . 2I Gardening or agriculture 3
Sewing. . . . . . . «. H Glass-work . I
Metalwork . . . . . . 10 Printing . I
Cooking . . . . « . + 9

It will be noticed by reference to the chart published
herewith that eighteen of these institutions confer di-
plomas, two of them admittedly without any consideration

 
    
    
   
   
   
   
   
   
    
     
 
   
   
 
  
 
  
 
 
 
  
   
   
 
     

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of teaching ability; and in some others this point is left in
doubt, since the question (No. 10) is not answered. It is
gratifying that, in the following twelve institutions in
America, teaching ability is definitely required: —

Bridgeport Training School, Bridgeport, Conn.

Colorado State Normal, Greeley, Col.

Cook County Normal School, Chicago, Ill.

Normal College, city of New York.

Pratt Institute, Brooklyn, N.Y.*

Sloyd Training School, Boston, Mass.

State Normal School, Los Angeles, Cal.

State Normal, Westfield, Mass.

Straight University, New Orleans, La.

Teachers’ College, Columbia University, New York, N.Y.

Throop Polytechnic Institute, Pasadena, Cal.

University of Utah.

The same reply comes also from : —

German Association for Manual Training, Leipzig.

Barrow-in-Furness, Eng., and

Leicestershire County Council, England (where the Man-
ual Courses are only open to certificated teachers).

L’Ecole Normale Brussels. And from the

Schule Directeur, Herr Stamm, at Amsterdam.

The school at Niids, Sweden, gives a certificate measur-
ing accurately the amount of work done, but not vouching
for the teaching ability of its students.

The following six institutions have no normal department,
but report that teachers of manual training are frequently
selected from their graduates : —

Chicago Manual Training School.

Cornell University.

Massachusetts Institute of Technology.

State School of Technology, Atlanta, Ga.

Woodstock College, Woodstock, Ont.

Worcester Polytechnic School.

Five other schools give partial or “special” training for
teachers of manual training. These are the: —

National German-American Seminary, Milwaukee, Wis.

* The departments for the training of teachers of wood and metal work were discontinued
here in June, 1898.

 

 

9

Normal and Manual Training School at Orange Park, Fla. ;

State Normal School at Framingham, Mass. ;

Teachers’ Training Class, Syracuse, N.Y. ; and the

Washington University, St. Louis, Mo.

Of all the institutions in this country from which replies
have been received, only one, the Sloyd Training School in
Boston, devotes the whole of its attention to the training of
teachers of wood-work. This school was established in 1888
by Mrs. Quincy A. Shaw, and offers free normal instruction
in pedagogical sloyd. The ideas upon which the school is
based, although recognized by educators here and there, and
widely promulgated in Europe, notably in Sweden, were
not at that time familiar in America. The school was,
therefore, a pioneer. Under the able direction of Mr.
Gustaf Larsson it has done a unique and valuable work in
promoting educational manual training in this country. Its
aim has been to produce well-trained teachers familiar with
the best educational methods, and skilful in the use of tools
and the making of courses of graded models. It has been
possible to study childhood at first hand, and to test pro-
posed methods by having a school of practice in the same
building, where all the normal students teach, under the
criticism of a skilled instructor. A study of the subtleties
of form is obtained through the free-hand construction of
well-proportioned models. Importance has always been
attached to having sound physiological and hygienic con-
ditions, and in every way to making the work educational
rather than mechanical. It is believed that these methods
give incidentally a higher order of hand skill than is possi-
ble where special skill is the first aim.

Another significant feature of this work is its appeal to
the emotional life of children. The models — embodying
carefully progressive exercises —are all completed articles,
something useful and attractive which will engage the
interest and feeling of the children,’and perhaps serve as
gifts for the father or the mother.

The instruction includes bench-work (joinery), lathe-work,
carving, and covers work for high-school and grammar
grades as well as for the elementary schools.

    
       
      
 
 
 
 
 
    
  
 
 
 
 
 
    
  
 
 
 
 
   
  
 
  
  
   

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10

The graduates of the school now number about one hun-
dred and fifty, twenty-three of whom are teaching in the
public schools of Boston. The others are also at work, and
are scattered from Maine to California. The sloyd ideas
have penetrated even further and deeper than the name
itself. They are now to be found in the pages of many
circulars, and in the practice of many schools. *

In addition to the replies from our own country the com-
mittee has pleasure in acknowledging courteous and valu-
able communications from Canada, England, Germany,
France, Belgium, Holland, and Sweden. :

‘Thanks to the ample and discriminating report of a Vice-
Regal Commission sent out a short time since by the Lord
Lieutenant and Governor-general of Ireland, to investigate
the subject of manual training, your committee is also able
to report interesting facts relating to the training of teach-
ers in Russia and in Sweden. :

From this source we learn, on the authority of Mr. Karl.
Tzirul, Director of manual instruction in St. Petersburg, that
«there are eighty normal schools in Russia, of which nine
are for the training of teachers in secondary schools. The
others are for elementary school teachers. Pedagogical
sloyd is taught in thirty-five (of the whole number), and in
about one-third of these the instruction is obligatory. In
six of the higher and in four of the elementary normal
schools the instruction proceeds according to a scheme of
the Education Department, which provides for theoretical
instruction in the history and methods of the work. But, up
to the present, most of the teachers engaged ja teaching
sloyd have been trained in temporary courses.

From the investigations of the same commission we learn
that, in all the training colleges for men in Sweden, sloyd
has been introduced ; and there is a proposal to do the same
in women’s colleges. There are also sloyd inspectors ap-
pointed by the school board and by other local authorities.

An elaborate and comprehensive chart has been prepared,
giving as far as possible the substance of the nineteen

* Full replies from this and other training schools will be found in the Appendix to this report.

t This report shows that 82 persons were examined, and 14,258 questions asked and answered.

 

 

 

 

ER an PFS i a

 

II

answers sent in by each of the thirty-eight institutions
offering manual training.* Particular attention is drawn to
the replies in the Appendix sent from the Teachers’ Col-
lege of Columbia University, New York; the Sloyd Train-
ing School in Boston; the Pratt Institute in Brooklyn,
N.Y; the University of Utah at Salt Lake City; and the
Throop Polytechnic Institute at Pasadena, Cal.; also to the
admirable report of the work in Carnarvonshire, Eng., by
A. B. Badger, Esq.

The entrance requirements are too various to permit any
general summing up. Where the manual training is offered
as a regular normal course, the students are expected to
have at least the equivalent of a high-school education.

The time given to manual training varies from six weeks
to four years. It depends largely, of course, upon the num-
ber of hours per week devoted to the work. At the Sloyd
Training School in Boston, where only wood-work is taught,
it is possible to offer a very complete course in an academic
year of eight or nine months. At Columbia University the
course covers both wood and metal, and consequently re-
quires two academic years In the usual normal school,
where manual training is offered as a part of a somewhat
crowded curriculum, the course requires four years.

In institutions offering the most complete course of train-
ing, from one-quarter to one-third of the time is given to
theory, and the remainder to practice. A number provide
also for practice teaching and for observation. In several
institutions, no time whatever is given to theory, the course
being entirely technical. The tendency, however, is toward
a due admixture of theory.

Nearly every school reports that importance is attached to
the study of psychology and pedagogy in relation to manual
training, and in many cases the assurance is pleasantly em-
phatic.

Wood-work.— It has been stated that thirty-three institu-
tions offer instruction in wood-work. Of these, eighteen
employ Sloyd; ten report no special system ; and others de-
scribe their work as “ Flat wood-work,” “After Pratt,” “ Eclec-

* The committee is under great obligation to Miss Harriet Hawley for generous and skilful
assistance in the preparation of this chart.

   
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
  
  
  
  

       
         
       
        
             
    
 
  
  
 
 
 
 
  
 
  
  
 
 
 
 
 
 
 
 
   
    
 
  

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tic Bench-work,” « Analytical and Typical,” “ American,”
« Prof. Woodward's,” or “City and Guilds of London and
Sloyd.” :
The aim is nearly always stated to be educational ; but, evi-
dently, in many cases the term is used to cover all work
given in school for either industrial or culture purposes, and
the true distinction between educational and industrial has
not always been grasped. It will be well, therefore, to
gather the aim of the instruction from the general spirit of
the replies. One does notice, however, on all sides, an un-
doubted tendency to substitute finished articles for abstract
exercises, and to make the work more human and educa-
tional by appealing increasingly to the good will and the
interest of the workers. While some of the writers fight
shy of any definite name for their system of wood-work, and
one of them even regards the term “system” as a vicious
one in this connection, it is plain that we are coming more
and more toward an agreement in this matter of a system,
and equally plain that our final system will breathe the
educational rather than the technical spirit. The word
«system ” is used here to describe work based upon certain
principles with which varying methods may be in harmony.
It is noticeable that the amount of free-hand work in
wood, the “form-work” mentioned in the circular, though
not so large as many friends of educational manual training
would wish it, is, nevertheless, decidedly on the increase.

CONCLUSION.

While this report is fragmentary in its character, it has
the essential merit of being based upon material gathered at
first hand ; and, consequently, it cannot fail to possess a defi-
nite value for all earnest students of the subject, and particu-
larly for those who have the useful accomplishment of reading
between the lines.

It is hoped that the general summing up, attempted, will
prove helpful by calling attention to undoubted tendencies
now in operation in the manual training movement in this
country. The most complete impression naturally results

.

 
 

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13

from a direct study of the replies. It has therefore been
thought wise to add to this report a series of extracts, both
from the affirmative and negative answers, from school cata-
logues, and from pertinent letters. These give expression to
a variety of opinions on minor points, but are almost unani-
mous in the belief that what is most needed is a generous
and scientific preparation of teachers of manual training.
This is the vital point, and the committee cannot help re-
garding the present moment as critical. The future of
manual training rests right here with the men and women
who are to represent it, and we do feel that the proper train-
ing of these teachers is the very most important problem in
our current education.

We have in manual training, whether it take the form of
working in wood or metal or clay or fabrics or food-stuffs,
a means to a great end,— the development of a sturdier and
more gracious and more healthful generation of men and
women. This end must not be lost sight of in its totality.
Our education must serve the largest possible purpose.
This is human and social. And, as all great ends include
all smaller ones, so manual training for a human and social
purpose includes with even greater completeness all indus-
trial and utilitarian. The best work is always got out of the
best workers.

But the higher ground will continue the main care of edu-
cation. It is the worker we have a mind for, and only his
work incidentally, as it expresses him, as it ministers to him,
and as it manifests his increased power. It is, then, of the
utmost importance that we, the friends of education, should
be seeing to it that our education makes for human qualities
rather than for mechanical results. It is this consideration
that gives to the present investigation a much more than
passing interest, and leads the committee to hope that the
investigation is but the first of a far-reaching series.

The concluding requests of the circular for recommenda-
tions of literature and other suggestions of value to the cause
of manual training has called out some significant testimony,
which will also be published in the Appendix to the report,
along with the complete replies and circulars of certain
 

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schools which stand most distinctively for manual training.
This makes the pamphlet of some size, but in no other way
can the full purpose of the committee be carried out. Be-
tween two and three hundred copies of the report were called
for by correspondents in advance, and this encouraged the
committee to believe that its work would serve at least to
call attention to the importance of the issues involved.

Respectfully submitted,

MyroN T. PRITCHARD,

EpwiN T. HORNE,

Mgrs. FrepEric M. HOLLAND,
Miss ANNA J. BRADLEY,

Miss FLORENCE A. CHASE,

Mrs. Francis S. FISKE, Chairman,

Committee on the Training of Teachers of Manual IT; raining.

DESCRIPTION OF CHART.

The chart is arranged on the following plan: Names of
institutions having departments of manual training stand at
the top of the sheet. The nineteen questions of the circular
of inquiry are given in the first column on the left. The
name of each institution stands at the top of its own column
of replies. By this arrangement one may find all the replies
of any one school by reading one column from the top to the
bottom of the sheet, or may compare the replies of all to any
one question by a glance across the sheet. The cross (+)
stands for “Yes,” the dash (—) signifies “No.” } means
indefinite. A summing up in percentages, based on the
number of schools represented, will be found at the right of
the chart. Thus to the question, “Are your aims educa-
tional or industrial ?” of the 38 schools 31, or 94%, answer,
« Educational,” 5, or 15%, have both aims, and 6, or 18%,
say, “ Industrial.” Reference to the list of questions on page
6 will make clear any abbreviations of the chart.

Selected Replies to Circular of
Inquiry.

 
 

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14

schools which stand most distinctively for manual training.
This makes the pamphlet of some size, but in no other way
can the full purpose of the committee be carried out. Be-
tween two and three hundred copies of the report were called
for by correspondents in advance, and this encouraged the
committee to believe that its work would serve at least to
call attention to the importance of the issues involved.

Respectfully submitted,

MyroN T. PRITCHARD,

Epwin T. HORNE,

Mgrs. FrRepeEric M. HOLLAND,
Miss ANNA J. BRADLEY,

Miss FLORENCE A. CHASE,

Mrs. Francis S. FISKE, Chairman,

Committee on the Training of Teachers of Manual Training.

DESCRIPTION OF CHART.

The chart is arranged on the following plan: Names of
institutions having departments of manual training stand at
the top of the sheet. The nineteen questions of the circular
of inquiry are given in the first column on the left. The
name of each institution stands at the top of its own column
of replies. By this arrangement one may find all the replies
of any one school by reading one column from the top to the
bottom of the sheet, or may compare the replies of all to any
one question by a glance across the sheet. The cross (+)
stands for “Yes,” the dash (—) signifies “No.” } means
indefinite. A summing up in percentages, based on the
number of schools represented, will be found at the right of
the chart. Thus to the question, “Are your aims educa-
tional or industrial?” of the 38 schools 31, or 94%, answer,
« Educational,” 5, or 15%, have both aims, and 6, or 189%,
say, “Industrial.” Reference to the list of questions on page
6 will make clear any abbreviations of the chart.

Heian iii

BE.

RS ARR SR

Selected Replies to Circular of
Inquiry.

   
 
   
   
   
   
   
   
   
   
    
 
 
 
 
  
   

 

  
     

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TEACHERS’ COLLEGE, NEW YORK.

CONDITIONS OF ADMISSION TO COURSES LEADING TO
COLLEGE DIPLOMA, DEPARTMENT OF
MANUAL TRAINING.

Candidates are required to pass an examination in each of the
following subjects: —

1. English Grammar. Whitney's or Metcalf’s. Parsing and
analysis.

2. Arithmetic, including tests of the power to solve with facil-
ity and intelligence simple problems involving fundamental proc-
esses.

3. American History (so much as is contained in the text-
books of Fiske, Johnston, or Montgomery).

4. Algebra (through quadratics).

. Plane Geometry.

. English Literature and Composition.
. European History.

. Free-hand Drawing.

9. Mechanical Drawing. (An equivalent of Cross’s ‘ Mechan-
ical Drawing ”’ entire.)

10. Wood-joinery. What may be done in one year by a stu-
dent who works nine or ten hours a week.

« Advanced students of accredited colleges and graduates of
institutions of collegiate grade, and any who have done work of
high quality in any field, and in particular any who have had
creditable experience in teaching or supervision, may, by vote of
the Faculty, be admitted to the College on probation, with the
idea of later satisfying the conditions of admission, and take rank
as regular students. But no one can be so admitted who does
not give evidence that he has the power to think, and that he is
familiar with the subject-matter of some branch of knowledge
pertinent to his proposed course. With rare exceptions it has
hitherto been found necessary to determine these points by some
form of examination.”

A two years’ introductory course is offered for those who are
not prepared to enter the College.

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OUTLINE OF A COURSE LEADING TO A DIPLOMA IN THE
DEPARTMENT OF MANUAL TRAINING.

Junior Year.

Logic, 3 periods a week, one-half year.

Psychology, 5 periods a week, one half-year.

History of Education, 3 periods a week, one half-year.

Mechanical Drawing, 4 periods a week.

Wood-joinery, 6 periods a week.

Wood-turning, P’attern-making, and Foundry Work, 6 periods a
week.

Manual Training for Elementary Schools, 4 periods a week.

Designing, 4 periods a week, one half-year.

Senior Year.

Psychology, 3 periods a week.

History and Principles of Manual Training, 4 periods a week.

Mechanical Drawing, 4 periods a week.

Wood-carving, 6 periods a week, or

Metal-working, from 6 to 10 periods a week.
Observation and Practice Teaching, from 2 to 6 periods a week.

SLOYD TRAINING SCHOOL, BOSTON, MASS.

Established by Mrs. Quincy A. Shaw for the Free Training of Teachers.
Gustaf Larsson, Principal.

1. Department? Yes. Sloyd.

2. Admission conditions? Graduation from a normal school
or its equivalent, also sound health.

3. Length of course? Daily lessons five hours for eight months.

4. Time to theory? Onefifth. Time to practice? Three-fifths.

5s. Practice teaching? Yes. One-tenth of the time. Observa-
tion of systems? Yes. One-tenth of the time.

6. Practical knowledge? Yes. Theoretical training? Yes.

7. Psychology and pedagogy? Considered fundamental.

8. Same work at same time? No.

9. Suitable for boys and girls? Yes, from eleven to eighteen
years.

10. Teaching ability? It is placed first.

 

19

11. Age, sex, etc.? Teachers of experience are preferred. No
preference for age or sex, if students are strong and vigorous.

12. Special rooms? Yes.

13. Wood-work? Yes.

(a@) System? Sloyd.*

(6) Aim? Educational.

(¢) Form-work? One-third of the models furnish oppor-
tunity for form study and free-hand work, also some culti-
vation of the msthetic sense by the constant presentation
of good form and proportion.

(4) Models and tools? Thirty-one models, forty-seven
tools in the grammar-school course.

(¢) Models or drawings? Both.

(f) Students’ own drawings? Yes.

(g) Exercises? Seventy-two wood-working exercises
applied on finished objects in the grammar-school course,

(%) Physiological effects? Considered of vital impor-
tance.

({) Completed work, students’ own? Yes, absolutely.

18. Literature? Teachers of manual training should avoid
a too narrow technical reading. They need, like all other
teachers, the inspiration of the best books of many kinds, among
which might be mentioned those of Emerson, Spencer, Ruskin,
Darwin, William James, John Fiske, Walter Pater, Stanley Hall,
John Dewey, Froebel; Preyer's “The Senses and the Will,”
Salter’s “ First Steps in Philosophy,” Munro’s “The Educational
Ideal,” Baldwin’s * Development of the Child and the Race,” the
writings of Saloman and of Goetze; also published Lectures on
the Philosophy of Manual Training and other educational papers
by Dr. C. Hanford Henderson will be found especially helpful.

In addition to daily lectures relating both to theory and prac-
tice, given by the regular teachers, courses of lectures by eminent
educators are also offered to students in this school every year.

19. Suggestions from the Sloyd Training School in answer to
question 19: —

The first need in this branch of education is well-qualified
teachers, men and women who see in manual training a power
for strengthening what Professor William James calls the ‘“intel-
lectual fibre ” as well as an aid to broad culture. The importance

*Sloyd is tool-work so arranged and employed as to stimulate and promote vigorous, intelli-
gent self-activity, for a purpose which the worker recognizes as good.

 
     
   
       
       
    
   
    
   
 
  
   
 
 
 
  
 
 
 
 
 
 
 
  
  
 
 
 
 
 
 
 
  
 
  

 

 

20

of this point can hardly be exaggerated. It involves, indeed, the
future existence of manual training as a factor in general educa-
tion. The recent action of the city of Paris in the abolition of its
public kindergartens is a significant fact. This step was taken, we
understand, not from loss of faith in the ideal kindergarten or in
the philosophy of Froebel, but from the failure of teachers to em-
body in their work the spirit of his teaching. Already, and for
similar reasons, careful observers, in this country, are challenging
the claim of the manual training school to a place in an educa-
tional system; and we are warned that manual training, in the
wrong hands, might even become «the enemy instead of the
friend of culture.”

The second need is courses of work adaptable to individual
needs, but steadfast in the effort to furnish the best available
gymnastics in the movements and a human interest in the occu-
pations. For this reason it is recommended that the time be
given to the making of things which boys like to make. The
principle of learning by doing is generally accepted ; but Dr. D. F.
Lincoln tells us that we do nof learn by doing,” per se, but by
doing something. ‘There must be a sense of achievement and
satisfaction proportionate to the effort put forth, then only shall
we get the alert imagination, compelling motive, and consequent
strength of wi// by which increasing difficulties are attacked with
vigor. The useful, attractive model should involve a large
variety of carefully considered exercises with a large number of
tools, the use of the creative instinct, and the constant cultivation
of the sense of form and proportion. All of these features are of
equal value in the work of the high school and in that of the
lower grades. Even from an industrial point of view, such train-
ing is already seen to be of great importance. It produces man-
ual skill of a high order, as well as a love of good work for its
own sake.

It is a mistaken assumption that these results are only to be
attained by the free use of practice pieces,” joints, or any other
industrial compromises which tend to the sacrifice of the spore
taneity of effort put forth in the making of real objects of use,
which are at the same time calculated to gratify the taste and stir
the emotions. It is, perhaps, true that the good teacher will always

accomplish good results, in spite of faulty methods; but even here
is a danger to which attention has thus been called by the great

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21

educator, Jowett. ‘There are fundamental errors in teaching
which are unperceived, because the good administration of a bad
system blinds us to its inkerent evils.” The strong teacher, as well
as the weak, is re-enforced by methods built upon the feelings
and desires of childhood, upon its wonderful self-activity and
constructive instinct.

PRATT INSTITUTE, BROOKLYN, N.Y.
C. R. Richards, Director Department of Science and Technology.
Normal courses in tool-work discontinued in June, 1898.

1. Department? Yes; for the preparation of teachers of tool-
work for the grammar and high-school grades.

2. Admission conditions? :

Candidates for admission to the regular course are required
to be at least eighteen years of age, and to possess fair technical
ability in at least one of the following branches : wood-working,
forging, or machine-work. They must pass the general Institute
examinations in general history, English literature, current events,
and the use of English, and additional examinations in plane
geometry, the elements of physics, and mechanical drawing.
Graduates of normal schools or those who have had at least
three years’ successful experience in teaching are admitted with-
out examination.

3. Length of course? Two years. Special course, one year.

4. Time to theory? From one-fourth to one-third. Time to
practice? From two-thirds to three-fourths.

5. Practice teaching? Yes. Observation of systems? Yes.

By study of a somewhat comprehensive collection of models
and data, and by observation of the work of surrounding schools.

6. Practical knowledge? Yes. They have taught in all its
branches. Theoretical training? Such as is involved in the
instruction in the history and philosophy of the subject given by
the director of the department.

7. Psychology and pedagogy? Systematic instruction in both
subjects is given throughout the course.

     
   
 

 
  
  
 
  
   
 
  
  
  
 
  
  
 
 
  
 
   
   
  
 
  
 
  
 
  
   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 

 

 

22

8. Same work at same time? Yes, except in the special
course, when they differentiate according to needs.

9. Suitable for boys and girls ?

The tool-work course is adapted for both boys and girls in
the courses for the first two years of grammar grades ; specifically
for boys in the last two years of the grammar grades, although
this course can be taken by girls; and for boys only in the high-
school course.

For girls’ work, normal courses are maintained in the domestic
art and domestic science departments of the Institute, comprising
instruction in sewing, dressmaking, millinery, cookery, and house-
hold science.

* 10. Teaching ability? Yes.

11. Age, sex, etc.?

For grammar-grade work, should prefer men with teaching
experience and some acquaintance with tool-work. For high-
school work, young men from the trade with high-school or engi-
neering-school education, from twenty to thirty years of age. For
work in the lower grades of the grammar school, women are fitted
for as effective work as men.

12. Special rooms?

In all except that of the two lower grades of the grammar
school. In these grades our work is carried on with the usual
class-room equipment.

13. Wood-work? Yes.

(a) System ?

I think this term is a vicious one in this connection, and
that its use should be discouraged. Its use tends to put far
too much emphasis upon some one particular scheme of models
and to the idea that such a system is a recipe for manual training.
No particular scheme of models can claim permanent value.
They must necessarily be a transitory embodiment of the present
thought and the present experience, which further study and fur-
ther experience will modify. The only system that our courses in
wood-working or other lines of manual training represent is a sys-
tematic effort to adjust their forms and methods to the achieve-
ment of the highest educational influence, having in mind con-
stantly the economic and practical aspects of the problem.

(#) Aim? Distinctly educational.
(¢) Form-work? None.
(2) Models and tools?

 

 

 

   

  
 
 

23

 

In the courses for the first and second years of the grammar
grades, twenty-four models were used last year. The tools
were the whittling knife, try square, rule, and compass. In
the third and fourth years of the grammar grades, seventeen
models were used; and the tools consisted of back saw, plane,
chisels, bit and brace, try square, knife, dividers, bevel, marking
gauge, and hammer. For the joinery course of the first year of
the high school, eighteen models were made last year. The com-
plete set of tools consisted of cross-cut saw, rip saw, back saw,
block plane, smoothing plane, adze eye hammer, try square,
marking gauge, adjustable bevel gauge, bit and brace, dowel bit,
firmer chisel, wooden mallet, dividers, screw-driver. In the turn-
ing course of that year there were made fourteen models; and the
tools used at the lathe were }” and ” trimming gouges, 1%"
and 2 flat turning chisels, 1%" and § ” round nose chisels, square
chisels from 1” to 1”, {%” parting tool, paring gouges from }”
to 1”, 6" calipers. For the second year course in wood-working
the change consisted of turning, individual constructive projects,
and the elements of pattern-making, including about fourteen
models. The tools noted for the first year were employed.

(¢) Models or drawings? Drawings.
(f) Students’ own drawings?

In the first and second years of the grammar grade the pupils
make and use their own drawings. In the third and fourth years
of the grammar grade and in the high school the pupils work
from prepared drawings.

(g) Exercises? Do not understand.

(%) Physiological effects? Effort is carefully made to
study these conditions.

(/) Completed work students’ own? Most emphatically.

14. Clay modelling? Not considered as manual training within
the province of this department. Treated as form study under the
direction of the Art Department.

16. Metal-work? Yes.

(a) Kinds? Forging, third year high-school course;
machine-work, fourth year high-school course.
(6) Tools? In forging, twenty-seven individual tools ;
bench-work, eighteen ; machine tools, nine.
(6) Exercises? Forging (year 1896-97), thirty-four;
machine-work, twenty.
(4) Finished objects?

   
    
 
  
  
    
    
   
     
   
   
   
    
    
   
     
  
 
 
  
 
   
  
   
  
 
 
  
  
 
  
  
 
  
  
 
 
  
  
  
 
 
 
  
 
 
  
 
     

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  

 

 

 

22

8. Same work at same time? Yes, except in the special
course, when they differentiate according to needs.

9. Suitable for boys and girls ?

The tool-work course is adapted for both boys and girls in
the courses for the first two years of grammar grades ; specifically
for boys in the last two years of the grammar grades, although
this course can be taken by girls; and for boys only in the high-
school course.

For girls’ work, normal courses are maintained in the domestic
art and domestic science departments of the Institute, comprising
instruction in sewing, dressmaking, millinery, cookery, and house-
hold science.

* 10. Teaching ability? Yes.

11. Age, sex, etc.?

For grammar-grade work, should prefer men with teaching
experience and some acquaintance with tool-work. For high-
school work, young men from the trade with high-school or engi-
neering-school education, from twenty to thirty years of age. For
work in the lower grades of the grammar school, women are fitted
for as effective work as men.

12. Special rooms?

In all except that of the two lower grades of the grammar
school. In these grades our work is carried on with the usual
class-room equipment.

13. Wood-work? Yes.

(a@) System?

I think this term is a vicious one in this connection, and
that its use should be discouraged. Its use tends to put far
too much emphasis upon some one particular scheme of models
and to the idea that such a system is a recipe for manual training.
No particular scheme of models can claim permanent value.
They must necessarily be a transitory embodiment of the present
thought and the present experience, which further study and fur-
ther experience will modify. The only system that our courses in
wood-working or other lines of manual training represent is a sys-
tematic effort to adjust their forms and methods to the achieve-
ment of the highest educational influence, having in mind con-
stantly the economic and practical aspects of the problem.

()) Aim? Distinctly educational.
(©) Form-work? None.
(2) Models and tools?

 

   

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23

In the courses for the first and second years of the grammar
grades, twenty-four models were used last year. The tools
were the whittling knife, try square, rule, and compass. In
the third and fourth years of the grammar grades, seventeen
models were used; and the tools consisted of back saw, plane,
chisels, bit and brace, try square, knife, dividers, bevel, marking
gauge, and hammer. For the joinery course of the first year of
the high school, eighteen models were made last year. The com-
plete set of tools consisted of cross-cut saw, rip saw, back saw,
block plane, smoothing plane, adze eye hammer, try square,
marking gauge, adjustable bevel gauge, bit and brace, dowel bit,
firmer chisel, wooden mallet, dividers, screw-driver. In the turn-
ing course of that year there were made fourteen models; and the
tools used at the lathe were }” and }” trimming gouges, 1%"
and 3" flat turning chisels, +5" and § ” round nose chisels, square
chisels from 1” to 1”, y%” parting tool, paring gouges from 3
to 1”, 6" calipers. For the second year course in wood-working
the change consisted of turning, individual constructive projects,
and the elements of pattern-making, including about fourteen
models. The tools noted for the first year were employed.

(¢) Models or drawings ? Drawings.
(f) Students’ own drawings?

In the first and second years of the grammar grade the pupils
make and use their own drawings. In the third and fourth years
of the grammar grade and in the high school the pupils work
from prepared drawings.

(g) Exercises? Do not understand.

(4) Physiological effects? Effort is carefully made to
study these conditions.

() Completed work students’ own? Most emphatically.

14. Clay modelling? Not considered as manual training within
the province of this department. Treated as form study under the
direction of the Art Department.

16. Metal-work? Yes.

(a) Kinds? Forging, third year high-school course;
machine-work, fourth year high-school course.
(6) Tools? In forging, twenty-seven individual tools;
bench-work, eighteen ; machine tools, nine.
(6) Exercises? Forging (year 1896-97), thirty-four;
machine-work, twenty.
(d) Finished objects?
 

 

24

The effort in forging is to produce throughout the course small,
simple pieces of a decorative and useful character, each com-
pleted by the individual student. Last year these pieces
amounted to twenty-two out of a total of thirty-four exercises. In
machine-work the problem is more difficult. The same aim is
adhered to, however ; and here a little over one-half of the exer-
cises are useful objects, having some relation to the life of the
pupil. The course finishes with some simple machine, such as a
small motor or dynamo or steam-engine.

(¢) Models or drawings? Drawings.

(f) Students’ own drawings? (See answer to 13 f))

(g) Tools predominating? In forging, strong predomi-
nance given to hand hammer, chisels, and punches, over
forming tools, such as flatters, swages, fullers, etc. In
machine-work, files and clipping chisel are used mainly
on bench-work; in tool course, the simplest cutting tools
are used.

(#) Metal polishing? Emery and crocus, both loose

and as cloth. I do not feel sure that I understand the

import of this question.*

(7) Physiological effects and conditions? Up to ma-
chine-tool course, Yes.

(/) Completed work students’ own? Distinctly.

18. Literature? We use principally monographs of the Indus-
trial Education Association; Manual Training,” by C. M. Wood-
ward ; papers upon manual training in the Proceedings of the
National Educational Association and in the Reports of the
United States Bureau of Education; selected bibliography of
papers in periodicals, 477 Education and the School Journal.

19. Suggestions?

In my judgment the critical need of manual training in-
struction to-day is a clear appreciation on the part of the workers
in the field of the large ends that manual training should make
for. The work can never reach the plane it should occupy and
become the influence it is fitted for until greater attention is given
to the high educational purpose underlying its relations to school
work and less to the discussion of minor and petty details of
execution.

All manual training work should seek to further the physical,

* This question was suggested by the fact that some methods of polishing metal are
considered to be unhygienic.

25

mental, and moral development of the pupil. We must first
make sure that tools and processes are adjusted to his physical
powers, and that their use tends to further this development.
After this, I believe that every lesson should be regarded strictly
in the light of an intellectual training,— a training that exercises
continuously the senses, the reasoning powers, the will, and the
emotions. We reach the senses through exacting demands upon
the observation, the reasoning powers through the constant need
of logical judgment before action, the will through the steady
training in habits of care, perseverance, and neatness, and finally
the emotions through the appeal of the finished achievement
toward self-reliance and self-respect, and the pleasure that comes
as a doer, a creator, and perhaps as a giver.

To accomplish these ends, the work must be vitally related to
the life and interests of the boy, so vitally that the nature of the
end in view produces a constant appeal to the imagination, and
secures through itself the maximum of application. These, I
believe, can only be attained by dominating the work throughout
by simple, finished pieces that have a relation to the pupil's life
and environment. In the very earliest grades I believe that such
should be the nature of all the work. As the work proceeds to
the higher grades, however, the requirements of practical econ-
omy, to my mind, demand (and the increased maturity of the
pupil allows) the interspersion of practice or drill pieces.

Finally, I believe that the value of manual training rests almost
wholly upon the quality of the instructor’s influence. No scheme
of exercises can make up for the unintelligent or unsound teach-
ing. And here I come back to my first statement, Unless the
instructor feels that his province is to develop character rather
than to produce a highly finished set of models, the value of this
work cannot be obtained. A teacher with his eyes solely upon
the production will take the short path to that end; and this path
means the giving of his own judgment rather than developing
that of the pupil, the use of his own eyes rather than insistence
upon the use of the pupil's. Not until the teacher is aiming his
every effort at the boy, and thinking of the work but as an instru-
ment for the development of character, can we begin truly to
realize the educational possibilities of manual training.

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26

UNIVERSITY OF UTAH, SALT LAKE CITY, UTAH.

William M. Stewart, President.

1. Department? Yes. Sloyd, principally wood, paper, card-
board, and wire, including tin, etc.
,. Admission conditions? Two years’ work in the Normal
Department or an equivalent.
3. Length of course? One year, four hours per week.
4. Time to theory? One-fourth nearly. Time to practice?
About three-fourths.
5. Practice teaching? In 1896-97, No; in 1897-98, Yes.
Observation of systems? Yes.
6. Practical knowledge? Yes, having had both theory and
practice. Theoretical training? Yes.
7. Psychology and pedagogy? Yes, emphatically.
8. Same work at same time? No, not often.
g. Suitable for boys and girls? Yes, from six to fifteen or
upwards.
10. Teaching ability? Yes.
11. Age, sex, etc.? No, providing the student is growing and
other conditions suit.
12. Special rooms? Not entirely.
13. Wood-work? Yes.
(a) System? Sloyd principally, with drawings.
(6) Aim? Educational
(©) Form-work? Sloyd models with straight and curved
lines and surfaces. (Models of the Boston Sloyd Training
School principally, first, second, and third years.)
(d) Models and tools? Thirty-one models and forty-
seven tools.
(¢) Models or drawings? Both, principally drawings.
(f) Students’ own drawings? Yes.
(¢) Exercises? Seventy-two.
(4) Physiological effects? Yes, great importance at-
tached.
(/) Completed work students’ own? Yes.
14. Clay modelling? It is used as a mode of expression in
form, number, and nature work.
15. Progressive course in clay? No.

27

(a) Models? No models except geometrical solids and
natural objects.

(8) Outfit? Clay, boards, and knives.

(¢) Models or drawings? From both.

(d) Work from nature? Work from nature.”

. Metal-work? Yes.

(¢) Kinds? Wire, tin, brass (sheet), etc., used princi-
pally in making apparatus.

(5) Tools? Fifteen.

(©) Exercises? Twenty-one.

(4) Finished objects? Yes. Apparatus used in other
school work, principally scientific.

(¢) Models or drawings? Both.

(f) Students’ own drawings? Yes.

(8) Tools predominating? Wire-cutters, shears, ham-
mers, files, and compasses.

(#) Polishing metal? Files, sand-paper, paper, leather,
wood.

(i) Physiological effects? Yes.

(7) Completed work students’ own? Yes, generally.

17. Sewing or cooking? Educational sewing as necessary as
making apparatus in geography, history, and science.

18. Literature? James’s “ Psychology” or equivalent; Salo-
man’s “ Sloyd”; Larsson’s works; Faunce, “Drawing”; Gass,
G. T. M.,, “Wood-work ”; Clarke, James F., “ Self-culture ” ;
Parker, “Talks on Pedagogics,” etc.

19. If each teacher in the land could receive a course in edu-
cational manual training, and have a set of tools for her grade,
and one hour per week for each pupil, I believe results would
follow that would surpass even our brightest educational hopes.
One bench and a set of tools for every schoolboy in the land
would be an excellent step toward ‘economy of effort and har-
monious development” for the children and nation or nations.

 
 

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28

THROOP POLYTECHNIC INSTITUTE, PASADENA, CAL.
Walter A. Edwards, President.

1. Department? Yes, for training teachers of American sloyd,—
work in wood in the grades. Only in wood sloyd have we a
special department for training teachers. Candidates may, how-
ever, prepare here for teaching other branches of manual training.

2. Admission conditions? A California teacher’s certificate, or
a normal or high-school diploma, or examination in high-school
studies.

3. Length of course? One year (nine months).

. Time to theory? One-fifth. Time to practice? Four-fifths.
_ Practice teaching? Yes. Observation of systems? Yes.

. Practical knowledge? Yes. Theoretical training ? Yes.

. Psychology and pedagogy? The utmost importance.

_ Same work at same time? Mainly individual work.

g. Suitable for boys and girls? It is, from eleven to sixteen
years of age.

10. Teaching ability? Yes.

11. Age, sex, etc.? Men and women of mature years, and
especially former teachers, are encouraged to take the course.

12. Special rooms? Yes.

13. Wood-work? Yes.

(a) System? Wood sloyd.

(4) Aim? Educational.

(¢) Form-work? An appropriate amount of curvilinear
models are made.

(4) Models and tools? Thirty-nine models; forty-six
tools.

(6) Models or drawings ? From both.

(f) Students’ own drawings? Yes.

(g) Exercises? Eighty-one exercises in wood-work.

(#) Physiological effects? Yes.

(i) Completed work students’ own? Yes.

14. Clay modelling? Itis to supplement the work in drawing
and wood-carving.

15. Progressive course in clay? The course may be used in
graded schools, but is not designed especially for them.

(8) Outfit? Type solids, objects based on these, plaster

29

casts of historic subjects, naturalistic subjects, masks, bas-
reliefs, busts, and full-length figures.

(¢) Models or drawings? Both.

(d@) Work from nature? Yes.

. Metal-work? Yes.

(a) Kinds? Forging, machine-work.

(6) Tools? Forging, forty-seven tools and six ma-
chines; machine, over five hundred tools and nineteen
machines.

© Exercises? Forging, thirty-three; machine, seven.

(4) Finished objects? Very few abstract exercises.
Each student designs, draws, and makes ornamental iron-
work, also some machine (engine, lathe, etc.).

(¢) Models or drawings? Mostly drawings; models
also used in forging.

(f) Students’ own drawings? Only in their own
designs.

(¢) Tools predominating? Hammer, anvil, and tongs;
lathes, drills, hand reamers, Rose chuckling reamers, man-
drils, taps, and chucks.

(#) Metal polishing ? Hand-work.

(/) Physiological effects? But little: only such exer-
cises are given as the student is able to master.

(7) Completed work students’ own? Almost always.

17. Sewing or cooking? Educational, although the students
are able to turn the results to account.

18. Literature ? Seidel’s “ Industrial Instruction” ; Saloman’s
« Theory of Sloyd ”; Fifty-ninth Annual Report of the Board of
Education of Massachusetts ; Reports of Commissioner of Educa-
tion, 1892-93, 1893-94; Proceedings New England Association,
1895 ; Eighth Annual Report of Commissioner of Labor; ‘Indus
trial and Manual Training in the Public Schools,” Part II., E. A.
Clarke.

19. Suggestions? In the certification of manual training
teachers, too often the art of teaching is given second place.
Teacher first, specialist afterward. Most courses do not present
a proper sequence,— are too rapid. Drawing should always pre-
cede construction in wood or metal. More time should be given
to theory than is generally done.

 
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BARROW-IN-FURNESS, ENGLAND.
A. Haweridge, Superintendent of Schools.

1. Department? Yes, for the training of teachers in wood-
work. At one time a course of training was provided for teachers
in modelling in clay, paper and cardboard, paper-cutting and
mounting, and coloring.

2. Admission conditions? All male assistant teachers and
pupil teachers must, as a condition of service in the board
schools, attend the training classes in wood-work until considered
by the head teacher of the manual school fully able to assist in
the instruction of a class. All teachers (male and female) at-
tended the course in modelling, etc., for six months.

3. Length of course? See above (No. 2). Two hours weekly
given to training lessons.

4. Time to theory? Onefourth. Time to practice? Three-
fourths.

5. Practice teaching? Every member of the training class

assists in teaching under supervision for two hours weekly.
Observation of systems ? Opportunity is given for performance
of exercises in various systems and for comparison of educational
values.

6. Practical knowledge? Yes. Theoretical training? Yes,
every teacher has been trained in teaching before receiving
a course of manual training.

7. Psychology and pedagogy? Yes, only can the fullest value
be obtained from manual training exercises by a study of the
psychological and pedagogical principles on which these exer-
cises are based.

8. Same work at same time? No, this is impossible, as with
children.

9. Suitable for boys and girls? Until the age of ten to eleven
boys and girls perform the same exercises. Boys then begin the
use of wood-working tools, and girls begin work in the cookery
and laundry schools. Girls can do, if called upon to do so, all
the exercises possible to boys.

10. Teaching ability? This board bestows no diploma.
Teaching ability is a sine gua non in the bestowal of diplomas
by the Educational Handwork Union (of which I am honorary
secretary) and by the city and guilds of London Institute.

 

31

11. Age, sex, etc.? No preference as to age or Sex. Must,
however, insist on proved teaching ability before intrusting
normal student with a class.

12. Special rooms? Wood-work, cookery, and laundry classes
require specially fitted rooms: other forms of manual work
do not.

13. Wood-work? Yes. ;
(a) System? Modified Swedish sloyd.

($) Aim? Primarily, educational. ot

(6) Form-work? Mostly confined to modelling in clay,
type forms, and studies from nature.

(¢) Models or drawings? Both. :

(f) Students’ own drawings? Yes, working drawing
made before object commenced.

(%) Physiological effects? Yes.

(7) Completed work students’ own? Yes.

14. Clay modelling? Modelling in clay is not so largely under-
taken in English schools as it ought to be. It ought, in my
opinion, to form the basis of all art-work.

15. Progressive course in clay? Yes.

(2) Models? (See chart.) :

(6) Outfit? Modelling-board (usually slate which has
been badly scored in use and so spoiled), terra-cotta clay,
and box for keeping, trowel for serving. In later stages
one tool, costing 1s. 64. per dozen.

(6) Models or drawings? (See chart.)

(d) Work from nature? (See chart.)

16. Metal-work? No metal-work at present. Scheme of exer-
cises now being elaborated for pupils of fifteen to sixteen years of
age who are in Organized Science School. Metal-working exer-
cises should, like wood-work, be based on educational principles.

17. Sewing or cooking? Sewing, cooking, and laundry work
on an educational basis.

18. Literature? See printed list on page 7o. :

19. Suggestions? The syllabus enclosed shows the connection

of the kindergarten exercises of the Infants’ School with those
of the Standards.* From this syllabus it may be seen that the
material worked and the exercises involved are such as to make
increased demands upon the physical and mental powers of the
pupils as they increase in age.

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The exercises of the Organized Science School are more purely
abstract, as the mechanical value of each joint is demonstrated
scientifically. Making of objects is introduced so as to maintain
interest, which cannot be maintained by abstract exercises only.

The exercises of the Evening Continuation School are for
pupils who have left the day-schools before receiving the full
course of instruction.

In some girls’ classes, modelling in cardboard of a more ad-
vanced character is carried on in addition to cookery and laundry
work. All girls take sewing.

McGILL NORMAL SCHOOL, MONTREAL.
Dr. Robins.

1. Department? No, but we maintain manual training in the
model schools attached to the Normal School, and in some parts
of the work our teachers-in-training assist.

3. Length of course? As to pupils in model schools, seven
years; as to teachers in training, two years.

4. Time to practice? From one to three hours a week in each
class.

5. Practice teaching? No. Observation of systems? Yes.

6. Practical knowledge? Yes. Theoretical training? All
have except the instructor in carpentry.

7. Psychology and pedagogy? “V.S.” %

8. Same work at same time? Yes.

9. Suitable for boys and girls? It runs from the kindergarten
through all classes for seven years.

10. Teaching ability? We give no diplomas.

11. Age, sex, etc.? “V. S%

12. Special rooms? Yes.

13. Wood-work? Yes.

(a) System? Our scheme is our own.

(6) Aim? Wholly educational.

(¢) Form-work? In almost all work, appeal is made
first to the eye; then the decision of the eye is verified or
corrected by mechanical tests.

(d) Models and tools? Complete sets of carpenter
tools, omitting all machinery, such as lathes or jig saws.

* Replies not at hand.

33

(¢) Models or drawings? From drawings, after having
seen the article made by the instructor.

(f) Students’ own drawings? Yes.

(%#) Physiological effects? So far as to see that all con-
ditions are healthful.

(i) Completed work students’ own? Yes.

14. Clay modelling? It is used for three years after the
kindergarten for boys and girls. Then for one year it is practi-
cally the only industrial work for girls.

15. Progressive course in clay? Yes.

(2) Models? Geometrical figures, fruits, shells, parts.
of the human body, and maps in relief.

(6) Outfit? Wet clay and a modelling knife, with nat--
ural objects and models; also a slate, rubber cloth, andi
small towel.

(6) Models or drawings? From models only.

(4) Work from nature? A little modelling from simple
natural objects.

17. Sewing or cooking? Both taught with a view to home use.
Our systems are our own.

Our wood-work, cooking, and sewing are particularly good.
Wood-work : this consists in teaching a boy to use one tool after
another, each being taken singly, and then in combination with
each tool previously used, the order being in the main hammer,
saw, plane, chisel.

Sewing : A definite scheme is followed, leading from folding
paper, etc., to sewing on cards, up through darning, patching, etc.,
to the making and fitting of garments.

Cooking: A graduated series of demonstrations and exercises
leads to the complete furnishing of the breakfast, tea, and dinner

table.

NORMAL COLLEGE OF THE CITY OF NEW YORK,
NEW YORK, N.Y.

Thomas Hunter, President.

1. Department? A department for cooking, sewing, sloyd,
moulding, and folding. A post-graduate course for teachers.
2. Admission conditions? Rank at time of graduation.

 
 

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34

3. Length of course? One year. Nothing else taught,

4. Time to theory? One-third. Time to practice? Two-
thirds.

5s. Practice teaching? Yes. Observation of systems? Yes.

6. Practical knowledge? Yes. Theoretical training? Yes.

y. Psychology and pedagogy ? Certainly.

8. Same work? Yes.

9. Suitable for boys and girls? Our course is especially for
girls.

ro. Teaching ability? Yes.

11. Age, sex, etc.? Yes. We have only girls. They have had
no previous employment.

"12. Special rooms? Yes.
13. Wood-work? Yes.
(a) System? Sloyd (Swedish).
(6) Aim? Educational.
(6) Form-work? All the form-work is thoroughly tested
before it is passed. Accuracy of work is demanded.
(4) Models and tools? All the tools used in sloyd.
(¢) Models or drawings? Both.
(¢) Exercises? Two hours every day given to exercises.
(%) Physiological effects? Yes.
(/) Completed work students’ own? Yes.

14. Clay modelling? One lesson a week, and at least three
hours’ practice work.

15. Progressive course in clay? Yes.

(a) Models? A great many.

(6) Outfit? All demanded by the teacher is supplied.
(6) Models or drawings? Models.

(d) Work from nature? No.

17. Sewing or cooking? In sewing and cooking the teacher
chooses her own system, and instructs on both bases.

18. Literature ? All works attainable on manual training.

19. Suggestions? I would recommend placing manual training
in the course of study of every school, the same as arithmetic or
geography, chiefly for its educational value. The course should
be carefully graded, not only as to sex, but also as to age.

35

MANUAL TRAINING SCHOOL OF WASHINGTON UNI-
VERSITY, ST. LOUIS, MO.

C. M. Woodward, President.

1. Department? Not by itself. Many teachers have taken
special work in our school.
,. Admission conditions? A practical completion of the
academic work in the school.
4. Time to theory? One-fourth. Time to practice? Three-
fourths.
5. Practice teaching? Yes.
6. Practical knowledge? Yes. Theoretical training? Yes,
generally.
8. Same work at same time? Yes.
9. Suitable for boys and girls? Yes, fourteen to eighteen.
12. Special rooms? Yes.
13. Wood-work? Yes.
(a) System? Analytical and typical.
(6) Aim? Educational.
(©) Form-work? Some in drawing, some in wood and
metal turning, some in forging, and nearly all in carving.
(d) Models and tools? Too numerous to count,
(¢) Models or drawings? Drawings, generally.
(f) Students’ own drawings? Yes, at first.
(g) Exercises? A large number.
(%) Physiological effects? No.
() Completed work students’ own? Yes.
14. Clay modelling? None.
16. Metal-work? Yes.
(2) Kinds? Forging, and hand and machine work.
(4) Tools? A large number.
(¢) Exercises? About twenty-five.
(d) Finished objects? Occasionally, so as to show the
synthesis of elements.
(¢) Models or drawings? Drawings.
(f) Students’ own drawings? No, they are made for
them.
(§) Tools predominating? Tiles, chisels, lathes, drills,
planers, hammer, anvil, swages, and turning tools made
and tempered by the student.

 
 

 

 

 

36

(%#) Metal polishing? Different grades of emery and oil,
with “waste” and wood.

(/) Physiological effects? No.

(7) Completed work students’ own? Yes.

18. Literature? We use no books with students. With teachers,
should refer to standard books that give theory and analysis of
elements.

19. Suggestions? I object to any hard and fast “system.” I
prefer that the teachers should continually change their models
with a view to improving both the scope and the logic of a course.
The student should never be left in doubt as to the purpose and
use of an exercise. The student should make his drawings so
long as it is educationally useful to do so.

MANUAL TRAINING HIGH SCHOOL, LOUISVILLE, KY.

1. Department? No; but we select one from each graduating
class for a paid fellowship of three years in either the wood, metal,
or drawing department.

». Admission conditions? Successful completion of eighth
grade work.

3. Length of course? Three years.

4. Time to theory and practice? See under 19.

5. Practice teaching? Yes, to candidates for the fellowship
mentioned above. Observation of systems? Only as above
indicated.

6. Practical knowledge? They are all manual training or
technological graduates and expert workmen. Theoretical train-
ing? Yes.

7. Psychology and pedagogy? No, none of our manual in-
structors has had either of these branches. A knowledge of
boys and of the subject amounts to more than psychic theory.

3. Same work at same time? No, we have adopted the “lab-
oratory method ” wherever possible.

9. Suitable for boys and girls? Have no normal students
except the three Fellows.”

12. Special rooms? We have five shops and two drawing rooms
well equipped.

37

. Wood-work? Yes.

(a) System? A series of joinery and turning exercises,
machinery patterns for foundry work, and wood-carving.

(4) Aim? Educational.

(¢) Form-work? All work is made from drawing to
measurement (or scale).

(d) Models and tools? No models. One hundred and
twenty full sets of planes, chisels, and other edged tools.

(¢) Models or drawings? Drawings only.

(f) Students’ own drawings? Yes; and they use other
students’ drawings as well.

(&) Exercises? Number varies with the ability of the
boy: from thirty to a hundred, besides project work.

(%) Physiological effects? Yes, in a common-sense way,
but not following authors who know absolutely nothing of
shop conditions.

(i) Completed work students’ own? Less than 1 per
cent. is teacher’s work.

. Clay modelling? None.
. Metal-work? Yes.

(@) Kinds? Smithing, from lead exercises to orna-
mental iron-work, tool dressing, tempering, etc. ; machine-
work for one year; foundry and sheet metal-work.

(6) Tools? Twenty-five forges and full equipments,
steam hammer; machine-shop accommodating classes of
twenty-four.

(©) Exercises? About a hundred, besides tool and
project work.

(@) Finished objects? Yes, $1,400 of useful appara-
tus last year ; all our own metal-working tools except drills ;
laboratory apparatus, drawing models ; steam-engines (not
toys); dynamos and motors from three horse power up.

(¢) Models or drawings ? Drawings.

(f) Students’ own drawings? Yes.

(&) Tools predominating? Hammers, cold chisels,
swages, lathe tools, reamers, mandrils, and whatever else
we need. If your question refers to equipment, we have
simply a finely equipped machine shop.

(%#) Metal polishing? The ordinary shop methods,—
speed lathes,— with emery and crocus and buff wheels for
round work, hand polishing and buffs for flat work.

 
 

 

 

 

 

 

38

(/) Physiological effects? See answer to same question
in 13.
(7) Completed work students’ own? Fully gg per cent.

18. Literature? Three years’ work, or one hour a day in
English composition, literature, and history. Civil government
may be added if time permits. One hour a day should be given
to mathematics, one to physics for one and a half years, and one
to chemistry for one year.

19. Suggestions? Ten hours a week are given to shop-work
and an average of five hours a week to drawing. Classes are
called together as occasion demands for class instruction in
theory. Much of the instruction of this sort is individual.

I send under separate cover our last announcement. Manual
training without a high-school course in the usual branches ex-
cepting Greek and Latin, and without a better than the usual
high-school course in science, is, I believe, undesirable.

There should be a man at the head of a manual training de-
partment who is a technological graduate, who knows well shop
practice and methods, and who is a progressive teacher. Too
many of our manual training teachers are simply advanced kin-
dergarten teachers; and time is wasted, and wrong impressions
are given the students. Our graduates average seventeen and a
half years, and are admitted without examination to Rose Poly-
technic and Lehigh, and to the Sophomore year without examina-
tion to Purdue University and the Kentucky State A. and M.
College. They stand well in these institutions (excepting Lehigh,
where as yet none have entered, but where two will enter in
September).

TEACHERS’ TRAINING COLLEGE, LEIPZIG, GERMANY .*
German Association for Manual Instruction, Dr. W. Goetze, Director.

1. Department? Yes. 1, preparatory grade; 2, cardboard-
work; 3, wood-work; 4, wood-work for country purposes; §,
chip-carving ; 6, metal-work; 7, metal-work for country purposes ;
8, clay modelling ; 9, gardening; 10, glass-work ; 11, continuation
course.

». Admission conditions? To courses 1 to 10 all students are

* The prospectus of this important school on p. 55 eZ s¢g..

39

admitted: to course 11, only teachers who are well qualified in
cardboard and wood work.

3. Length of course? Varies according to work. Four sum-
mer courses of five weeks each.

4. Time to theory? Two afternoons per week. Time to prac-
tice? Four afternoons, six mornings per week.

5. Practice teaching? No, but for seeing how to teach. Ob-
servation of systems? Yes, in patterns, lectures, and on half-
holidays.

6. Practical knowledge? Yes, with very few exceptions. The-
oretical training? Yes. A part of them are artisans, but they
also have been made acquainted with the principles of manual
training; and they are sharply controlled and helped by the
director.

7. Psychology and pedagogy? Yes.

8. Same work at same time? No.

g. Suitable for boys and girls? Two series of works, one for
teachers and one for children.

10. Teaching ability? Yes.

11. Age, sex, etc.? No.

12. Special rooms? The Leipzig College has a house built and
arranged for its purposes only.

13. Wood-work? Yes.

(@) System? Wood benches.

(6) Aim? Only educational.

(¢) Form-work? 1, wood-work (carpentry); 2, wood-
work for country purposes; 3, chip-carving.

(4) Models or drawings ? Both.

(¢) Students’ own drawings? Yes.

(f) Physiological effects? Yes.

(g) Completed work students’ own? Yes, of course.

16. Metal-work ? Yes.

(a) Kinds? Elementary kind.

(4) Finished objects? Yes.

(¢) Models or drawings? Models.

(f) Students’ own drawings ? Yes.

(/) Physiological effects? Yes.

(7) Completed work students’ own? Yes, of course.

18. Literature? See the list of books in the Mittheilungen des
Deutschen Vercins fiir Knabenhandarbeit.

 
 

 

 

 

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LEICESTERSHIRE COUNTY COUNCIL, ENGLAND.
A. J. Baker, Secretary.

From the educational office of the Leicestershire County Coun-
cil, England, comes the reply that “a searching examination of
teachers is held in the theory of manual training,” that thorough
examination in teaching ability must be submitted to before the
bestowal of diplomas. Young men are preferred; and to the
question, “ Do your students all do the same work at the same
time?’ the answer is an emphatic “No!”

NORMAL SCHOOL AT AMSTERDAM, HOLLAND.
Herr J. Stamm, Director.

Teachers (both men and women) are trained here in modelling,
pasteboard-work, and wood-carving. Students must have been

teachers. There are courses during the winter (three hours

weekly), and also special holiday courses (one hour daily). Stu-
dents have also opportunity for practice teaching.

In Holland the study of psychology bears “serious relation to
manual work.” Members of a class do the same work at the
same time “as far as possible.” Boys and girls do not have the
same exercises. Diplomas denote technical ability alone, but
all students are already teachers.

The “ Mikkelsen (modified) system” of work is employed, and
the aims are educational. All the models employed afford oppor-
tunity for the study of form.

The Mikkelsen system, which is employed here, is “grounded
upon” physiological and hygienic conditions.

The completed work generally represents a “ student’s own
work,” but there are exceptions.

Clay modelling is recommended as valuable training for hand
and eye and for study of form.

The students in this school study mostly the writings of their
teacher, Herr J. Stamm, on methods of manual training.

Herr Stamm concludes by saying: “In my opinion, manual
training should be connected as closely as possible with the kin-
dergarten system. In the elementary schools it should be directly

41

united with the other departments, such as drawing, geometry,
physics, etc. For normal students and those in intermediate
schools it is of greater importance from a physical point of view.
For all alike it gives practice to hand and eye.”

SLOYD SEMINARY AT NAAS, SWEDEN.

Herr Otto Saloman describes the work of the school under his
direction as “sloyd carpentry only.”

A condition for admission is “to be engaged in education.”
The length of course is six weeks, which may be extended. One-
fifth of the time is given to the study of theory, and four-fifths to
practice. There is no opportunity for practice teaching. Atten-
tion is given to the psychological and pedagogical significance of
manual training.

Members of a class are not held together in manual work.

The diploma stands for technical skill only. The Nis educa-
tional system is used, and a large proportion of the models furnish
opportunity for form study. Fifty models and forty tools are em-
ploved, and the work is done from both models and drawings.
Students make drawings, but “use them only in a few cases.”

Herr Saloman considers that the great needs of manual training
are “educationally trained teachers, individual instruction, correct
and finished work.”

Herr Saloman was asked by the Irish Vice-regal Commission,
“Do you consider that any one who holds the Naas certificate is
qualified to teach sloyd?” to which he replied: “The Naids cer-
tificate does not say a word about ability 7 zeack. It certifies that
A B has attended the course, made so many models, and got such
marks. But I cannot certify as to the ability of any one to teach,
if I have not had experience of his teaching.”

NORMAL AND MODEL SCHOOLS AT BRUSSELS,
BELGIUM.

Dr. A. Sluys.

Dr. A. Sluys writes that manual training teachers are taught at
Brussels in the regular normal school. The course (of four

 
 

 

 

 

  
 
   
  
 
 
 
 
 
  
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  

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42

years) includes ¢Froebel exercises.” Temporary courses are
also organized by the government, for which examinations are
held yearly. The course in manual training is obligatory for all
normal students. The government examinations require candi-
dates to have been teachers in a primary communal school or in
«]’école adoptée.”” Two hours a week are given to practical
work, and one to theory, beginning with the third year. The
same teacher instructs in theory and practice and in the study of
different systems. Practice teaching is given under direction.

Great importance is attached to the study of psychology and
pedagogy in relation to manual work. All the members of a class
do the same work at the same time. Domestic economy and
needlework are taught to girls.

Teaching ability is considered in the bestowal of diplomas.

Froebel exercises and modelling are taught in ordinary class-
room, wood-carving in workshops.

The system employed is “Swedish, modified to suit local re-
quirements”; and the aim is always educational. Wood-work is
done from both models and drawings made by students.

Physiological and hygienic conditions are considered, and the
completed work represents the student’s own work alone.

In modelling, the first work is “life-work ”” , second, from casts;
third, from drawing; and, fourth, from original designs. A few
rough casts and chisels constitute the outfit.” All the work is
upon an educational basis.

A special library is available to students, containing writings
upon various systems and methods.

Dr. A. Sluys concludes with these words: “A complete course
of manual training should include, first, the Froebel exercises,—
folding, cutting, and pasting paper; second, pasteboard-work ;
third, modelling ; fourth, wood-carving. These are the branches
of work that can be most widely introduced, which form also a
perfectly graduated system, as well from the point of view of
physical exercise as for the attainment of technical skill.”

BOSTON NORMAL SCHOOL OF HOUSEHOLD ARTS.

This school, under the name of the Boston Normal School of
Cookery, was established by Mrs. Mary Hemenway in 1887,

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43

    

  

under the very able direction of Miss Amy Morris Homans, “to .

provide for the adequate training of teachers of various household
arts, especially cookery; but it also offers opportunities to those
who wish to prepare themselves for the more intelligent and skil-
ful direction of the housekeeping of large institutions, asylums,
etc.”

COURSE OF STUDY IN 1897.

First Year.

30 hours of physics, with demonstrations.

75 hours of general biology, with laboratory work.
105 hours of general chemistry, with laboratory work.
120 hours of qualitative analysis.

300 hours of the first principles of the household arts.

Second Year.

go hours of quantitative analysis.
30 hours of physiology and hygiene.
45 hours of physiology of foods and feeding.
60 hours of bacteria and yeasts.
15 hours of organic chemistry.
go hours of analysis of foods.
300 hours advanced work in the household arts and practice in
teaching.
Thesis.

A course in pedagogy and the history of education has now
been added (1898).

REQUIREMENTS FOR ADMISSION.

No one will be received as a normal student who has not a
general education equivalent to that required for graduation from
a high school. No one with organic disease or serious functional
disorder can be admitted. Applications for admission must be
indorsed by at least two well-known persons.

Inasmuch as no other formal entrance examinations are held,
all who are admitted will be received on probation only, for one
month.

REQUIREMENTS FOR GRADUATION.

To those who have fully satisfied all the requirements, and have
given evidence that they are likely to maintain or carry forward
successfully their professional work, diplomas will be awarded.

 
 

 
 

 
 

 
 
 
 

  
 

 
 

  

 

 

 

 

 

 

 

 

 

     
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

    
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

       
     
 

44

The tuition fee is $150 a year, payable as follows: upon enter-
ing, $75; in the following January, $75. No fees will be remitted
except in case of protracted illness, when the school will share the
loss equally with the student.

In May, 1898, this school was given to the State of Massachu-
setts, the children of Mrs. Hemenway fitting up a department for
its work in the State Normal School at Framingham. The school
laboratories have been generously equipped by the State, and
the services of the same accomplished instructors in science (from
the Massachusetts Institute of Technology) hitherto employed
in the school have been secured.

NORTH BENNET STREET INDUSTRIAL SCHOOL,
BOSTON, MASS.

Mrs. F. M. Holland, Teacher of Modelling.

 

 

Quotations from Letters.

Free normal training for teachers of modelling is offered here. .
Candidates must be teachers. Two years’ course of thirty weekly
lessons of three hours. No diploma.

A progressive course for pupils from seven to seventeen years
of age.

Primary course, about twelve models.

Grammar course, thirty models, besides nature work.

Suggestions. “Modelling is so valuable a form of manual
training that it should have a place in all normal schools. Clay
has the great advantage over other materials that it can be used
at a very early age, and its artistic possibilities are unequalled.
Since the industrial as well as the educational need of more artis-
tic training of American children has been pointed out by so many
practical men, it is safe to say that no course of educational man-
ual work which ignores this need, whatever the material employed,
will long command respect. Modelling not only gives valuable
training to eye and hand, it also serves to stimulate the imagina-
tion, promote the expression of individuality, cultivate the taste,
develop the will; and, without the sacrifice of artistic freedom,
affords opportunity for the establishment of careful, conscientious
habits of work.”

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QUOTATIONS FROM LETTERS.

From Carl Heath, Esq., Camden Street Board School, Camden
Town, London, N.W., England.

. . “I have myself been engaged in training teachers in the
sloyd system, having been twice over to Sweden some years ago;
and anything relating to the subject I feel keenly interested in.
We are making great advances in educational manual work in
England, and especially in London. You are, I dare say, aware
that manual instruction is about to be introduced into the Irish
schools, a vice-regal commission being at this moment on the
travel in England and Scotland, with a view to issuing a report on
methods and systems of manual training.” . . .

AucusT 26, 1897.

... “A teacher from one of the leading schools or colleges in
America visited our manual training centre yesterday, and I gath-
ered from him that America was considerably ahead of us in pro-
viding for the training of manual teachers. He mentioned at
least three institutions having a regular course of pedagogic in-
struction for manual teachers. In England I know of none.

¢ Manual training courses are held in the summer holidays of
various centres for three or four weeks; but these are for pro-
fessional teachers already ‘trained,’ and they give no pedagogic
instruction, but merely instruction in wood-work or metal,— that
is, the technical side only.

“The city and guilds of London Institute hold examinations in
wood-work and metal-work as applied to manual training; but
these examinations are confined to trained teachers, and are
almost entirely of a technical nature.

« However, a movement is now springing up for a proper train-
ing of an educational character; and I trust this will grow.”

DECEMBER 12, 1897.
... “In the main, I’m afraid it is true that there is no sort of
recognized course for preparing a manual training teacher.

 
 

 

 

 

 

 

 

48

“The London School Board, the largest administrative educa-
tional body in the country, asks of their manual teachers a
government qualification in drawing and some qualification in
wood-work. That is all. As to teaching and pedagogics gen-
erally, they pick that up as they go along in the schools — or
don’t do so.

“ A large number of English teachers, as well as Scotch, Welsh,
and some Irish, have been to Niis and Leipzig; and the educa-
tional character of the manual training in England and the other
parts of the country is primarily due to them.” . . .

DECEMBER 24, 1897.
. “1 fear that you will receive no complete replies from England,
inasmuch as there are no complete courses for manual training
teachers, but only courses of wood-work, metal-work, etc., for
teachers already trained (or untrained). I mean that, in these
courses, little else is done except actual hand-work.” . . .

From Lyman Hall, President of State School of Technology,
Atlanta, Ga.

“ No department.

“ We need foremen in the shops who are first-class workmen,
and who are thoroughly trained theoretically. We have been
unable to get this combination. Most graduates of technical
schools have theory sufficient, but not enough practice. Men
solely practical fail to get the best out of pupils on account of
their [the teachers’] mental deficiencies in other lines. Men thor-
oughly theoretical without the practice soon gain criticism from
the students, who readily see the deficiency in their instructors.”

President Hall is a graduate of the United States Military Academy at
West Point, N.Y.

From Frank H. Ball, Superintendent of Manual Training, Nor-
mal Department, Tougaloo University, Tougaloo, Miss.

1. Department for training of teachers of manual training?
“Not yet.

“In my four years’ work among the people of this black belt’
I have found that the principles taught in the early joint exercises
should be applied to a practical article.”

49

From Prof. N. N. Tyler, Massachusetts Institute of Technol-
ogy, Boston, Mass.
APRIL 13, 1897.

. “The training of teachers of manual training is only a
slight, incidental element in our shop-work courses. We have a
definite special course in shop-work and drawing, by which a
young man having the necessary natural qualifications might fit
himself for teaching manual training in one year. Applicants for
admission are expected to confer with the professors in charge,
but there are no examinations or other definite requirements for
admission.” . . .

From G. H. Bartlett, Principal of Massachusetts Normal Art
School, Boston.

« The Normal Art School does not claim in any sense to have
a manual training department. Recently a room has been fitted
with benches and lathes, an electric motor put in, and other
appliances added, for the use of students in Class C. Such work
is done by this class as shall give them an insight into the practi-
cal application of mechanical drawing to construction. Five hours
a week during a course of from one to two years is given to this
special work.” . ..

From H. H. Belfield, Director of Chicago Manual Training
School, Chicago, Ill.

DECEMBER 7, 1897.

. “The class for the instruction of teachers in manual train-
ing which I expected would be formed in this school has not yet
been organized. I therefore am unable to reply to the question
in your circular.

«1 need not say that I heartily sympathize with the object of
the Conference, and should be very glad indeed to be of assist
ance, if possible. The field of manual training is so vast, and
there are so many different things comprehended under the term,
that I should not know where to begin or where to end my reply
to your nineteenth question. I therefore do not attempt any
response to it.

... “There is a probability that we shall organize a class for
teachers in September next.”

 
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TE totem

 

 

 

 

50

From T. C. Mendenhal, President of Worcester Polytechnic
Institute, Worcester, Mass.

“No department. Our courses are in mechanical, civil, elec-
trical engineering, and chemistry. Many of our young men have
become successful teachers in and directors of manual training
schools, owing to the practical experience which they gain in their
engineering courses.”

From M. W. Adams, Dean of Atlanta University, Atlanta, Ga.

1. “Department? No. We have simply industrial instruction.

“ As a matter of fact, several of our former pupils are now
instructors in manual training. But that is not because we defi-
nitely teach them to teach that subject: it is because of their
good work and excellent general abilities.”

From Prof. J. G. Schurman, Cornell University, Ithaca, N.Y.

“We have as yet no department expressly for the training of
manual training teachers. Our course in mechanical engineering,
however, includes thorough instruction in draughting, wood-
working, blacksmithing, modelling, casting, and machine-shop ;
and graduates of the Sibley College of Mechanical and Electrical
Engineering not infrequently make successful manual training
teachers. One is now in charge of that work in the schools of
Buffalo.”

From D. K. Clarke, Superintendent of Manual Training
Department, Woodstock College, Woodstock, Ont.

«Qur manual training department is for the ordinary students
of the college. Covers three years in cabinet-work, turning,
pattern-making, carving, forging and iron machine-work, with
drawing. Sometimes our graduates have become teachers in
manual training schools, but that is not the aim.”

From Keystone State Normal School, Kutztown, Penn.

“In wood-work we use our own system. Our aims are educa-
tional. We have no form-work in wood.”

SI

From E. R. Eldridge, President of State Normal College,
Troy, Ala.

“We contemplate adding industrial instruction and practice ere-
long, but have not yet been able to do so to any considerable
extent. Our first will be in practical work in carpentry, brick-
laying, plastering, and painting, in adding new, and improving
present buildings. We have clay modelling, sand moulding, etc.,
in our kindergarten and primary model school grades.”

From Cook County Normal School, Chicago, Ill.

Col. Francis W. Parker, whose replies to questions are found
on the chart, further says: “I would urge the great importance
of primary manual training. From the time a child enters the
primary school until he is ten years of age I should use manual
training and art as the main means of developing body, mind, and
soul.”

From Richard K. Pill, Director of Department of Drawing and
Manual Training, Oswego Normal Manual and Training
School, Oswego, N.Y.

In recommending literature for teachers of manual training,
‘ Pedagogical first, technical subjects afterward.” A careful study
of the correlation of subjects of study from a psychological point
of view would, I believe, do more to help to a thorough under-
standing of the pedagogical value of manual training than any-
thing else.”

From Branch Normal College, Pine Bluff, Ark.

Comes the reply that the same literature as for all other teach-
ers would be recommended to teachers of manual training.

 
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QUOTATIONS FROM REPORTS AND CATALOGUES.

Extracts from Circular of the German Association for Manual
Instruction, Teachers’ Training College, Leipzig.

Dr. W. Goetze, Director.
PROGRAMME FOR THE YEAR 1897.
A. Training Courses.

Students are at liberty to make a selection from the following
courses of instruction: —

Kindergarten work, or preparatory grade of manual training.
Instructors, Mr. R. Weber, teacher, and Miss M. Schede, teacher.

Cardboard-work. Instructor, Mr. Heinze, bookbinder.

Wood-work. Instructors, Messrs. Kind and Miiller, master-
joiners.

Wood-work suitable for country purposes. Instructor, Mr.
Schwarze, wheelwright.

Chip-carving. Instructor, Mr. Viehweg, sculptor.

Metal-work. Instructor, Mr. Schmidt, master-locksmith.

Metal-work suitable for country purposes. Instructor, Mr.
Schmidt, master-locksmith.

Clay and plastiline modelling. Instructor, Mr. Viehweg,
sculptor.

Gardening and fruit-tree cultivation. Instructor, Dr. Zin,
assistant and lecturer at the Leipzig University Agricultural
Institute.

Glass-work (for the construction of simple physical apparatus).
Instructor, Prof. Hohn, Eisenach.

Director and superintendent of the college, Dr. W. Gotze, ap-
pointed by the German Association for Manual Training.

Besides the above courses for cardboard, wood-work, and metal-
work, fresh ones may now be taken up, which give teachers an
opportunity of learning how to make practical use of manual
training for the construction of apparatus required for demon-
stration purposes in natural history, geography, mathematics, and

 
 

 

 

 

 

 

 

56

physics. The object in these courses is to point out the special
adaptation of cardboard, wood-work, and metal-work. The actual
making of physical and similar apparatus is not so much the aim
as methodical practice in the use of some of the most important
tools.

In the application for one of the three above subjects the stu-
dent should state whether he wishes to take up the purely tech-
nical portion of the instruction or that which bears on the work
in its usefulness in school-teaching.

To complete this instruction, especially as regards cardboard
and metal work, a short course has been drafted on glass-work.
This is not a separate subject, but merely an easily learned and
useful addition.

The courses of instruction at the manual training college will
be open, not only to those teachers, men and women, who have
had no previous acquaintance with the subjects, but also for those
who may have commenced the work elsewhere and desire to con-
tinue their studies.

(a) Spring term, beginning April 22 at 8 a.m. :

(6) First summer course, from 8 A.M., June 28, to 12 M., July
31.

(¢) Second summer course, from 8 A.m., August 2, to 12 M.,
September 4.

(4) Autumn course, from 8 A.M., September 6, to 12 M., Octo-
ber 9g.

Instruction in gardening and the cultivation of fruit-trees will
be given by Dr. Ziirn during the spring term and the second
summer term in the garden of the manual training college.

Students who cannot obtain leave of absence for five weeks
may, by previous arrangement with the director, reduce the time
to four weeks.

Teachers whose holidays do not coincide with the dates of the
terms given above may, by permission of the director, arrange
their courses of instruction in accordance with their holidays as
intermediate courses.

Students attending for four or five weeks are at liberty to take
up either one or two subjects. If two are chosen, the time is
equally divided between them in a course of five weeks. In one of
four weeks there will be a principal and secondary subject, to the
former of which the greater part of the time will be devoted.

57

On half-holidays opportunity is given to the students to visit
the boys’ workshop, where classes in various branches of manual
training are conducted by well-qualified instructors.

Lectures will also be given on the principles underlying the
practical work of the subjects chosen by the students.

Free use may be made of the library of the training college and
also of the library and collection of models in the boys’ workshop.

On certain evenings opportunities are given to the students to
discuss questions bearing on manual instruction and exchange
views thereon.

B. Continuation Courses for Qualified Manual Instructors.

In addition to the above courses, the principal object of which
is to make students acquainted with the technical side of the
various subjects, a continuation course will be carried on for those
who are already qualified as manual instructors. Superintendents
of manual training schools, masters in colleges, and all teachers
with previous experience in manual instruction, will here find an
opportunity of going more deeply into the various subjects both
theoretically and practically.

Students will obtain, on a scientific basis and in a higher degree
than formerly, a comprehensive knowledge of the materials and
tools employed and the forms adopted, and a greater grasp of all
questions concerning the methods of manual instruction. Exer-
cises in drawing, sketching, and designing of models, as well as
practical demonstrations of the method of setting out and work-
ing, will be brought into closest relationship with the theoretical
instruction.

Only those students will be admitted to this continuation course
who have been well trained in cardboard-work and wood-work
(carpentry or chip-carving or wood-work suitable for country pur-
poses), at some institution, on the lines laid down by the German
Association for Manual Training. (See the Report of the Tenth
German Congress on Educational Manual Training, Strassburg
in E.)

After successful attendance at this course students obtain a
diploma certifying their ability to instruct teachers in the branches
they have taken up.

The following programme has been drawn up for the continu-
ation course : —

 
 

 

 

 

58

1. Materials, working, and construction.
1. Preparatory grade. Mr. Kalb, teacher, Gera.
2. Cardboard-work. Mr. E. Meyer, teacher, Dresden.
3. Wood-work and cutting tools. Mr. Girtig, teacher,

Posen.

4. Chip-carving. Mr. Neumann, head master, Gorlitz.
5. Modelling. Mr. Neumann, head master, Gorlitz.
6. Metal-work. Mr. Nitzsche, teacher, Leipzig.

11. Information on tools. Director Noeggerath, Hirschberg.

111. Znformation on form in the various branches of manual
instruction. Mr. Lindemann, teacher in the technical school,
Leipzig.

IV. Methods of manual instruction. Director, Dr. Gotze,
Leipzig.

The duration of this continuation course will be four weeks,
from July 15 to August 11, both inclusive. It is hoped that this
will be the commencement of developing the manual training
college into a central institute for manual instruction.

C. Courses of Instruction in Plays for the Youth and People.

Opportunity will be given to the students to become acquainted
with plays for the youth.

For this purpose the German Central Committee for Plays for
the Youth and People has kindly arranged to send a teacher to
each course to give theoretical and practical instruction on the
afternoons of Wednesday and Saturday. These courses are vol-
untary and gratuitous. A certificate of attendance is given, if
desired.

D. General Rules.

At the close of the course of instruction, students are granted,
if so desired, certificates of attendance, the branch studied, and
the time spent upon it. Diplomas of fitness to teach manual
training are granted for each subject. It is not necessary that
every branch should be taken up, and any branch taken as a
secondary subject in one year may be completed in a subsequent
one. But diplomas are granted only to those students who have
(1) attended the course regularly from beginning to end, and who
have (2) completed the full set of models for that course without
the assistance of the instructor.

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ARR SRNR FAN

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59

Neither certificates (diplomas) nor models can be given to the
students before the close of the course.

Such students as have done their series of models before the
end of their term cannot get a diploma in advance unless they
have made an extra model appointed by the director. After
having finished it without the assistance of the instructor, they
will get the diploma and models, be the term over or not.

Usually, these diplomas are obtained by attending the courses
as below: —

Kindergarten work or preparatory grade of manual training as
chief subject for two weeks or as secondary subject for four weeks.

Cardboard-work as chief subject for four weeks, as half-subject
for five weeks, as secondary subject for eight weeks.

Wood-work as chief subject for eight weeks, as half-subject for
ten weeks.

Wood-work suitable for country purposes,

Chip-carving,

Metal-work,

Metal-work suitable for country purposes,

Modelling,

Gardening and fruit-tree cultivation as half-subject for two
courses of five weeks each.

The fee, payable in advance, including instruction and mate-
rials, is 25s. per week. The cost of living in Leipzig in moderate
style need not exceed 35s. per week. (Board and lodging cost
20s. per week.)

(A tourist ticket, available for forty-five days, from London to
Leipzig, via Harwich, Rotterdam, Arnheim, or Amersfoort, Salz-
bergen, Hanover, and Magdeburg, with return journey by the
same route, costs £4 10s. 84. second-class throughout, and £3
105. 10d., third-class, on Continent.)

Applications should be addressed to the director, Dr. W. Gotze,
Leipzig, An der Pleisse z¢ (Lehmanns Garten). The application
should also state for which of the courses the student wishes to
enter, whether he intends to take up one or two subjects, and
whether he desires to remain for four or five weeks. In the
former case he should state which subject is principal and which
secondary.

Sometimes students send in their names and afterward with-
draw. In the mean time other desirable applicants are refused for

same as for
cardboard-work.

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60

want of room. To avoid this, every applicant will receive a copy
of the rules of the training college, which must be signed and re-
turned together with one-half of the fee. Until this has been
done, no application will be considered valid. This half-fee will
be returned in cases where the applicant is compelled to absent
himself. The other half of the fee is to be paid at the commence-
ment of the course.

Applications for admission should be made to Dr. Gotze as
soon as possible and not less than three weeks before the begin-
ning of the course.

If the applications for any sections have not been sufficient to
cover the cost, the subject will not be undertaken. Applicants
will receive notice in time, and the half-fee they have forwarded
will be refunded.

Attention is particularly called to the fact that not only Ger-
mans, but teachers from abroad, are well received at these courses
as far as space will permit, and also that both ladies and gentlemen
may attend.

We earnestly invite the co-operation of all teachers interested
in this great educational and social question, and assure them of
a hearty welcome to our institution and to the hospitable town
of Leipzig.

The Committee of the German Association for Manual Train-
ing: Prof. Dr. Biedermann, Leipzig, honorary president; von
Schenckendorff, Gorlitz, president; Director Noeggerath, Hirsch-
berg, vice-president; Dr. W. Gotze, Leipzig, director of the
college for teachers, vice-president; Schmedding, Miinster i. W,,
treasurer ; Riimelin, Dessau.

 

 

   

   

61

 
   

Report on Technical Education for Carnarvonshire, by
A. B. Badger.

It (manual instruction) is a powerful factor in the general
mental development. It has long been recognized that there is
a very close interdependence between the hand and the brain,
while recent scientific investigation has shown that there are dis-
tinct parts of the brain (known to the physiologist as the manual
motor centres) which are especially connected with the move-
ments of the hands. The development of these centres takes
place especially, if not entirely, from the fourth to the fifteenth
year, and depends on an adequate exercise of the corresponding
muscles during this period of life. So intimate is the connection
between these particular motor centres and other parts of the
brain that, if they are imperfectly developed, there is apt to be
a corresponding loss of mental power. Sir James Crichton-
Browne, a very great authority, writes as follows: “It is plain
that the highest functual activity of these motor centres is a
thing to be aimed at with a view to general mental power as well
as with a view to muscular expertness; and as the hand centres
hold a prominent place among the motor centres, and are in re-
lation with an organ which in prehension, in touch, and in a
thousand different combinations of movement, adds enormously
to our intellectual resources, thoughts, and sentiments, it is plain
that the highest possible functional activity of these hand centres
is of paramount importance not less to mental grasp than to in-
dustrial success.” Again he says, “ Depend upon it that much
of the confusion of thought, awkwardness, bashfulness, stutter-
ings, stupidity, and irresolution which we encounter in the world,
and even in highly educated men and women, is dependent on
defective or misdirected muscular training, and that the thought-
ful and diligent cultivation of this is conducive to breadth of
mind as well as to breadth of shoulders.”

In the lower forms of the girls’ schools a large proportion of
the time ought to be given to training in scientific method, to
drawing, and to manual instruction. Scientific method is per-
haps even more important for girls than for boys, and in the
earlier years of school life should most certainly take the place
of learning the bare facts of some particular science, such as
botany or chemistry. . ..

 
 
 
  
   
   
  
   
 
 
 
 
 
 
 
 
 
 
  
 

 

 

 

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62

With the younger girls, however, the main object of the in
struction ought to be to develop certain moral qualities and in-
tellectual and physical faculties, such as honesty of work, cleanli-
ness, economy, method, and deftness, rather than to give a
knowledge of recipes or stitches. To this end, therefore, the
teaching should at first be chiefly directed.

In the needlework the necessary exercises should be largely
given through the production of finished articles, which will ap-
peal strongly to the interest of the child. I venture to suggest
that, when the work tasks the eyesight severely, great care should
be taken that it is not continued.

In order that the teaching of needlework in all the schools
may be thoroughly good and educational, a lady of high qualifi-
cations should be appointed as directress of this work. She
should arrange a system, and either give or supervise the teach-
ing in each school.

Further, I feel that it is highly desirable that an experiment
should be made, in one or more schools, of giving some girls
manual training in wood-work, so that the respective values of
this and needlework as educational agents may be compared.*

Two or three hours a week each ought to be given to the sub-
jects, drawing, manual instruction, and scientific method.

... These subjects are so important that they must be taught
by persons who have thorough knowledge of them, and not by
an ordinary assistant who has to cram them up because there
is no one else to take them. . ..

SPECIAL.

The subjects taught in schools by travelling teachers are often
not respected either by the pupils or by the members of the
permanent staff, perhaps because travelling teachers are often not
well educated. . . .

In addition to great knowledge of the special subject, the
travelling teacher has need of these other qualifications : —

I. A training in the principles and practice of teaching. This
is necessary, in order that the teacher may not only give instruc-
tion, but also that he may be able to educate.

II. A good general education. If the teacher is not well

* This step has been taken this year, 1898-39, at Pratt Institute High School, Brooklyn,
N.Y., under the direction of Prof. C. Hanford Henderson, Ph.D.

 

 

 

63

educated, he (or she) is regarded as of inferior status by both
the staff teachers and the pupils,— an inferiority which is re-
flected on the special subject taught. . ..

It is undesirable to have as a teacher one who, originally an arti-
san, has adopted teaching as a profession. Experience shows that
such a teacher is concerned principally in making his pupils into
skilful workmen in his own particular craft, while he ignores the
real aim of the instruction,— the educational effect on the pupil.
The signal advantage of manual instruction is that it is a potent
educational agent for the development of character and intellect
as well as of manual dexterity, hence it ought to be given by one
who is primarily a trained educationalist.

The teacher ought to be conversant not only with the English
systems, but also with the foreign. . . .

Sloyd Association of Great Britain and Ireland. Extracts from
Report of Annual Meeting, 1897.

. . . The discussion was opened by Mr. Rooper, and ultimately
it was agreed to form a National Examination Board, which, in
addition to its other duties, should act as an advisory body to
county councils, school boards, etc., in taking manual work.

OUTLOOK FOR 1897.

There are many things which point to a renewed interest in
sloyd work during the present year. Your committee sees with
pleasure that a great effort is being made to introduce manual
work into the national schools of Ireland. Some little time ago
the national commissioners of education in Ireland sent a very
influential deputation to the lord lieutenant on the subject, and
at the present time a commission is sitting in Dublin to investi-
gate the various forms of manual work and to decide upon those
best fitted for introduction into the Irish schools. In Wales, too,
there seems every probability that the intermediate schools will
take up the matter. Principal Reichel was accompanied to Niis
by several masters in the Welsh intermediate schools. Whether
the actual form of any scheme of manual training in wood be
called sloyd or not matters little, so long as the fundamental
principles and methods are educational in the highest sense.

 
 

 

 

 

 

 

64

That is what we are working for, and in that we can claim the
help and support of all educators.

... Hon. E. L. Stanley, president of the association, took the
chair at the public meeting, and in his opening remarks said : —

. “A small conference was held, got up very largely by Mr.
Packer, clerk of the Leeds School Board; and afterward a depu-
tation waited upon the Governmental Committee, now considering
the distribution of grants by the Science and Art Department.
He was a member of that deputation, and went before that com-
mittee, and urged upon them two or three points very strongly.
First, that there should be considerable freedom allowed to re-
sponsible bodies as to methods and modes of manual instruction
as a means of education. They also submitted very strongly that
it was the duty of the Science and Art Department to take care
that any work encouraged by grants should be thoroughly educa-
tional in methods and aims, and not dominated by the necessities
of technical or trade training. We expressed the great inexpedi-
ency and impropriety of first issuing a circular to say that man-
agers should be left ‘as free as possible in formulating courses of
manual instruction for grants from the department of Science and
Art, provided that such courses be adapted to teach the use of
tools employed in handicrafts, not so much as an initiation in a
special handicraft as a disciplinary educational course to train the
hand and eye to accuracy, by a progressive series of exercises
connected with free-hand drawing and drawing to scale,’ and then
putting forth a confidential circular to inspectors to say that ‘the
grant of this department is not to aid manual instruction as an
educational exercise,— that is provided for by Article 12 (f) of
the code of the Education Department,— but to afford such a
sound foundation of technical training for handicrafts as will
assist the pupil to become a handicraftsman, or, at all events, a
“ handy man ” in after life.’ . .. The two circulars said in effect,
‘Teach educationally, and we will give you no grant: teach un-
educationally, and you shall have the full grant.” ”

He feared they pleaded with a small voice in the din and
thunder, but maybe it was the true voice. He went also not long
ago to the conference at Leicester to consider the expediency of
forming a National Examination Board, which should testify to the
training and qualifications of persons employed in giving manual
instruction. At present the department would recognize any one;

65

and all that was required to be done was to satisfy the inspector
that the boys were taught to make joints, etc., in accordance with
the requirements of the department. He maintained that pro-
Jessional equipment was more important than annual inspection or
two or three visits from busy officials. He thought both inspec-
tion and examination were necessary to keep the work up to the
mark ; but, behind that, they ought to demand provision for the
certified competence of the teacher, and this ought to be assured,
as the public never would be competent to distinguish between
the genuine teacher and the charlatan. And he was entirely in
sympathy with the object of providing some outward recognition
of the teacher. What was required was more of freedom, elasticity,
and imagination on the part of those in whose hands the power
lay.

EXAMINATION SCHEMES.
Wo00OD-WORK.

That three certificates for teachers be issued.

1. Preliminary. To conduct on probation an elementary sloyd
class.

2. Teacher’s. Competency to teach sloyd.

3. Diploma. Particulars of this certificate to be decided later.

Preliminary Requirements.

1. To have worked satisfactorily at least twenty models in a
properly graduated sloyd course.

2. To know the method of their construction, including the
preparation of working drawings.

3. To answer simple questions in sloyd theory.

4. To give satisfactory proofs of general teaching ability, but
such proofs not to be required in the case of candidates holding
a recognized teacher’s diploma.

5. To have a knowledge of the construction of the simpler tools,
to be able to sharpen the chisel, knife, and plane iron, and to have
some knowledge of the materials used.

Teacher's Requirements.

1. To have satisfactorily worked through not less than forty
models of a recognized sloyd course, under a duly qualified
teacher.

 
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2. To understand the theory, methods, and aims of one or more
of the chief sloyd systems.

3. To give satisfactory proofs of ability to teach sloyd.

4. To understand the construction of the tools generally and to
be able to sharpen them.

5. To have a knowledge of the growth, structure, seasoning,
and technical fitness of timber.

6. To be able to prepare working drawings.

Note.— Candidates for this examination will be expected to
know the fittings, arrangement, and cost of equipment of a sloyd
class.

CARDBOARD.

That there be only one certificate ; namely, the teacher’s certifi-
cate.
Requirements.

1. To have satisfactorily worked through a course in cardboard-
work approved by the Sloyd Association of Great Britain and
Ireland, under a duly qualified teacher.

2. To understand the theory of and principles upon which any
educational system of cardboard-work should be based.

3. As in preliminary wood sloyd certificate.

4. To be able to prepare working drawings.

Candidates for this examination will be required to understand
the preparation and properties of glue and other ordinary adhe-
sive substances, and will be expected to know the arrangement,
fittings, and cost of equipment for a class in cardboard-work.

CLAY MODELLING.

The committee are also prepared to hold examinations and
grant certificates in this branch of manual work.

Rules relating to Examinations.

1. That the committee of the association act as its Examination
Council. All applications for examination to be made to the
secretary.

2. That all schemes of examination be submitted to the chair-
man of the committee, who shall have power to call a revising
committee.

67

3. That a sloyd committee be appointed to elaborate a scheme
of examination for the elementary forms of educational hand-work,
this committee to have power to confer with the joint board of
the National Froebel Union.

Eleventh Annual Catalogue of Mississippi Industrial Institute
and College, Columbus, Miss., 1896.

. Whichever course (business, normal, or college) is chosen,
the pupil is required to pursue, in connection therewith, the study
of some industrial art.

THE NORMAL COURSE.

Throughout the normal course special attention is given to
methods of instruction. It is held that success in teaching de-
pends primarily upon the knowledge of something to teach. But,
following this, there must be the honest conviction of the high
responsibilities of the calling, with enthusiasm in its prosecution,
and then acquaintance with the development of educational sci-
ence and its best results (p. 21).

 
 

 

 

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LITERATURE.

The request for recommendations of literature for teachers
of manual training brought the following list of books.
Those marked with asterisk are especially recommended : —

General Literature.

Literature and Dogma. MATTHEW ARNOLD.
Poems. MATTHEW ARNOLD.
*Culture and Anarchy. MATTHEW ARNOLD.
* American Addresses. MATTHEW ARNOLD.
Essays in Criticism. MATTHEW ARNOLD.
*Saul. BROWNING.
*Paracelsus. BROWNING.
*Richard Wagner. H. L. CHAMBERLAIN.
*England’s Ideals. EDWARD CARPENTER.
Civilization : Its Cause and Cure. EDWARD CARPENTER.
*Essays. CLIFFORD.
Self-culture. J. F. CLARKE.
The Story of my Life. GEORG EBERs.
Adam Bede. GEORGE ELIOT.
*Stradivarius (poem). GEORGE ELIOT.
Daniel Deronda. Book III., chapter xxiii. GEORGE ELIOT.
*Essays (All). EMERSON.
*The Destiny of Man. JOHN FISKE.
Caspar Hauser. VON FEUNBACH.
New Chapters in Greek History. (The chapter on “Olympian Games.”)
PERCY GARDINER.
Addresses and Lectures. HUXLEY.
The Intellectual Life. P. G. HAMERTON.
Landscape. P. G. HAMERTON.
On Higher Ground. JACOBSON.
*News from Nowhere. WILLIAM MORRIS.
*Autobiography. J. S. MILL.
*On Liberty. J. S. MILL.
*¥*The Nuremberg Stove. OUIDA.
*Essays (All). WALTER PATER.
*Ruskin’s works, especially Unto this Last, Fors Clavigera, The Eagle’s Nest,
Ethics of the Dust.
The Idyls of the King. TENNYSON.
Walden. THOREAU.

Philosophy and Psychology.

Elementary Psychology and Education. JOSEPH BALDWIN.
*Elements of Metaphysics. DEUSSEN.

69

Psychology. JOHN DEWEY.

*] ectures. G. STANLEY HALL. (American Journal of Psychology and Peda-

gogical Seminary.)

*Psychology (unabridged). WILLIAM JAMES.
Elementary Lessons in Psychology. KROHN.
Applied Psychology. MCLELLAN.

*The Spirit of Modern Psychology. JosiAH ROYCE.

*First Steps in Psychology. WILLIAM SALTER.
*Education. SPENCER.

First Principles. SPENCER.

*The Data of Ethics. SPENCER.

* Justice. SPENCER.

* Psychology of Attention. TH. RIBOT.

*Diseases of the Will. TH. RIBOT.

Educational Literature.

The Schole Master. ASCHAM.
Development of the Child and the Race. M. BALDWIN.
*Descent of Man. DARWIN,
*QOrigin of Species. DARWIN.
*Education of the Greek People. THOMAS DAVIDSON.
Demands of Sociology upon Pedagogy. JoHN DEWEY. (“Teacher’s Man-
ual,” No. 25. E. L. Kellogg & Co.)
*The Educational Creed. JoHN DEWEY. (“Teacher’s Manual,” No. 25.)
*Education of Man. FROEBEL.
Physiology for Beginners. FOSTER.
*Aim of Modern Education. C. HANFORD HENDERSON. Lecture to Sloyd
Training School. (Popular Science Monthly, August, 1896.)
*Philosophy of Manual Training. C. HANFORD HENDERSON. (Popular
Science Monthly, June to October, 1898.)
*Manual Training. C. HANFORD HENDERSON. (Popular Science Monthly,
November, 1894, April, 1895.)
*A New Programme in Education. C. HANFORD HENDERSON. (Atlantic
Monthly, June, 1898.)
*The Motor Element in Education. D. F. LINCOLN. (American Physical
Education Review, Vol. I1., June, 1897.)
Address. WESLEY MILLS. (Popular Science Monthly, November, 1892.)
*The Educational Ideal. J. P. MUNROE.
Talks on Pedagogics. PARKER.
The Senses and the Will. PREYER.
Industrial Education. SEIDEL.
Monographs of Industrial Education Association. C. M. WOODWARD.

Manual Training.

*Handcraft. Sir JAMES CRICHTON BROWN.

*Manual Training in Paris Schools. LAURENCE BLONTOND.
Industrial and Manual Training in Public Schools. Part II. E. A. CLARKE.
Drawing. FAUNCE.

 
I
70 7
* Psi : a (6) Messrs. PHILIP, SON & NEPHEW.
Manual Training made Serviceable to the School. GOETZE. 3 The Practical Course of Clay Modelling. W. NELSON and
*A Plea for the Training of the Hand. D. C. GILMAN, LL.D. 4 W. H. WILSON

gn ie Busine sly tem
Clay Modelling or Schools and Classen, Mrs. F. M. HOLLAND, Boston i a Bi NE
Manual Trung, Hanks : En ? : d Forty Lessons in Clay Modelling. Amos M. KELLOGG.
ou) Tey ia > ; : Part XVIII., Kindergarten Guide. M. KRAUS.
y or meican Schools. Larsson. And other papers of the Sloyd : (¢) Messrs. LoNaMANs & Co.
i 1 raining Schou, Yoston, g A Manual of Clay Modelling for Teachers and Scholars. Miss
Manual Training in English Schools. Sir PHILIP MAGNUS. H. UNWIN.
*Manual Training in Public Schools of Philadelphia. JAMES MACALISTER, o
LL.D. . II. CARDBOARD-WORK.
*Manual Training in France. A. SALICIs. 3 (a) Messrs. PHILIP, SON & NEPHEW.
*Theory of Educational Sloyd. O. SALOMAN. 4 The Practical Series, Course III. W. NELSON and A. SUT-
Manual Training. C. M. WOODWARD. A CLIFFE.
The Manual Training School. C. M. WOODWARD. 1 Adler’s pamphlets, with illustrations. Three parts.
3 (6) Messrs. O. NEwMANN & Co.
Technical. A Course of English Cardboard-work. J. C. HUDSON.
A Manual of Cardboard Modelling for Schools. W. HEATON.
Nos. 1, 7, 8, Sloyd Diagrams of Manual Training School,
Leipzig. Dr. GOETZE.
(¢) Swedish Cardboard. G. C. HEwITT (KING, Halifax).
(d) Messrs. CasseLL & Co., LTD.
Modelling in Cardboard. G. Ricks and J. VAUGHAN.

 

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How to use Wood-working Tools. KILBON.
Knife-work in the School-room. KILBON.
Wood-work. G. I. M. Gass.

Reports, etc.

Reports of Commissioner of Education, 1892 to 1894. 1
*Fifty-ninth Annual Report Massachusetts Board of Education. 4 III. WOOD-WORK.
Proceedings New England Association, 1875. E (a) Messrs. O. NEWMANN & Co.
Eighth Annual Report Commissioner of Labor. 3 Berlin Course of Easy Wood-work.
Monographs of Industrial Education Association. 3 Wood-work Course for Teachers. E. R. KIDSON.
Papers upon Manual Training from National Educational Association. . The Elements of Wood-work. E. R. Lucas.
Reports of the United States Bureau of Education. i Drawings and Directions for Construction of Sloyd Models.
Selected Bibliography from Periodicals. (47? Education, the School Journal, : Miss ANDREN.
Popular Science Monthly.) 3 Nos. 2, 9, 10, Sloyd Diagrams of Leipzig Manual Training
*Localization of Functions. (“ Report of American Physician,” Vol. I., 1888.) ] School. Dr. GOETZE.
*Bibliography of Child Study. Louis N. WILSON, Librarian of Clark Uni- 1 A Course of English Wood-work, etc. J. C. HUDSON.
versity. Lessons in Wood-work Drawing. T.S. LAWLEY.
(6) Messrs. PHILIP, SON & NEPHEW.
Wood-work Course for Boys. W. NELSON.

LIST FROM BARROW-IN-FURNESS, ENGLAND. Manual Instruction, Wood-work. J. C. PEARSON.
Lessons in Wood-work for Evening Classes.

Literature of Educational Hand-work. § Practical Directions for making Sloyd Models.
I. CLAY MODELLING. Working Diagrams of Sloyd Models (Metric System).
: *Eva Rhode Wood-work Series for Children.
(a) Messrs. O. NEWMANN & Co. 1] (¢) Messrs. E. J. ARNOLD & SON.
The Art of Modelling in Clay. PAUL STURM. Manual Instruction in Wood-work. GEORGE WOOD.

Wall diagrams to accompany the above. 4 (4) Messrs. CASSELL & Co., LTD
Clay Modelling for Schools. G. S. HAyCOCK. : Model Joint Wall Shoate S BARTER

Clay Modelling for the Standards. J. W. SLATER. { (¢) Messrs. DAVIS & MOUGHTON

No. 5 Sloyd Diagrams of Leipzig Manual Training School. : : The County Council Course of Manual Instruction.
GOETZE. :

 

 

 

 

 

 
 

 

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72

IV. ADVANCED KINDERGARTEN AND VARIED OCCUPATIONS.

(a) Messrs. PHILIP, SON & NEPHEW.
Brush-work Course. E. C. YEATS. (25 colored plates.)
Practical Series, Course II.: Water Color Brush-work. W. NEL-
soN and W. H. WiLsoN. (Second edition.)
Designs of above, for scholars’ use. (Two sets.)
Hewittt’s (Liverpool) Course of Manual Training. Parts I.
and II.
Paper Folding. Lucy R. LATTER.
(6) Messrs. O. NEWMANN & Co.
Brush Drawing. Miss G. M. KETT.
Drawing with Paint-brush. Mrs. R. HILL.
First Lessons in “ H. & E.” Training. G. KALB.
Course of Practical Lessons in “ H. & E.” Training, for Stand-
ards I. to IV. A. W. Bevis.
(¢) Messrs. E. J. ARNOLD & SON.
Course of Brush-work. Mrs. STEINTHAL and Miss LEACH.
Advanced Kindergarten. E. LEwis. Part I. for Standard I.;
Part II. for Standard II.
(d) Messrs. CasseLL & Co., LTD.
Color-work and Design. G. RICKs and J. VAUGHAN.
Designing with Colored Papers. G. Ricks and J. VAUGHAN.
Hand and Eye Training Cards for Class Work. G. RICKS.
(Five series.)
(e) Messrs. S1ssoN & PARKERS.
Kindergarten Geography.
Kindergarten Geometry.
Shapes for ditto.

V. THEORY, ETC., OF EDUCATIONAL HAND-WORK.
(@¢) Messrs. PHILIP, SON & NEPHEW.
*Teachers’ Handbook of Sloyd. O. SALOMAN.
Theory of Educational Sloyd. (Edited by H. M. I.)
*A Plea for Sloyd.
(6) Messrs. NEWMANN & Co.
Manual of Instruction in Schools. C. SHUTTLEWORTH.
Illustrated Manual of “ H. & E.” Training. Dr. GOETZE.
*Manual Training made Serviceable to Schools. Dr. GOETZE.
* Hand and Eye, a monthly journal.

LIST OF BOOKS IN THE MITTHEILUNGEN DES DEUTSCHEN
VEREINS FUER KNABENHANDARBEIT.

 

 
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X American Foundrymen’s Association on behalf of the careful
training of our coming foundry superintendents and matlagers
for the duties they will be called upon to perform.

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When in a recent meeting of an association of foundrymen
it was resolved “that the industry had arrived at a point where
there is a demand for managers properly trained in the principles
of scientific and commercial founding, and that a representative
body such as the American Foundrymen’s Association be re-
quested to draw the attention of institutions of learning in the
country to this fact, and urge them to take the necessary steps
to supply the demand,” the case was stated in a very plain man-
ner. We are indeed drawing near to that point when so much
is expected of a foreman, chemist, superintendent or manager,
that he cannot hope to obtain all the necessary knowledge by
the ordinary process of growing up with his work and learning to
do what his predecessors were wont to. ’

The introduction of chilled pig irons, the deceptions arising
from fractures of high pressure made irons, the education of the
buying public in matters relating to what castings should be, the
systematizing and close calculations necessary to produce suc-
cessfully and finally the very necessary utilization of irons and
scrap formerly considered out of the question, have combined
to give the internal foundry economies quite a different aspect
when compared with the conditions prevailing a decade ago.

What will be the problems in founding we shall be called
upon to overcome 20 years from now? Only a technical edu-

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cation in the broadest sense when combined with a thorough
business training will fit the man who can profit by these to look
forward into the uncertain future with equanimity. Let us sur-
vey the wonderful resources of this expanding country of ours,
and note the history of each and every metallic product. We
will then see that slowly but surely scientific methods introduced
by trained metallurgists are improving, if not altogether replac-
ing, the early processes. We do not now hear of losses of
heavy percentages of metal in slags, and where would nine-
tenths of the paying properties be to-day were it not for methods
based on the recovery of such minute quantities of metal that
old dump heaps may be said to be profitable mines? So we
will find that science has changed the metallurgy of gold, silver,
copper, lead, iron, etc., so radically that we are to-day dealing
with the raw metals in such enormous quantities and so uni-
formly excellent that a splendid series of industries has been
built up to use them.

When we realize that the production and manufacture of
nearly everything metallic except cast iron is now practically
in the hands of specially trained men, and that the foundry is
beginning to feel this influence also, is it not wisdom to take
advantage of existing knowledge and try to increase it for our
benefit? We all expect our sons to follow our footsteps. When
we send them to the universities to acquire the faculty of sound
thinking, or to our great technical schools for a fund of knowl-
edge unequalled in its variety and usefulness for daily life, why
should they not begin to lay a good foundation for their future
careers? The benefit of a sound technical training to a young
man who must some day step into the active management of an
industrial enterprise is incalculable. It is the object of this
memorial to urge that a young man who is fitting himself for
a foundry career be given an opportunity to acquire the prin-
ciples underlying the successful production of foundry products
before he actually enters routine work. He will thus avoid much
costly experimenting when time is precious.

How may institutions of learning attack the problem?
Few of them have a corps of instructors sufficiently in touch with
the foundry to meet the requirements. The most practical way
would seem to be the enlargement of the regular course in

3

metallurgy to embrace special instruction in foundry practice,
supplemented by summer work and instruction in noted shops.
A course in foundry practice could be given by men experienced
in this branch of metallurgy, who could also outline a series
of experiments for purposes of instruction in collaboration with
the regular professors where an institution possesses a small ex-
perimental foundry plant.

It is quite certain that many of our institutions of learning
will be glad to take up this question if so representative a body
as the American Foundrymen's Association sees fit to recom-
mend to them the establishment of courses to teach the prin-
ciples of the art of founding. Our American universities have
always risen to the occasion, and will not fail us in this in-
stance.

We, the undersigned, on behalf of our Association, would
therefore recommend the following:

Resolved, That the American Foundrymen’s Association
would welcome a course of training in the principles and prac-
tice of founding to be established by our institutions of learn-
ing, whereby those of their students who expect to devote them-
selves to this line of work may be made more valuable to the
industry.

Respectfully submitted,
WM. YAGLE,
THOS. D. WEST,
S. M. ROGERS,
F. R. ZIMMERS,
RICHARD MOLDENKE, Chairman.

On motion the resolution prepared was unanimously adopt-
ed and the Secretary of the Association instructed to carry out
the provisions thereof.

The following papers were then read by the Secretary: “The
Mixing and Melting of Iron for Hydraulic Work,” by Mr. R. P.
Cunningham, of Holyoke, Mass.

“Crystallization of Metals,” by Mr. Edward B. Gilmour, of
Milwaukee, Wis.

After a short discussion, given in another part of these pro-
ceedings, the Convention adjourned for the day.

 
 

 

 

 

ii id

4

Wednesday, June 6.

The day was given over to sight-seeing, a fair idea of Ch#
cago as an industrial center being obtained in this way. The
steamer “Soo City” took the members and their friends out to
South Chicago, landing at the dock of the lllinois Steel Com-
pany, on the Calumet River. The peculiar method of unloading
the ore from whaleboats, by means of long arms let down into
the hold, the raising and dumping of the buckets into cars,
came in for considerable attention, for the arrangements made
every minute count. Mr. C. H. McCullough led the party
through the mills, when those who had been in Pittsburg the
year before could make some interesting comparisons of the
open-hearth and converter practice in use in the two locations.
Further up Calumet River the furnaces of the Iroquois Iron
Co., of Roger Brown & Co., were inspected. The new furnace
going up was especially interesting for its large size and solid
foundation. When finished the capacity of the plant will be
180,000 tons of pig iron per year. The steamer next stopped
at the yard of the Chicago Ship Building Co., where severai of
the largest lake vessels were in process of completion. The
large, well-lighted, high machine shop came in for much at-
tention, especially as the experiment of painting all the machine
beds and frames in white to inculcate habits of neatness and pre-
cision, seemed to be a great success.

During the trip tickets for various theatres were distributed,
and in the evening a number of parties were formed to enjoy the
entertainment thus kindly offered more thoroughly. Afterwards
“the only,” J. D. Smith, of Cincinnati, presided over the more
spectacular “smoker” of the Plumbago Club, where interested
students of human nature, with foundry leanings, besides thor-
oughly enjoying themselves, could make critical comparisons be-
tween Viola Allen's “Christian” and the “vaudeville” of North
Clark st., Chicago.

Thursday, June 7.

President J. S. Seaman called the Convention to order at
11 A. M. The following papers were read by title and distributed
among the members present:

 

Foundry Management, by Mr. Jos. A. Murphy, Elizabeth-
port, N. J.

What are Inmprovements? by Mr. P. R. Ramp, Aurora, Ill

Foundry Flasks, by Mr. Eli H. Pierce, Baton Rouge, La.

The Real Fuel Ratio, by Mr. L. C. Jewett, North Attleboro,
Mass.

The President now called for suggestions as to the next
meeting place for the Convention, so that the Executive Com-
mittee, who have the matter in hand, could act in accordance
with the expressed wishes of the members of the Convention.
Mr. Bell suggested that in the absence of an invitation from tue
East, Cleveland or Buffalo might be selected. Dr. Moldenke
mentioned the fact that with all meetings there came a time
sooner or later when more weight had to be placed upon the
business than on the entertainment of the Convention, and con-
sequently a location such as Atlantic City in the East or Look-
out Mountain in the South, where there would be no work
thrown upon a local entertaining committee might afford more
opportunity to take up the serious side of our gatherings. Mr.
Bell endorsed the spirit of this suggestion, and hoped the Execu-
tive Committee would take this point into consideration.

It was then suggested that in view of the Pan-American
Exposition, to be held in Buffalo next year, the Convention
should go there, as most of the members would wish to see this
anyhow.

" Mr. Bell now brought up the question of the Journal, and
suggested that its size be limited. Mr. S. J. Flagg, Jr., stated
that the feature which gave a review of all the foundry literature,
should by all means be retained, and, if anything, extended.
He found the Journal a valuable work of reference in just this
line. The President now reviewed the action of the Association
in regard to publications during the year, and explained the
usefulness of the central distributing agency for foundry liter-
ature, which enabled the local Associations to have the same
paper read before them on the same day.

The President now called for further suggestions, where-
upon Mr. Willis Brown moved that a committee of five be ap-
pointed by the chair, to revise the Constitution and By-Laws of
the American Foundrymen’s Association; the Committee to

 
 

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report at the next Convention. Motion carried, and Messrs.
Brown, Keep, Jones, Bell and Moldenke appointed.

The Nominating Committee now brought in their report:
First stating that Mr. Penton, owing to his connection with
other organizations and press of private business, had found
it impossible to allow the use of his name for the secretaryship.
After some discussion by the members, the secretary was in-
structed to cast one ballot for the entire list of nominees as re-
ported by the Committee.

The officers elected are as follows:

President, W. A. Jones, W. A. Jones Foundry & Machin2
Works, Chicago, Ills. :

Secretary, Dr. Richard Moldenke, Pennsylvania Malleable
Co., Pittsburg, Pa.

Treasurer, Howard Evans, J. W. Paxson Co., Philadelphia,
Pa. :

New England States: Geo. B. Buckingham, Arcade Malle-
able Iron Works, Worcester, Mass. :

Middle States: Wm. Yagle, Wm. Yagle & Co., Ltd., Pitts-
burg, Pa.

Southern States: J. P. Golden, Golden's Foundry & Ma-
chine Co., Columbus, Ga. ;

Central Western States: John A. Penton, “The Foundry,”
Detroit, Mich.

Northwestern States: Wm. Ferguson, Ferguson Foundry
Company, Chicago, Ill.

Southwestern States: W. S. Moscher, Moscher Mfg. Com-
pany, Dallas, Tex.

Pacific States: R. Chartrey, Joshua Hendy Machine Works,
San Francisco, Cal.

v

Canada: T. J. Best, Warden, King & Son, Montreal, P. Q.

Mr. J. S. Seaman, in resigning the chair to the newly elected
president, spoke of the high honor conferred upon him by the
Association a year ago, and wished for the continuance of har-
mony and prosperity in the body, as it always had been hereto-
fore. :

Mr. Jones then responded suitably, and promised his best
efforts to advance the interests of the Association, asking for the
hearty co-operation of its members.

 

 

 

 

7

Mr. Penton explained his inability to undertake the duties
of the secretaryship again, more fully, and promised every possi-
ble help to the new incumbent of the office. Dr. Moldenke in
returning his thanks for the great honor bestowed upon him at
the hands of his fellow merhbers, also expressed his gratitude in
having the personal help of Mr. Penton.

On motion of Mr. Brown, the retiring officers of the Asso-
ciation received a hearty vote of thanks and an extraordinary ex-
pression especially directed to the retiring secretary.

On motion of Dr. Moldenke, Mr. J. S. Seaman was made
an honorary member of the Association, for which action he re-
turned his heartfelt thanks. On motion of Mr. Bell, the thanks
of the Convention was returned to the Chicago foundrymen, and
the local committee especially, for their splendid efforts and
bounteous entertainment. On Mr. Stirling’s motion, the above
action was extended to the Illinois Steel Company, the Chicago
Ship Building Company, and the Iroquois Furnace Company.

Mr. Penton, in a short address, very feelingly made official
announcement of the recent death of a most valued officer and
member of the Asssociation, Mr. C. A. Bauer, of Springfield,
Ohio. He said:

“Looking over a very large acquaintance of my own, con-
sisting of foundrymen in almost every State, I think no one will
feel that I am taking unpardonable liberty in saying that he was
my dearest friend, even in an audience where 1 have so many,
and as a representative of your Association, invited your secre-
tary, as representing your Association only, to serve as one of
the pall-bears at his funeral. Other Associations of which Mr.
Bauer was a member, feeling keenly the loss by his death, and
realizing that the engineering, mechanical and scientific pro-
fession had suddenly became bereaved and lost one of its bright-
est members, have all at various times at their meetings adopted
resolutions, in many cases presented to his family, expressing the
regret that all felt at his untimely end.

Mr. Bauer's achievements as a foundryman were very well
known to many persons, and the fact that his foundry was a
successful one, and the fact that he gave so much time and atten-
tion to the scientific study of the foundry business, has made
his town a Mecca for visiting foundrymen and those seeking

 
 

 

 

 

 

S

information regarding the advanced ideas in toundry methods
which he so strongly advocated during his life.”

On motion of Mr. Penton, a committee of five, consisting of
the president as chairman, the three ex-presidents, and Mr. Pen-
ton as the other members, were appointed to draw up a set of
resolutions to be presented to the family of our late vice-president.

The new president, Mr. W. A. Jones, appointed Mr. J. S.
Seaman and Mr. W. Yagle, both of Pittsburg, as auditors of the
finances of the Association, :

With this the Convention adjourned.

In the afternoon the visitors took the A. T. & S. F. train
along the Drainage Canal of the sanitary district of Chicago.
Stops were made wherever anything of special interest was to be
seen. At Lockport the waters of the canal empty into the Illinois
River, and flow eventually into the Gulf of Mexico. Lunch was
served on the train during the trip.

The evening was spent agreeably in the Palm Garden of the
Great Northern Hotel. A fine program of excellent vaudeville
was provided, and enjoyed by the largest assemblage of members
and their friends during the whole Convention.

A number of visiting foundrymen remained in the city for
several days after the Convention, to study special conditions in
the foundry business as seen in Chicago.

The whole Convention will be voted a splendid success, and
remembered for a long while to come.

The Exhibits.

There were a number of very interesting exhibits on the
16th floor of the Great Northern Hotel. The Tabor Mig. Co.,
of Elizabeth, N. J., had one of its new vibrator molding machines
on exhibition, as well as a number of difficult castings made on it.

Jrown Bro. Mfg. Co., of Chicago, Ill., showed the Hammer
Core machine in actual operation, making a line of excellent stock
cores up to 1} inches diameter and perfectly vented.

The Carborundum Co., of Niagara Falls, N. Y., had a very
attractive line of their products to show to the members and
visitors. The resplendent crystals of the silicon carbide known

as carborundum were very beautiful, and form an abrasive of no
mean value.

 

9

The Sterling Emery Wheel Company, of Tiffin, O., glso
showed a fine line of emery and corundum wheels and grinding
Tals Emery & Corundum Wheel Co., of Chicago, dis-
played a number of excellent samples of their products. :

"The Garden City Sand Co. exhibited a fine line of special
fire brick, molding sands, and facings of various kinds.

The S. Obermayer Co. had a lot of supplies mn the foundry
line on exhibition in the hall, as well as a “dark secret” to illu-

minate in their headquarters. Li
The J. D. Smith Foundry Supply Co. kept open house in

their parlor, and incidently exhibited various specialties. .
The exhibit of A. Leschen & Sons Rope Co., of St. Loon
was especially noteworthy, and was a fine display of » oe
other ropes of all kinds, especially their patent flattened stranc

wire rope, etc.

ED METALLURGISTS
) SSION ON THE QUESTION OF TRAIN
pe IN THE FOUNDRY.

To accompany the papers of Dr. Kirk, Mr. West, and Prof. Richards.

Mr. Thos. D. West: The paper by Dr. Edward Kirk is in
the line of recent publications from his pen advocating the ne
ing of chemists to assume the responsibility of mixing and i >
ing of iron. The Doctor claims that foundrymen bey ¢ prove
unable to grasp the art of working by analysis, and for this Siig
the chemist should be trained to assume the responsibility.
wish to say that the Doctor is slightly in error herein, that
advancement which has been made in working by An ga
making mixtures of iron is very largely to be credited to molder
foundrymen. The only work in existence which will permit
anyone to make a success of working by analyses to make pix
tures, who will take the time to study this advancement wi
written by a molder foundryman, and not a chemist. ib
proper, for the knowledge necessary to fit one to be Ga
to assume the responsibility of mixing and melting of iron oy
analysis can only come from actual experience in all the oo
pertaining to the making of good castings, embracing that
the man who constructs the mols, the cupola tender, and the
one that makes the iron mixture.

 
 

 

 

 

San rE TYREE AS £ a ei i

10

It is true that there are foundrymen who have failed to keep
step with the progress of working by analysis. This is no evi-
dence that it would be best to train chemists to be wholl  re-
sponsible for the results of mixtures. It is but a few years since
that the discovery was made that the fracture of pig fron was
deceptive, and that it was best to be guided by analysis. We
cannot expect that such a radical change in systems of making
mixtures, demanding the abolishment of past ‘methods and ry
ing for study and research, can be inaugurated the country over
mm a year or two. Dr. Kirk would lead us to think that few, if
any, founders had made a success of working by analysis whe
in fact, it is safe to say that about one-third of our foundries ate
at the present time successfully making mixtures by analysis
guided by foundrymen and not chemists, as was ably 5
something overa year ago by Dr. W. B. Phillips, of Pittsburg

: If it was for the trade's best interest that chemists shovid be
trained to be wholly responsible for results in making mixtures
I would not oppose it. Having worked steadily for the pats
thirty-eight years in all branches of molding, and in that time
made almost all kinds of mixtures, and melted in almost all kinds
of cupolas, I know from actual experience on the floor and as
manager, that the general manager or president of a Sounds
who can hold one man responsible for all its manifold aire
will be operating with the greatest internal harmony and ae
of manufacture. pian)
One objection in dividing the responsibility for final results
i sing castings, lies in the fact that a molder or foreman can
yy design, ign e ~arelessness : i 1
Sas ii Oe Poin
: : § atterns, and poured from the
same ladle of iron,

I'o locate the responsibility for such varying results through-
out a shop's “heat,” when same mixture had Been used on
to say nothing about the losses incurred, be very suibasratsine
to a general manager or president of a company who secoluized
the importance of maintaining internal harmony.

Another objection in dividing responsibility for results in
castings, lies in the fact that such procedure would unfit men to
be masters of founding, and decreases their ability to compre-
hend its difficulties and the skill required. It would cause So

 

11

to think that anyone having a few dollars to start a foundry could
operate it successfully. As an illustration of the evils resulting
fron. he inability to comprehend the difficulties involved and skill
required in founding, I will cite a case which occurred recently
not far from our foundry, and others can, no doubt, cite similar
instances of doing an injury to the trade. This particular case
was that of a blast furnace chemist renting a foundry in the
vicinity of his laboratory, and hiring a farmer, a relation of his,

to manage his foundry. This chemist evidently thought that

all the science of founding lay in the cupola, and understanding
analyses to make mixtures of iron. He thought, with the as-
sistance of his farmer relative, that they both could run the
foundry and make money, without his leaving his regular occu-

pation.
This “would-be” foundryman remained in business about six

months, when he failed, having lost all his money and much
of that belonging to those who had allowed him credit for fuel,
iron, etc. If this man had done no other injury than loosing his
own money and that of his creditors, it would not have been so
deplorable, but his ignorance of the difficulties, and skill required
in molding, to make castings caused him to make prices that
took the work away from old, experienced and successful found-
ers. The evils of such incompetent management can be readily
discerned, being most grievous and deserving condemnation
wherever found. To guard against this unintelligent competi-
tion, we should oppose any measures that tends to only partially
educate men in the difficulties and skill required in founding, and
the broader we can make such an education, the better for all
concerned. There is much more that I could say on this point,
but as there are other features in Doctor Kirk's paper which 1
wish to discuss, I shall pass on to that portion under the heading
of “Silicon Basis.” Under this heading the Doctor says, “and
silicon has been increased to so great an extent that the quality
of foundry iron has been greatly reduced, and the practical
founder is no longer working for high silicon iron, but for an
iron low in silicon or free from it that his castings may have
strength and other desirable “properties” (which he fails to de-
scribe) “that are destroyed by silicon in cast iron.” Further on
he also says, “Many lines of castings, amounting to thousands

 
 

 

 

 

 

of tons yearly, have been lost to steel. Many more will be
lost if something is not done to improve the quality of foundry
irons.” From the statement we would infer that silicon was
a metalloid of recent introduction into iron that had proven a
failure, and that foundrymen were seeking to have their irons
free of all silicon. There never was an iron made suitable for
general castings that was free of silicon, ner is such a thing prac-
tical, with the past and present methods of making iron. Then,
again, every founder of experience in working by analysis knows
that by varying the percentages of silicon, where all the other
elements remain constant, that he can regulate the strength of
his iron and make the weakest or strongest iron obtainable in
any special brand. The above connected with the Doctor's il-
lusion of steel replacing cast iron, would say that founders of to-
day cannot make as strong castings as those produced in years
gone by. The Doctor offers no proof to substantiate his state-
ments. I will say that experienced founders of to-day who de-
sire to do so can make as strong if not stronger castings than
was produced in the past, and that this is well illustrated by the
fact that car wheel makers, chill roll and ingot mold founders
and others make castings to-day that meet far higher require-
ments in their physical qualities than they did in years gone by.

Dr. Kirk's reference to steel is no evidence of a degeneration
in the strength of physical properties of cast iron. If steel castings
had originated at the same time as cast iron, we would have found
that the Doctor's supposed superiority of cast iron in the past
would have had to give place to steel then as much as it does to-
day. Steel is not used because of the degeneration of cast iron, but
because it possesses peculiar physical qualities not to be found
in cast iron, which make it best fitted to fulfill certain conditions,
similarly as we find it necessary to use malleable or brass cast-
ings, etc., to take the place of cast iron. There will always
be a good field for cast iron, and none need fear its going out of
use, as alarmists would have us believe.

In urging what a chemist should be held responsible for
the Doctor includes the selection of sands and facings. These
are materials similar to iron which are also best left to the molder
foundrymen’s judgment, in taking responsibility for results. I
doubt if the day will ever come when a man can decide by

 

 

 

13

analysis without seeing and feeling his molding sands (as can
be done with irons), whether sands are suitable for the varying
conditions required in making castings. The molder foundry-
men want to see and handle his sands, and only by experience
in actual founding can anyone tell the grades of sand best suited
for different classes of castings. With blackings or facings, the
only test is to use them.

; It will be noticed that I have used the term moulder foundry-
man in this discussion. Some years back we rarely, if ever, had
foundrymen who were not practical molders, able to make goad
castings from any pattern or sweeps that might eriter thew
foundries, while to-day, we have about as many founders inca-
pable of doing this as there are those who can, heres 1 Lae
adopted the term “molder foundryman to show the distinction.

The first paragraph of the Doctor's paper, under the head
of “Silicon Basis,” states that “The silicon basis system in foun-
drv iron has enabled the founder to produce castings with a
little more certainty as to the degree of hardness and softness,
than bv the fracture.” The Doctor holds the position that there
are men who can tell by the fracture of pig iron just what grade
of iron it will give when remelted. 1 will close this discussion
by saving that I could collect a variety of pig iron samples by
the fracture of which neither the Doctor nor anyone else can
correctly predict the grade of castings in regard to softness of
hardness the samples would produce when remelted. I merely
make this statement here in the hope it will result in a quicker
termination of the belief still held by some that they can define
the grade of pig iron by the appearance of its fracture. :

Dr. Moldenke: Mr. West has given us such a lucid expla-
nation of the whole matter that I think it is very difficult to add
anvthing to it. I would like to see the cast iron that contains
no silicon. I would like to see the cast steel that contains no
silicon. I would like to see the molding sand that can be
analvzed and tell just what it will do when it is fresh and aiter
it has been used, with our present knowledge of the subject.
It is a very difficult thing to discuss papers of this kind, the field
is verv broad. and I feel that Mr. West has given us so much upon
it that T can add but little to it.

 
 

 

 

 

Gl :5:3, ni Ann
& a RR SL REA EE te is

14

; Mr. Bell: I agree very heartily with almost everything Mr
West has said; but there seems to be something lacking Bi all
that has been said. I suppose there is no mechanical trade that
1s so entirely dependent upon the judgment of the operator as the
foundry business. I think every foundryman who has had any
experience practically in the management of a foundry will agree
with me upon that point. You might just as well sttempt to
make an athlete from book learning as to make a practical
founder from a mechanical education. There must sonnetdng
else go with it. I would not for a moment dispute the value of
the chemist in a foundry. Unfortunately, in mv day it was not
available. We had to learn what we did learn about the foun:
dry business from experience. We went through it from the
foundation up; and whatever success has been obtained By old
foundrymen has been by the exercise of that quality—good judg-
ment, ability to decide questions practically from facts at
come within his observation. Now, I think a college education
is a good thing. A college education is a good thing fof the
minister and for the lawyer and various other callings in fie
and so it is valuable to the foundryman; but, your clastic edisr,
tion 1s not going to made an attorney of anybody, nor is it going
to make a good minister of anybody; it takes somethin ore.
Fhat is what I am trying t get at; it lacks something “ip id
that “more” depends, first, upon the individual. He must Have
a genius for it—for the exercise of judgment upon a trade that
1s so largely dependent upon good judgment. Now there urs
some young men—boys—coming up that you might elanate in

the highest branches and give them all the facilities, and they -

would never make a foundryman; they want to go by rule
1 he books say so.” TI knew a Doctor once who was vety
highly educated in the books, but when it came to practical af-
fairs he seemed to be a child, and he is a child to-day. He is
still in his books. He is still in the alphabet. He Kiiows what
is in the books just as well as anybody does, and he knows it
thoroughly, and can put his finger upon it, but when it comes
to a practical case of sickness, he don’t seem to be able to get all
these things together that are necessary to success. ?
Now, I mean only this, that the practical foundryman is
benefited by any learning that he can get together from books

 

 

ol Sb

and chemists and from every source, but all these things to-
gether without the genius of founding is vain and lost.

Dr. Moldenke: I fully endorse everything that Mr. Bell
has said. It is greatly to the point. You take a good coliege
man and put him in the foundry, and he will only have success
if he has the genius to grasp it. I may feel a little flattered that
I have succeeded a little bit. When I went into the foundry
my employer told me he would give me five years to accom-

plish a certain result. 1 accomplished it in three, and have saved
The point

that foundry an enormous sum as a consequence.
is this—more young men are coming forward every year. If

under the old way it took ten or fifteen years to obtain expe-
rience in the founding, we want the young men to pass Over
hal of this time by a proper education in foundry matters. It
means time saved, and time is money. It is the young man of
to-day who has got to push matters, and the chances are that
our sons are the ones who will do it. We want to see our sons
in the foundry some day, and what is better than to equip them
as well as we can before they start.

We have to thank Dr. Kirk for bringing this matter up.
The Pittsburg foundrymen have appointed a committee to biing
it before this convention. I have it in the form of a memorial,
and as soon as the discussion is completed, with your permission,
I will read it. The memorial includes a resolution which, if
adopted and carried out, will call public attention to this matter.
This is a great field, and many young men will wish to take ad-
vantage of this fact and learn the principles of commercial
founding.

Maj. McDowell: This has been an exceedingly interesting
meeting to me. It seems to me that a practical way of getting
at this is for every man here who has had any experience at all
to give it, and out of the great amount of experience of each
man a better way out is found. I commenced originally not as
a foundryman at all, but drifted into it merely by accident. After
getting there, however, I went to the bottom of it, and was not
satisfied until T had a complete laboratory and a good chemist
back of me. I then saw the great many questions that came
up, and I presented to our foundrymen’s association some papers
on the value of metalloids with iron, and I proposed a series of

 
 

 

 

 

16

experiments to demonstrate what this metalloid or this metal
in combination with iron would do—what kind of a casting it
would make—what the value of it was—to establish some prin-
ciples of the kind as you do in establishing standard test bars.
Instead of buying iron as you do you would buy it intelligently,
because you know the combinations of the different metals and
metalloids, giving the qualities you want. The large works I
went to were in New England—among the largest in the United
States. They carried an immense stock of all kinds of iron.
Experiments were made on the various lots of scrap iron, until
we knew the value of the metalloids in the piles of iron. Back
of this was the laboratory—this college-bred young man—who
made a perfect analysis of the iron and understood it thoroughly.
They were able to make a variety of castings from } of an inch
thick upward. What vou want to know is, what it takes to
make a casting. You want to know that you have the material
to make it and know what it is that makes it. Now it is utterly
impossible to do that without a chemical analysis.

Mr. Lanigan, of Mass., inquired of Mr. McDowell as to now
he classified mechanics in relation to molders, as to which class
he considered superior.

Maj. McDowell expressed it as his opinion that the molder
was superior to the mechanic—that founding was the foundation
of mechanics.

Mr. F. B. Farnsworth, of New Haven, next addressed the

convention. On the question of the education of young men for
the business of foundrymen, he said that it was his observation
that young men after receiving a college education for the
purpose of fitting them to become good foundrymen were in-
clined to drift into other professions. The speaker referred to
his son, who had been educated for this purpose, but after leaving
school had followed other and more profitable pursuits. He
said it was difficult to find men who had received a good schooling
who were willing to pound sand.

Mr. Sadlier, of Springfield, O., in the course of some very
interesting remarks, propounded a few questions for which he had
not found satisfactory explanation during a life experience in
foundry work. He brought out the fact that there were such
pronounced differences in irons of the same composition that
chemistry alone would not explain them.

 

 

17

The secretary would state here that both Mr. Sadlier’s and
Mr. Farnsworth’s remarks were so interesting to the members
present, and were delivered so fluently and rapidly, that the
stenographer present must have paid more attention to them than
to the records, for they failed to appear afterwards. This is all
the more to be regretted, as the remarks of the two gentlemen
were considered by all to have been the best expressions of the
difficulties the practical foundryman meets with, and more of
such talks are wanted at our conventions. The thanks of the
members present were given to the speakers later on informally.

DISCUSSION ON MR. GILMOUR’S PAPER ON “ CRYSTALLIZA-
TION OF METALS”.

Mr. Bell: In the last paragraph of this paper the assertion
is made, “if you want a stronger casting, pour the iron as dull
as possible.” That is a question that is debatable. There may
be irons that act that way, but I am free to say that there are
irons that will act quite differently. I have had opportunities,
some years ago, to test that matter very effectively, and if a
casting is poured reasonably hot, as hot as ordinary, it is stronger
than if poured dull. It is a matter, in my judgment, that depends
upon the character of the iron. This has been my experience
that pouring irons hot—that they were stronger than those
poured dull. :

Mr. West: I would say upon this point that Mr. Bel! is
correct, when he said it depended upon the iron. It is regulated
entirely by the combined carbon that we retain in the casting,
and whether in retaining that combined carbon we overreach

the limit.

 
 

comers

LET

—
eal oe
pi gp

 

CHAR

SR J

 

TECHNICAL EDUCATION

AND

THE HIGHER INDUSTRIAL LIFE.

ADDRESS BY HoLBrOOK F. J. PorTER, M. E., OF THE

BETHLEHEM STEEL COMPANY, DELIVERED ON FOUNDER'S

Day oF THE THoMAS S. CLARKSON MEMORIAL SCHOOL
oF TeEcuNoLocy, PorspaMm, N. Y., DECEMBER I, 1902.

Standing upon the lofty eminence of material and intellectual achieve-
ment of the present and looking down upon the broad field of human pro-
gress stretching into the immeasurable past, we ghould justly be
accused of apathy did we not behold with amazement the wonderful state
of civilization brought about by the recent attainments of man. We should,
however, expose ourselves to the charge of willful deception if, overcome
by the unprecedented character of the scene before us, we close our eyes to
the dark cloud of industrial disturbance which, already looming upon the
horizon, threatens to overwhelm the situation with disaster,

Let us for the moment, in mental retrospect, review the sequence of
events which have been causal of the situation as it now exists; and, by
carefully analyzing them, see if the right methods of alleviating its tension
are being applied and properly. At our very first glance we cannot fail to
be impressed with the immensity of the gulf which, at the beginning of
the nineteenth century, seems to mark a separation between two distinct
epochs in the history of man. What especially arrests our attention in
comparing these two divisions of time is the disparity between the rates of
advance in each which progress has assumed. We all know that human
nature is imitative in its tendency; but, when we note the halting gait
which characterized civilization in the first of these two eras, we are
pained to contemplate the vast amount of time which has been lost through
the natural inclination of man to cling to tradition and to precedent.

The tenacity of this hold upon the mental attitude of man towards af-
fairs material, as well as moral, had become almost rigid during the long
period of intellectual inactivity existing during the dark ages. Those were
the days of personal armament where the rights of others were adjusted by
the might of self. As however unstable conditions tend to right themselves
through a natural process of reversal, when the situation becomes sufficient-
ly acute, so finally the submerged intelligence of the best minds was forced
to rise by the very upward pressure of the tide of ignorance and supersti-
tion that had overwhelmed it. Aroused from its lethal slumber sufficiently
to sound the alarm at the renaissance, it lighted the torch of freedom of
thought at the reformation; and the originative faculty, hitherto dormant,
became active in a type of mind that had for centuries been groping for an
opportunity to germinate. Years of patient effort and disheartening strug-
gle followed, slow industrial advances coming about through the application
of the only available method of trial and failure and renewed attempt.

The institutions of learning then existing, in allegiance to the ruling
powers of state and church, avowed their preparation for the toga and the

 
 

 

 

2

cowl. These avocations, with their complement of intrigue and supersti-
tion, respectively, gave but slight encouragement to the incipiency of in-
dustrial development. Nevertheless, inspired by an inborn prescience of
the great commercial value of improved processes in the industrial field,
men toiled on persistently, devoting lives and fortunes to pioneering vent-
ures, each adding his quotum of experience in success or failure, to be
studied and used by others, while they all slowly broadened the highway
over which the car of progress might roll with safety. Thus was the civil-
ization of these early times characterized by empiricism.

The beginning of the present era came with the invention of the steam-
engine and its application in locomotive and steam-boat to methods of
transportation. It was not, however, until the first half of the last century
had passed and improved methods of making steel had more than cut in
half the previous cost of that material for steel rails, that an impulse was
given to railroad building which made possible the establishment of great
industrial centers at a distance from waterways and sea coast, the opening
up of the vast resources of two continents and the interweaving of the des-
tinies of the latter by iron steam-boat shuttles of ever increasing speed.

A demand was at once engendered for men of greater technical ability
than had before been available and the scientific school sprang into exist-
ence. Here, analytical minds seizing the first opportunity for methodical
investigation and for the collection and tabulation of data for comparison,

gave to the world through the scientific press the results of their deduc-

tions. Stimulated by this encouragement the originative faculty developed
rapidly and the inventive genius of the world made its impress on the civ-
ilization of the day. From that time on, the growth of the technical school
and modern progress have been practically synchronous.

As the industrial condition developed, the necessity arose, not only for
more capital, but for additions to the ranks of labor. Each of these sup-
plies was furnished by those mother countries whose stores of both had
only lacked a vent to overcrowding. :

Just as man by nature is pronely retentive of ideas imbibed from his
parents and environment during childhood, so aggregations of men in com-
munities, nations and races absorb ideas in their early existence which
become deep rooted and are well-nigh ineradicable in later life.

Therefore, in the industrial development just mentioned, those ideas
could not fail to be imbued with mediaevalism which had obtained their
nourishment from a source whose inspiration came from institutions: es-
tablished far back in the middle ages. The paternalism which existed
between the robber baron and the serf later exemplified itself in the rela-
tion between employer and employed.

In the minds of all men, the adage ‘‘spare the rod and spoil the child”
was a self-evident truth. In the relations existing in the industrial family
between the castigator, of arbritrary and intolerant disposition, and the
stolid and stubborn child, force was the only efficient arbiter. The bigotry
of sect was rife, lines of class distinction were sharply drawn.)

Even in those comparatively recent days the education of the masses
was extremely elementary, while the culture afforded by the college cur-
riculum to those whose duties were to be administrative was synonymous
with a familiarity with classic arts and letters. Although the proper study
of mankind is man, and the rapidly developing industrial situation was
presenting new problems involving purely human interests, there was ab-

 

5

stances, force was a necessary accompaniment of the remedy; and in many
cases it was found that after all the remedy was not appropriate to the
ly

The problems to be solved in this industrial situation are to a certain
extent technical, it is true; but the larger number of factors entering into
their solution are almost entirely social in their nature. Social problems in
these days of enlightenment are not amenable to force. The elements to
be dealt with are too distinctly human; and, intelligence being present,
more can be accomplished by the application of reason where mental at-
tainments are on the same plane, or by conciliation and arbitration where
they differ, than by the application of might for the purpose of crushing
opposition.

The fact that the struggle has been kept alive for so long gives signifi-
cance to the claim of both sides that they are contesting for principles in
which are undoubted elements of right. Otherwise, the body politic, los-
ing patience, would have risen in its might and crying ‘Hold! Enough!”
have stopped the strife. But the latter body, taking sides in the issue ac-
cording to its light, has by its sympathies unnecessarily prolonged the
struggle.

The strength of the position of the employed is in the belief that it is
his mission to elevate as a whole what he 1s pleased to denominate, his class.
The weakness of it is in the ignorance of his leaders of the first elements of
political economy.

The strength of the position of the employer is in his greater intelli-
gence and consequently his more ready acceptance of a situation when its
truth becomes apparent to him. The weakness of it lies in the bias of his
reasoning due to an undervaluation of the human element involved.

The hopefulness of the situation is in the earnestness with which the
fight is waged. The combatants are getting closer together and to a posi-
tion from which their points of view will approach similitude.

The question which arises in the mind of the student of political and
social science is, that if this industrial development, which is largely due
to the influence of the technical schools, is in jeopardy from internal dis-
gensions caused by ignorance in certain essentials on the part of those who
are taking sides in it, are the educational institutions of the day doing their
part toward ameliorating the situation? Looking through the curricula of
schools of various grades we find that the subjects ‘Government of People”
and ‘Relations of Social Classes to each other’ are touched upon only on
very broad lines.

In a few of the higher institutions of learning which embrace a depart-
ment of legal instruction, lectures on political and social economy have for
some years been given. Perusal of the subject matter of these lectures,
however, brings out prominently the fact that it bears more especially upon
affairs municipal, national and international than upon industrial matters;
and that for all practical purposes no cognizance of the subject under dis-
cussion has been taken by the educational system in this or other countries.
As a result of the adherence of the classical school to its curriculum of
general culture and the confinement of the technical school to systems of
meatal and manual training, we find that very few of the graduates of
these institutions are leaders in the great industrial advance of the day.

ducation which develops the individual for purely individual ends
fosters selfishness, sets each man in rivalry and often in enmity, against

 
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cowl. These avocations, with their complement of intrigue and supersti-
tion, respectively, gave but slight encouragement to the incipiency of in-
dustrial development. Nevertheless, inspired by an inborn prescience of
the great commercial value of improved processes in the industrial field,
men toiled on persistently, devoting lives and fortunes to pioneering vent-
ures, each adding his quotum of experience in success or failure, to be
studied and used by others, while they all slowly broadened the highway
over which the car of progress might roll with safety. Thus was the civil-
ization of these early times characterized by empiricism.

The beginning of the present era came with the invention of the steam-
engine and its application in locomotive and steam-boat to methods of
transportation. It was not, however, until the first half of the last century
had passed and improved methods of making steel had more than cut in
half the previous cost of that material for steel rails, that an impulse was
given to railroad building which made possible the establishment of great
industrial centers at a distance from waterways and sea coast, the opening
up of the vast resources of two continents and the interweaving of the des-
tinies of the latter by iron steam-boat shuttles of ever increasing speed.

A demand was at once engendered for men of greater technical ability
than had before been available and the scientific school sprang into exist-
ence. Here, analytical minds seizing the first opportunity for methodical
investigation and for the collection and tabulation of data for comparison,

gave to the world through the scientific press the results of their deduc-

tions. Stimulated by this encouragement the originative faculty developed
rapidly and the inventive genius of the world made its impress on the civ-
ilization of the day. From that time on, the growth of the technical school
and modern progress have been practically synchronous.

As the industrial condition developed, the necessity arose, not only for
more capital, but for additions to the ranks of labor. Each of these sup-
plies was furnished by those mother countries whose stores of both had
only lacked a vent to overcrowding. :

Just as man by nature is pronely retentive of ideas imbibed from his
parents and environment during childhood, so aggregations of men in com-
munities, nations and races absorb ideas in their early existence which
become deep rooted and are well-nigh ineradicable in later life.

Therefore, in the industrial development just mentioned, those ideas
could not fail to be imbued with mediaevalism which had obtained their
nourishment from a source whose inspiration came from institutions: es-
tablished far back in the middle ages. The paternalism which existed
between the robber baron and the serf later exemplified itself in the rela-
tion between employer and employed.

In the minds of all men, the adage ‘‘spare the rod and spoil the child”
was a self-evident truth. In the relations existing in the industrial family
between the castigator, of arbritrary and intolerant disposition, and the
stolid and stubborn child, force was the only efficient arbiter. The bigotry
of sect was rife, lines of class distinction were sharply drawn)

Even in those comparatively recent days the education of the masses
was extremely elementary, while the culture afforded by the college cur-
riculum to those whose duties were to be administrative was synonymous
with a familiarity with classic arts and letters. Although the proper study
of mankind is man, and the rapidly developing industrial situation was
presenting new problems involving purely human interests, there was ab-

 

5

stances, force was a necessary accompaniment of the remedy; and in many
cases if was found that after all the remedy was not appropriate to the
troub

The problems to be solved in this industrial situation are to a certain
extent technical, it is true; but the larger number of factors entering into
their solution are almost entirely social in their nature. Social problems in
these days of enlightenment are not amenable to force. The elements to
be dealt with are too distinctly human; and, intelligence being present,
more can be accomplished by the application of reason where mental at-
tainments are on the same plane, or by conciliation and arbitration where
they differ, than by the application of might for the purpose of crushing
opposition.

The fact that the struggle has been kept alive for so long gives signifi-
cance to the claim of both sides that they are contesting for principles in
which are undoubted elements of right. Otherwise, the body politic, los-
ing patience, would have risen in its might and crying “Hold! Enough!”
have stopped the strife. But the latter body, taking sides in the issue ac-
cording to its light, has by its sympathies unnecessarily prolonged the
struggle.

The strength of the position of the employed is in the belief that it is
his mission to elevate as a whole what he 1s pleased to denominate, his class.
The weakness of it is in the ignorance of his leaders of the first elements of
political economy.

The strength of the position of the employer is in his greater intelli-
gence and consequently his more ready acceptance of a situation when its
truth becomes apparent to him. The weakness of it lies in the bias of his
reasoning due to an undervaluation of the human element involved.

The hopefulness of the situation is in the earnestness with which the
fight is waged. The combatants are getting closer together and to a posi-
tion from which their points of view will approach similitude.

The question which arises in the mind of the student of political and
social science is, that if this industrial development, which is largely due
to the influence of the technical schools, is in jeopardy from internal dis-
sensions caused by ignorance in certain essentials on the part of those who
are taking sides in it, are the educational institutions of the day doing their
part toward ameliorating the situation? Looking through the curricula of
schools of various grades we find that the subjects ‘Government of People’
and “Relations of Social Classes to each other” are touched upon only on
very broad lines.

In a few of the higher institutions of learning which embrace a depart-
ment of legal instruction, lectures on political and social economy have for
some years been given. Perusal of the subject matter of these lectures,
however, brings out prominently the fact that it bears more especially upon
affairs municipal, national and international than upon industrial matters;
and that for all practical purposes no cognizance of the subject under dis-
cussion has been taken by the educational system in this or other countries.
As a result of the adherence of the classical school to its curriculum of
general culture and the confinement of the technical school to systems of
meatal and manual training, we find that very few of the graduates of
these institutions are leaders in the great industrial advance of the day.

Caucation which develops the individual for purely individual ends
fosters selfishness, sets each man in rivalry and often in enmity, against

 
Na Rt ht mtn can NtMBRE Cermam

 

wi

Braids ip ek

 

 

 

6

his fellows and promotes the very issues whose existence we now deplore.
It is a common saying that the greatest sacrifices, the least selfishness, the
finest heroism can be found among those who live in the densely-populated
sections of our cities, and who have not enjoyed the so-called advantages of
education. It would seem as if a refinement of mentality is accompanied
by an atrophy of heart.

We need not be surprised, therefore, to note that the most successful
men, the so-called captains of industry are those, who, after having be-
come grounded in the elements of general knowledge in the primary and
secondary schools, have thrown themselves into the issues of the day. By
close contact with their fellow-men and by participation in the contests of
the hour, they have efficiently equipped themselves to solve new problems
as they arise through familiarity with the meaning of the factors of which

they are composed,

(hose men, finding that they must themselves furnish what the estab-
lished sources of instruction fail to offer, have equipped their industrial
institutions in such a manner that the necessary information is there sup-
plied. Let us examine a few of these new features.

In place of withholding knowledge lest it should be used unadvisedly,
there are now libraries in their establishments supplied not only with gen-
eral literature, but with periodicals and journals, scientific and technical,
dealing with the principles of social science and of administration and
government. : :

Instead of looking with suspicion upon the gathering which at noon
accompanied the repast, and which, for the lack of better facilities, was
made seated upon the floor or on such portable articles as could be impro-
vised as seats and tables,—the working force is now encouraged to come
together at this time by the provision of a comfortable dining room, and in
some instances of the luncheon itself. Here, it is brought into contact with
the executive and administrative forces, for the purpose of learning what is
on the other side of the shield which each has heretofore used for his pro-
tection, and to discuss the problems that are arising in their daily
routine of labor. To these gatherings guests are frequently invited from
the outside world with the understanding that they will say a few words
of encouragement from their fund of experience in life’s great battles.

@ place of cold and unhealthful work-rooms, sanitary appliances are
substituted for the comfort of the operatives and instruction is given to
conserve strength, with full knowledge that the best work can be accom-
plished by those who are in a cheerful mood and sound physical condition.

Instead of extending the hours of labor and reducing the rate of wages
for the purpose of wringing from the workman the greatest return for the
least recompense, each man is encouraged by cash payments to offer sug-
gestions for improvement in methods and processes of manufacture; and
premium systems of wage paying are instituted to foster individual effici-
ency.

Instead of hiring and discharging help from day to day, as the re-
quirements of the output would seem to dictate, the work is so assorted
that the workman is sure of steady employment after adequate probation.

Instead of leasing to the workmen company-houses at a profit, en-
couragement is given, through building and loan associations, to establish
and own a permanent home’) )

Gena of summary discharge following incapacity from temporary
disability or permanent infirmity, beneficial associations guarantee assist-
ance and right to a pension, thus granting throughout life a relief from
anxiety, and that public consideration that goes with a steady job.

In connection with the associations last mentioned are physicians
whose duty is to visit the families of employed, not only to cure the ill, but
to prevent those who are well from becoming ill by judicious sanitary ad-
vice. In the same department are women adepts in social service, whose
calls at the homes of the employed are looked forward to, for the cheer
they bring. These women are veritable visiting angels. Tactful and en-
couraging in their disposition, they lend a helping hand here and there,
where it is most needed, showing helpless mothers how to help themselves.
They establish sewing and cooking clubs; and, by suggestions in domestic
economy, improve the deplorable condition of homes for the reception and
retention of their masters who previously had sought more cheerful
surroundings after the day’s monotonous toil. There is a wide field
here for the work of women with the right kind of training, for a
woman's heart can by intuition know at once what a man would never see

he modern manager feels the responsibility assumed by an industrial
enterprise when it is established in a town. He knows that the bringing
in of workmen with their families will effect the welfare of the community,
both morally and materially; and, pains are taken that the effect will
be permanently beneficial. These instances are bug a few that point to the
direction in which industrial betterment is moving.

Imost all of these establishments, however, have so far been organized
on the lines mentioned purely from a sense of expediency; not only is no at-
tempt made to conceal the object of the management in its policy, but the
fact that “it pays” is used for advertising purposes.

That improved conditions iu the intellectual and physical surroundings
of the workmen pay the management a handsome interest on invested cap-
ital goes without saying. The higher the mental grade of those employed
in an establishment and the better their physical condition, the better will
be the product of their labor. But it is questionable if it is wise to pro-
claim as the reason for applying modern improvements in appliances, meth-
ods and conditions that it pays. It is right to do it, and that it pays is evi-
dent. It is right to be honest, but the man who advertises the fact that he
is honest because he finds that it is the best policy to be so, at once raises
the question in the minds of those who deal with him that if at any time
he should find it to his advantage to be dishonest he would seize the op-
portunity. The effect, therefore, upon the operatives is not wholly as
salutary as it might be, if it were evident that the effort to better their
condition was entirely disintereste()

Che movement thus inaugurated is but one step in the evolution of
the higher induserial life. In another direction, however, we find an effort

being made to establish on a firm basis the fundamental relations be-
tween employer and employed.

It is in an unexpected quarter that considerable thought is being expend-
ed in the study of the basic principles involved. University settlements,
so called, have been founded in those districts of our cities which are
peopled by the very poor. These institutions are in the charge of those
whose hearts have led them to feel that the great army of the employed
was justly misunderstood in its demands for betterment.

The noble sentiments which have inspired the social work thus car-
vied on, are fully appreciated by those who have been drawn to take ad-

 
 

 

 

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Eovuieg the history of our race we see that much good has come
from struggle in which evil predominates. It is not necessary, however, in
this twentieth century to apply to our issues the methods of the dark ages.

On the part of the employed, relics of these times are the limitation of
the number of apprentices, the restriction of output, the uniform wage and
the resistance to the introduction of labor-saving appliances. The weapons
of his attack are the strike and the boycott. All of these evils are subvers-
ive of the doctrine of American freedom. The sooner it is appreciated that
they will not be tolerated, on that account alone, the sooner will they
cease. The collective ignorance of the employed by insisting upon the ac-
ceptance of their dicta, as above enumerated is tying them down as a class
to the level of the most incompetent thus checking ambition and encourag-
ing indolence

Jn the part of the employer, the evils which exist are intolerance of
combined or independent action of the workman, the threat of instant
dismissal and the use of the lockout as a weapon. These tend not only to
lessen the granting of generous service, but also to weaken the ability to
work with all one’s mind, owing to anxiety for the future. Loyalty is also
reduced to a minimum, for time-service is at a premium.

The attitude which these antagonists assume is not in accordance with
the spirit of the times. It possesses a similitude to medizevalism. It needs
re-adjustment to meet the changed conditions of affairs.

Time was, when differences were settled by the duel. There were no
courts except those instituted on the spot where might by strength or skill
determined what was right. By such means the brutal element in man’s
nature was fostered, it being essential for the attainment of justice.

Time is, when issues are determined by law. Authorized institutions
mete out justice by the arbitrament of reason. Intelligence, the result of
education, has modified barbaric custom. It must be observed, however,
that the changes which have come about are the result of mental develop-
ment only; the brutal instincts in man’s nature are still unrestrainéd

n the ultimate analysis of the situation we find two classes of men,
one the embodiment of academic training and the other in its collectivism
representing a lower average of intelligence. They are arrayed against
each other in mortal struggle, each claiming recognition by the other of its
individual rights. The interests of these opposing elements are identical,
but the points of view from which they regard the subject of contention
are absolutely different. The reasons for this divergence of vision lie
primarily in their respective early training, later education and final en-
vironment. All of these influences have been at such relative variance that
the resulting mental attainments of each side make it impossible to direct
upon the questions at issue a similar trend of reasoning. Although the
product of the same educational system there are no two types of men who
are by nature less qualified to understand one another than these.

In their mutual dealings they have shown no desire to become ac-
quainted. Each type of man has felt the antagonistic mental attitude of the
other. Each has made the mistake of supposing that the other,instead of be-
ing misinformed was totally uninformed, and in fact brutal, not only in its
intelligence but in the quality of its intelligence. In any critical situation
neither party has stopped to reason with the other nor to enquire of him
what the trouble is. Each has independently diagnosed the other’s case
and applied the remedy that seemed best to fit it. Under the circum-

Oo
9

golutely no instruction given upon the relations which social classes owe to
one another. The training of executive heads by the technical school was
purely theoretical.

But man is a social animal. His instincts, gregarious by heredity,
tend to assemble those affected by like interests and characteristics and
leaders develop quickly by a natural process of selection. Men never come
together without an interchange of thought, and action commensurate with
the intelligence of the gathering follows.

In the industrial establishments of the time the noon-hour afforded
easy opportunity to the employed for expressions of resentment for wrongs,
real or fancied, accorded by the management. The leader marshalling his
forces organized the local union to fortify his demands for redress, and in-
dustrial war between employer and employed began. This war with in-
creasing acerbity of temper has continued ever since. The employer slowly
but surely has been yielding stubbornly-contested ground which the em-
ployed, paying for it at a fearful price in suffering and wages, has promptly
occupied; meanwhile, the patient public upon whom both sides depend for
their existence is mulcted heavy damages. It is therefore a tripartite fight,
with the third party, although a non-combatant, vitally interested.

If the only loss was a financial one, it might be borne, and, be-
ing considered in the nature of a fixed charge could gradually be minimized.
Unfortunately, however, there is involved a bitterness of feeling as intense
as the bigotry that existed in great religious wars in the past. The effect
of this is contagious and, acting as an incentive to further strife, results fin-
ally in restraint of trade. This is the storm which hovering over the
industrial field compels our attention by its threatening aspect. We have
found to our relief, however, that the causes which have contributed to
this disturbance are of human origin. There is therefore at once aroused
within our breasts the earnest hope that by the application of countervail-
ing effort the elements of which the clouds are formed may be dissipated
and disaster from a break averted.

We find that selfishness which is natural to man has run uncurbed.
Desire for increased wealth and power has developed so many enterprises
in the same field that competition has brought about the inevitable work-
ing of the law of survival of the fittest. In this struggle for existence all
ethical considerations are thrown away and the brutal form and forces of
human nature stand forth in all their ugliness.

In a recent address the President of our Nation thus depicts the traits
which are displayed: ‘‘Arrogance, suspicion, brutal envy of the well-to-do,
brutal indifference toward those who are not well-to-do, the hard
refusal to consider the rights of others, the refusal to consider the
limits of beneficent action, the base appeal to selfish greed, whether it take
the form of plunder of the fortunate or of oppression of the unfortunate,”
and so on to the end.

This is a war of the unscrupulous and wounds that have been inflicted
will rankle throughout life. Only death can heal them. But not all of
those who are participants in the struggle come under this category. Far
from it. The larger portion of the members of both sides to the issue take
no active part in the contest. They supply only the means by which the
struggle is conducted. The others are the fighters. With the latter the
war is a game, to win which everything is fair.

 
5 1

Jub : ]
fg

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Se of it. All parties grow to a fuller knowledge of the relations that
should exist among men. The possession of this knowledge tends to break
down the barriers which have been raised between so-called classes and
encourages a spirit of brotherhood which is essential to the ultimate pros-
perity of the people

That the industrial situation has become acute is evident from the fact
that recently the President of our Nation found it necessary to take the
unprecedented step of personally interceding between the armies of em-
ployer and employed to preserve the public from a great calamity. If the
conditions which serve to bring about such a crisis can be changed by edu-
cating those who are responsible for them, it would now seem to be time
for the schools and higher educational institutions of the country to revise
their systems of instruction in order to include courses which, beginning
with the child, will lay the foundation for correct reasoning on social sub-
jects, so that in youth and later manhood he will not be misled by falla-
cious arguments of a self-interested demagogue, be he from the ranks of
employer or employed. The importance o these problems cannot be over-
estimated. The training of the mind to grasp their meaning cannot begin
too early, nor be continued and persevered in too long.

There is being developed in the field of experience a body of workers
which is competent to teach the principles of social science. Their services
<hould be secured and made available in the schools and colleges at as early
a day as may be practicable.

Perhaps a new career of Commercial or Industrial Engineer could be
instituted for those who by systems of self-revelation to their teachers give
evidence of natural ability in organization and management. There is
little doubt that there would be a fertile field for the labors of such men.
Their joy would consist in knowing that by teaching men to help them-
selves and others, they are making the lot of all more satisfying and thereby
adding to the happiness there is already in the world.

Technical instruction of a definite amount would be necessary in such
a course, but there should accompany it a fuller insight into political and
<ocial science than is now supplied by the schools. The heart as well as
the mind should receive attention. For after all is said and done, we do
not solve our daily problems by purely intellectual reasoning, Sentiment
and emotion govern our every action. Hard-headedness has dominated
man in his commercial dealings in the past. Soft-heartedness, judiciously
applied, should rule our actions in the future. There should be no yielding
to wrong, but with a desire to do right, there should be a thorough
understanding of the right, for our future welfare is indissolubly linked
with that of our fellow-men.

abor unions will be necessary in the future for the uplifting of their
memDers, as organizations of capital are necessary to the advance of in-
dustrial progress. But, the future must bring those forces to work har-
moniously and intelligently, for both are now so strong that their further
antagonism can only bring disaster to industry and commercial prosperity,

Let us no longer in our schools make intellectual attainment para-
mount to development of character: The character of a Nation is but the
composite of its individual personalities and in the future of this, our
Nation, lies the destiny of the human race.

Loving hearts established this institution in your midst as a School of
Technology to memorialize a noble life devoted to the interests of man-
kind. In this act alone is the assurance that the all-pervading love of those
same donors will be incentive of an effort in the movement for industrial
betterment in the future, by instructing hearts and hands and minds to
work together, not only for individual advancement, but for common good.

=e

———

AE ER

rr en

 

a EC a
Ai nk ERE GS

| §

“Then let us pray that come what may
As come it will for a’ that,
That sense and worth o’er a’ the earth,
May bear the gree and a’ that
For a’ that and a’ that
It’s coming yet for a’ that.
That man to man the warld o’er,
Shall brothers be for a’ that.”

 

 

 
 

 

 

 
  
 
  

- or’

|

vantage of it. All parties grow to a inller knowledge of the relations that
should exist among men. The possession of this knowledge tends to break
down the barriers which have been raised between so-called classes and
encourages a spirit of brotherhood which is essential to the ultimate pros-
perity of the people

‘That the industrial situation lias become acute is evident from the fact
that recently the President of our Nation found it necessary to take the
unprecedented step of personally interceding between the armies of em-
ployer and employed to preserve the public from a great calamity. If the
conditions which serve to bring about such a erisis can be changed by edu-
cating those who are responsible for them, it would now seem to be time
for the schools and higher educational institutions of the country to revise
their systems of instruction in order to include courses which, beginning
with the child, will lay the foundation for correct reasoning on social sub-
jects, so that in youth and later manhood he will not be misled by falla-
cious arguments of a self-interested demagogue, be he from the ranks of
employer or employed. The importance of these problems cannot be over-
estimated. The training of the mind to grasp their meaning cannot begin
too early, nor be continued and persevered in too long.

There is being developed in the field of experience a body of workers
which is competent to teach the principles of social science. Their services
<honld be secured and made available in the schools and colleges at as early
a day as may be practicable.

Perhaps a new career of Commercial or Industrial Engineer could be
instituted for those who by systems of self-revelation to their teachers give
evidence of natural ability in organization and management. There is
little doubt that there would be a fertile field for the labors of such men.
Their joy would consist in knowing that by teaching men to help them-
elves and others, they are making the lot of all more satisfying and thereby
adding to the happiness there is already in the world.

Technical instruction of a definite amount would be necessary in such
a course. but there should accompany it a fuller insight into political and
<ocial science than is now supplied by the schools. The heart as well as
{he mind should receive attention. For after all is said and done, we do
not solve our daily problems by purely intellectual reasoning, Sentiment
and emotion govern our every action. Hard-headedness has dominated
man in his commercial dealings in the past. Soft-heartedness, judiciously
applied, should rule our actions in the future. Thereshould be no yielding
to wrong, but with a desire to do right, there should be a thorough
understanding of the vight, for our future welfare is indissolubly linked
with that of our fellow-men.

bor unions will be necessary in the future for the uplifting of their
juemPers, as organizations of capital are necessary to the advance of in-
dustrial progress. But, the future must bring those forces to work har-
moniously and intelligently, for both are now so strong that their further

antagonism can only bring disaster to industry and commercial prosperity?

Tet us no longer in our schools make intellectual attainment para-
mount to development of character: The character of a Nation is but the
composite of its individoal personalities and in the future of this, our
Nation, lies the destiny of the human race.

Loving hearts established this institution in your midst as a School of
Technology to memorialize a noble life devoted to the interests of man-
kind. In this act alone is the assurance that the all-pervading love of those
same donors will be incentive of an effort in the movement for industrial
betterment. in the future, bv instructing hearts and hands and minds to
work together, not only for individual advanceinent, but for common good.

“Then let us pray that come what may
As come it will for a’ that,

That sense and worth o’er a’ the earth,
May bear the gree and a’ that

For 2’ that and a’ that

It’s coming vet for a’ that.

That man to man the warld o’er,
Shall brothers be for a’ that.”

2

vr

 
 

 

vantage ot It \ ll part row to a 1
<hould exist among men [he possess
dow the barriers which have been ral
encourages a sp of b ¢ }
perity of the p Te)

That the industrial si
that recent the President « Ni

mprecedenied step ol pel

 

 

Jowledze of the relations that

Ki

ion of this know ledge tends to break

«od between so- called classes and
i« escential to the ultimate pros-

. qeute is evident from the fact

on found it necessary to take the
ling between the armies of em-

blic from a great calamity. If the

plover and employed to preserve
conditions which serve to bring at ¢h a crisis can be changed by edu-
cating those who are res them, it would now seem to be time
ior the schools and higher educational institutions of the country to revise
their svsten tructio lor to include courses which, beginning
\ th the Low i ¢ 10 nh for correct reasoning on social sub
je that in h I later manhood he will not be misled by falla-
ous arguments of a interested demagogue, be he from the ranks of
cmplover or employed [he Bmportance of these problems cannot be over-
estimated. The training of the mind to grasp (heir meaning cannot begin

LOO) 8

 

1101 ty contin ed 0a} (1 DE rst vered mn 1O0O lon 1g.

 

| of experience a body of workers

here is being developed in the tele
which omy nt to teach the pr les ot Soci: 1 science. Their services
cured and made available in the schools and colleges at as early
a vy be pract Lit
1 NCW ‘ ( reinl or Industrial Engineer could be
nstituted for thos ho by systems of xelf-) ovelation to their teachers give
evidence of nat la tv di aiization and management. There 1s
little doubt that there w lt fertile field for the labors of such men.
Their jov would consist in knowing (hat by teaching men to help them-
«elves and oth t] ire making t of all more satisfying and thereby
dit thi ypincss there 1s ‘ hy in the world.
Fechnical instruction of a definite amount would be necessary in such
a course, but ther ould accompany it a fuller insight into political and
social serence tn Is 1 \ ppt { bv the schools. The heart as well as
(he ind should receive attentios “or after all is «aid and done, we do
not solve our daily probier purely intellectual re asoning, Sentiment
nd emotion govern onr every acti Hard-headedness has dominated
man in his commercial dealings in the past. Soft-he artedness, judiciously
wpplied, should rule our actions mn the future There should be no yielding
o wrong, but with a desire to do right, there should be a thorough
re welfare is indissolubly linked

nnderstanding of

the vight, foro

with th at of onr teliow- 1

abor unions wili be necessary Hd

AR n ‘ rea $ ' "11311
embers, as orgatilza tons ot capital a
1 0 t 1 Cirt rym "ik
dustrial Drogress. hnt, the juware m

i
moniously and mtelligentiyv, tor both =a

antagonism can only bring disaster to
et us no longer in our schools

I

  

he future for the uplifting of their
re necessary to the advance of in-

¢t bring those forces to work har-

re now so strong that their further
ndustiy and commercial prosperity?
intellectual attainment para-
haracter of a Nation is but the

nount to development of characte
composite of its individual personalities and in the future of this, our
Nation. lies the destiny of the human raee

Loving hearts established this institution in vour midst as a School ot

Pechnology to memorialize a noble li

W1l

1d

ame donors w
‘

In this act alone 1s the assurance
r ll be incentive of an eft

sent in the future, by instracti

petterinein
work ie Ol only tor individual:

‘Then let us pray that

\s come it will for a’ that,

That sense and worth
May bear the gree and
For 2’ that and a’ that

It’s coming vet for a’ that.

That man to man the

Shall brothers be for a’

le devote d to the Interests of man-
that the all-pervading love of those
wrt in the ms ment for industri al
ne hearts a hands and minds to
advancement, but for common good.

come what may
o'er a’ the earth,

a’ that

warld o'er.
that.”

   
 
 
  
 
 
    
   

| UNIVERSITY AND THE MASSACHUSETTS
INSTITUTE OF TECHNOLOGY. WES

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‘TO THE ALUMNI i INSTITUTE

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A GENERAL VIEW OF THE PROPOSED PLAN FOR CO-
OPERATION IN TECHNICAL EDUCATION BETWEEN
HARVARD UNIVERSITY AND THE MASSACHUSETTS
INSTITUTE OF TECHNOLOGY.

BY HENRY S. PRITCHETT, PRESIDENT OF THE INSTITUTE OF TECHNOLOGY.

In the discussion of any public question it is well to remember
two general facts. First, it seldom happens that all the truth and
all the reason lie on one side of a question. Second, the differences
between high-minded and honorable men in dealing with such ques-
tions generally come from differences in their points of view.

Both of these general facts have been illustrated in the discussion
of a possible plan of alliance between Harvard University and the
Institute of Technology for the promotion of technical education.
It has been condemned unheard by some as destructive of the In-
stitute’s ideals and purposes. It has been praised by others as a
solution of all its problems for the future. The thoughtful man
who studies the plan as it is now laid before the Alumni will see in
it great and splendid possibilities. He will see in it, also, serious
difficulties and possible dangers. To such an one the question
which presents itself is: Are the advantages to be gained sufhcient
to outweigh the difficulties and the possible risk ?

To weigh this question fairly, it is necessary to have before one’s
mind, at least in outline, the past history of the Institute, the present
status of technical education, and the probable developments for
the future.

The Institute, as we know it to-day, is essentially a school of ap-
plied science for the training of the engineer, the chemist, and the
architect. It is the survival of only a part of the general plan of
education which President Rogers set in motion. This compre-

  

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hensive plan, embracing the Society of Arts, the Industrial Museum,
and the School of Applied Science, was intended to include the high-
est scientific research on the one side, and to extend to the training
of artisans and mechanics on the other. That part of it which met
an immediate demand was the school for the training of the engineer,
the chemist, and the architect. This has grown and flourished, and
it is this which we to-day call the Institute.

It has, however, kept steadily in mind President Rogers’s ideal
to combine with technical training the elements of a general educa-
tion. This effort has meant development under a pressure which
has grown greater year by year; that is, the pressure to retain the
general studies, and still to do justice to the constantly differentiat-
ing lines of engineering and applied science. It has become more
and more difficult to give in four years the fundamentals of a general
education and the essentials of the engineer’s training. The com-
petition between technical schools is another factor to increase the
tension. As a result the average engineering student must learn

more things than he can learn well and more than he needs in his

profession, while the exceptional man who could engage in engineer-
ing research finds in the technical school no opportunity for it.

The time, therefore, has evidently come when a new step in tech-
nical education will be taken. It is clear that within a few years
the stronger technical schools are to take a forward step under which
they will be free of much elementary work, and by which they may

give to their professional students a wider freedom of study and a

greater professional opportunity, and which will, above all, give to
the professors of the technical school a larger share in the work of
research. The Institute must also adapt its organization to its
growing numbers in such way as to increase, not diminish, the efhi-
ciency of its education. The solution of any one or of all these prob-
lems means a very great increase in the support which the Institute
must expect from the community and from the Commonwealth.

With this very brief survey of the educational situation let us turn
to the proposition which we are to consider.

 

 

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3

Reduced to its simplest terms, the plan proposes the following
great advantages: —

(1) The effort to develop a great technical school to be worked
out in this community in one great school, the Institute of Tech-
nology, instead of in two rival ones.

(2) The association and alliance with the oldest and greatest of
American Universities.

(3) The undivided support of the community for technical edu-
cation.

(4) The Institute’s freedom in education unhampered.

On the other hand, the plan involves the following difficulties and
possible disadvantages: —

(1) The possible effect upon the ideals and traditions of the In-
stitute by transplanting to a new site.

(2) The danger of failure in an agreement revocable at the pleas-
ure of either party thereto.

(3) The giving up of a site in the centre of the city which is con-
venient, accessible, and in many ways suited to the work of a tech-
nical school.

(4) The expense and effort necessary to secure a new site and
new buildings.

As men study these advantages and disadvantages, they will be
led to estimate the one as of greater weight than the other on general
rather than on specific reasons,—reasons which lie at the basis of
each man’s philosophy of life and of action. My own belief is that
the advantages and the possibilities of this plan outweigh the difh-
culties and the dangers which may be involved in it, and my rea-
sons for thinking so are based on the fundamental considerations
involved.

The great advantages which the plan suggests are those which

have their basis in courage, not in fear, which turn toward the

future rather than toward the past, which are founded in faith in
the general common sense of men and not in distrust of them. It
is, to my thinking, fundamentally right that we should have one
great effort for technical education in this community, not two com-
peting ones. Such a common effort is in the general direction of

 
 

 

 

 

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4

the spirit and progress of the age. Itis in accord with Emerson’s
conception: ‘Whatever tends toward unity is true: whatever tends
toward diversity is false. Whatever tends toward harmony is
right: whatever tends toward discord is wrong.”

The intellectual and moral gain which would come from the
allied effort of two groups of educated men in carrying out a
common object would be of great value. No set of men have a
monopoly of educational wisdom. The question set before us is,—
and it is a question in which the whole country is interested,—Can
two great educational institutions co-operate successfully for a great
work ? It is unthinkable that, once the plan were put into operation,
the arrangement would ever be broken. For this much of common
sense and fair-mindedness we may safely rely upon the men who
are to control the University and the Institute. And there are few
vistas of the future which appeal more to the imagination than that
of these two great institutions, one on either side of the Charles,

each beautiful, strong, and free, but joining in a common effort for

the education and the upbuilding of the State and of the Nation.

Neither Europe nor America could show so great an educational
centre after twenty years.

One cannot reckon this matter, either, without taking into con-
sideration the interests of the Commonwealth and of the community
of Greater Boston; and each of these is vitally interested in pre-

serving to this region the leadership in technical education. In the

face of the growing facilities and advantages of other institutions
this leadership would seem to be seriously endangered in the future
by two parallel efforts in this community.

Much has been heard these last months concerning the duty of
preserving to the Institute its “absolute independence.” The argu-
ments are precisely those which were used in the discussions preced-
ing the adoption of the Federal Constitution by the separate States,
— a discussion which in the case of Rhode Island lasted for two years.
In our national experience we have come to see that what a State
really needed was not a theoretical independence, but a practical
freedom. I apprehend that what an institution of learning needs
is freedom, and that no small part of that freedom, whether for a

 

 

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State or an institution, is the freedom from local rivalry and com-
petition. Such an alliance as is suggested would seem to mean a
larger freedom, not a smaller one.

When the fathers discussed so hotly the question of independence
for the States, their talk was of imposts and taxes and local interests.
Back of those questions which formed the basis of dispute stood the
larger question, which we of to-day realize was the real issue at
stake,—the question of national unity and national greatness. On
a smaller scale we deal in this matter in our discussions with the
details which are local and of to-day; but the greater question which
stands back of these details is that of a larger intellectual life and
a higher educational leadership.

No one can have more at heart than I the preservation of that
hearty spirit of work which is the pride of the Institute as it is of
similar technical schools, nor of these more intangible influences
which make up the general spirit of the school. In speaking of
one of our older universities, Dr. Hamilton Mabie has very truly
described this spirit in the following words :—

“Every great college has a background which must be taken into
account in any endeavor to understand its history or to enter into
its spirit. A college is a visible embodiment of certain invisible in-
fluences, which are as much a part of its educational equipment as
its libraries, laboratories, teachers, and course of study. These con-
stitute its larger and deeper, if less obvious life,—the life which
searches, inspires, and often re-creates the spirit of the sensitive
student.”

The question which lies nearest the heart of each Alumnus con-
cerns itself with the preservation of this deeper invisible life. Will
it bear transplanting? Will it be transmuted into something differ-
ent in the new site and under the new associations? In answer we
may safely say that some changes will come, but with equal truth
it may be said some changes ought to come. Not all of our tradi-
tions should be preserved unchanged. We have traditions and in-
fluences that are narrowing as well as those which are uplifting.
That which we value most highly, which we are proud to call the
Technology spirit,—the spirit of earnest work, of devotion to truth,—

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6

is not, to my thinking, a matter of geographic site or of student
lodgings. It is not a thing to be preserved by certain limitations
or to be destroyed by local surroundings. In this larger life which
lies open to us it will grow with new vigor and send out new branches;
but there will remain always the old-time spirit of earnestness, of
sincerity, and of faith in the future, for these things are not matters
of Boylston Street and Trinity Place, and human nature is funda-

mentally the same, whether we look on one side of the Charles River :

or the other.

The other difficulties seem to me also less formidable the closer
one looks at them. Some of them we must meet in any case, and
the others appeal rather to our fears than to our courage and our
hope: I remember in one of the old-time readers, in the days when
the school readers contained really good literature, a story of a boy
travelling alone a country road at night. In the shadows of the
forest he thought he could detect at every step lurking foes. Sud-
denly before him in the gloom he distinguished a gaunt spectre
with outstretched arms waiting to seize him. With beating heart

he ventured on, and the spectre proved a friendly guide-post to

point him on his way. In the life of most men and of most insti-
tutions that which has seemed most to be feared in the future has
proved a guide-post to show the way of progress. In the decision
of this question let us take counsel of prudence by all means, but let
us go forward without fear and without suspicion.

It is for these general and fundamental reasons—a belief in co-
operation rather than in rivalry, confidence in the general honesty
and ability of the men who control and are to control the University
and the Institute, faith in a larger and wider work for the Institute—
that I am willing to go forward with this plan, notwithstanding the
difficulties which lie in the way of its execution.

The Corporation submits it to the Alumni for an expression of
their opinion, with the conviction that it will receive at your hands
the most careful consideration. In no other question likely to be
submitted to you will there be a better opportunity to show that
intellectual sincerity which our education in applied science is be-
lieved to give. Not in the tumult and the uproar of a great gathering

 

 

7

is this matter to be judged, but in the quiet chamber of each man’s
conscience and at the bar of each man’s better judgment. Out of
such consideration and such study we may well hope to reach a fair,
a wise, and a satisfactory judgment.

Let me mention, in closing, two considerations of a general nature
which seem to me important to bear in mind.

In the settlement of all such questions that which is present and
tangible claims a much larger share of our attention, and seems rela-
tively more important than that which is more distant. The thing
of to-day assumes vastly wider perspective than the thing of ten
years hence. Nevertheless, in dealing with this question, we have
to do, not alone with the interests of the sixteen hundred students
and the three thousand Alumni of to-day, but with the interests of
the hundreds of thousands of students and of Alumni in the gen-
erations to come. So far, therefore, as a thoughtful man may do
so, the settlement of this question demands a look into the future.

It is also well, in my judgment, to remind ourselves that the real
greatness and the real usefulness of the Institute will not depend
primarily upon the question whether its future course lies along
one or the other of these paths. The real greatness of an institu-
tion of learning depends upon the scholarly spirit, the wisdom,
and the devotion of its faculty and governing body, and upon the
intellectual and moral life which they make possible to its students.
The only serious crisis which an institution faces is that which it
faces day by day and year by year in the problem of its development.
Are the men in it wise and scholarly and able? Is the institution
a centre of intellectual and spiritual influence? If these questions
can be answered in the affirmative, the institution will be fulfilling
its true end, whether its policy of administration carry it in one
direction or another; and without these fundamental qualities it
will not be strong, it will not be able to adapt itself to the times,
it will not be a centre of inspiration, no matter what path may be
marked out for it.

And, finally, whether we enter into some such plan as this, or
whether we remain where we are, or whether we remove the Insti-
tute to some other location, whatever the solution we adopt at this

 
BE a ls. a a

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8

time, it will be necessary for the friends of the Institute to meet at
once the questions of furnishing larger facilities, better equipment,
more teachers, and more adequate pay for those “teachers; and
this problem is nothing more nor less than the problem which the
rapid development of America is pressing upon all our sister insti-
tutions. Whatever may be our honest differences of judgment
as to the wisdom of this or that policy, I trust that there can be no
difference of opinion or of loyalty in the service of the Institute.
I count that we shall in the end stand, whatever the decision in this
matter, on one platform and for one cause; that is, the upbuilding
of the Institute of Technology as an intellectual and spiritual power
in the Commonwealth and in the Nation. In this cause I am glad
to labor just as heartily, whether our future development lies along
one of these paths or another.

Note.—For the better understanding of the proposed plan the following
information concerning certain sections is added by the President: —

Section VI. The term Industrial Science is used to conform with the
original publications of the Institute, and not to indicate a separation of
instruction as between pure and applied science.

In the present Faculty of the Institute are 65 members. The maximum
number which could be added from the Lawrence Scientific School under
this section is 16.

Sect. XII. Under this section a graduate would receive the Institute
degree and diploma exactly as at present. In addition he might receive
the same degree, on the same Faculty recommendation, from Harvard Uni-
versity.

Sect. XIII. This section does not provide for instruction in Harvard
of students of the Institute in general studies, nor for instruction of Harvard
students in the Institute in chemistry and physics. Each institution will
give its own instruction in all subjects, and no limit is placed on instruction,
the limit being only as regards the giving of degrees. Technology can, under
this agreement, add Latin and Greek to its curriculum, if it desires, but it
could not give degrees in these subjects.

The interchange of students here provided for is an interchange of a lim-
ited number of advanced students and research students.

9

Sect. XV. The Department of Architecture has been omitted from
this tentative plan for the simple reason that Harvard has buildings which
can be used only for instruction in architecture. If agreement in all other
points can be reached, it was thought that some satisfactory solution of
the architectural problem could be found later.

Sper. XVII. It is assumed that all buildings upon the new site shall be
paid for by Technology, and belong to it.

AGREEMENT BETWEEN HARVARD UNIVERSITY AND THE MASSACHU-
SETTS INSTITUTE OF TECHNOLOGY FOR CO-OPERATION AND
ALLIANCE IN THE CONDUCT AND PROMOTION OF
EDUCATION IN INDUSTRIAL SCIENCE

Harvard University and the Massachusetts Institute of Technol-
ogy, being convinced, after a careful consideration of the conditions

which affect the work of education in industrial science, that such
work can be greatly advanced and enlarged by a co-operation of the
two institutions, in order to secure mutual assistance, render pos-
sible a larger enterprise, promote economy, avoid ‘duplication and
competition, and give to the purpose of donors who have bestowed
money in trust for that object a fuller accomplishment, do make
this agreement, which shall endure so long as it shall be found to
serve, to the satisfaction of both institutions, the objects above
declared. But, whereas the carrying out of such agreement will
require the employment of the income of the funds which the Uni-
versity holds, or will hereafter hold in trust, and the University
feels that faithfulness in the performance of these trusts which it
has accepted is its first duty, to which all other considerations must
yield, this agreement shall not go into effect until and unless the
University shall have applied to the Supreme Judicial Court for
instructions and the court shall have made a decree that this agree-
ment may be carried out without violation of its duties as a trustee
and in accordance with law and equity.

 
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The organization of the University, the organization of the Insti-
tute, and the title of each to its property and funds shall remain
unaffected by this agreement, as shall also the rights and duties of
each in investing and managing its funds.

II.

The institution for the combined work of promoting and furnish-
ing education in industrial science, which it is the object of this
agreement to establish, shall retain the name of the Massachusetts
Institute of Technology; it shall be under the direction of an Ex-
ecutive Committee, and the instruction therein shall be given by
a Faculty, which two bodies shall be constituted as herein below

provided.

III.

The said Executive Committee shall consist of nine persons, to
be designated by the Massachusetts Institute of Technology, of
whom two shall be the President of the Corporation of the Institute
and the Treasurer of the Institute, and three shall be members of
the Corporation of the University.

Subject to the restrictions herein below expressed, the said Exec-
utive Committee shall have the general administration and super-
‘tendence of all matters concerning said combined work, including
the appointment of officers of instruction and government, and of
servants, the power to remove any of them, the fixing of their salaries
and the prescribing of their duties, the care of buildings, property,
and equipment, the appropriation of money put at its disposal under
this agreement, the fixing, collecting, and expending of students’
fees, and the supervision and direction of the work of the Faculty,
these being substantially the powers now conferred on the Exec-
utive Committee of the Institute by its by-laws; it being, however,
expressly provided that all appropriations from money furnished
either by the University or by the Institute, and all proposed appoint-

 

 

II

ments or removals of officers whose salaries are to be paid there-
from, shall be submitted to the Corporation concerned and approved
by it before being finally adopted, it being understood that students’
fees shall be deemed to be furnished by the Institute, and that no
change shall be made in those fees without its approval.

The said Executive Committee shall keep records of its proceed-
ings, and shall make reports to the Corporation of the University
and the Corporation of the Institute annually, and at such other
times as either Corporation may request.

IV.

The President of the Institute for the time being shall be the
President of the said Executive Committee, and shall preside at its
meetings, when present. His salary, as fixed by the Corporation of
the Institute, shall be paid from the funds furnished by the Insti-
tute. He shall be the Chairman of the Faculty, shall have the
superintendence of the several departments, and shall act as general
executive and administrative officer, subject to the direction and
control of said Executive Committee. He shall annually make a
report to the Corporation of the University and to the Corporation
of the Institute. Whenever a person shall vacate the office of Presi-
dent of the Institute, he shall thereupon cease to be a member of
the said Executive Committee.

Vy.

The Treasurer of the Massachusetts Institute of Technology
shall be ex officio the Treasurer of the said Executive Committee.
He shall, as Treasurer of the said Executive Committee, have charge
of the funds put at the disposal of said committee, shall make such
payments as the committee may authorize, shall keep accurate
accounts of all money received and expended, and shall make report
of his doings annually, or oftener if required, to the said committee,
and to the Corporation of the University and to the Corporation of
the Institute.

 
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The Faculty shall consist of all the present professors, associate
professors, and assistant professors of the Institute, and all profes-
sors, associate professors, and assistant professors of the University
who now give courses of instruction leading to degrees in industrial
science, and such officers hereafter appointed as said Executive Com-
mittee may designate. The present professors, associate professors,
and assistant professors of the University as aforesaid shall not be
removed nor have their present salaries reduced without the con-
sent of the Corporation of the University.

Subject to the supervision and direction of the said Executive
Committee, the Faculty shall have charge of instruction and disci-
pline. j

VII.

Subject to the reservations hereinafter set forth, the University

shall place at the disposal of said Executive Committee, as above

provided, the net income of all funds which are now credited on its
books to the credit of the Lawrence Scientific School, also the use
of all machinery, instruments, and equipment which the University
holds, and the income of all property which it may hereafter acquire
for the promotion of instruction in industrial science, and also three-
fifths, but no more, of the net income which may accrue from the

bequest and devise of the late Gordon McKay.

VIII.

Subject to the reservations herein set forth, the Institute shall
place at the disposal of the said Executive Committee the net income

of all funds and the use of all property and equipment which the

Institute may hold for the promotion of instruction in industrial
science, reserving only such amounts and property as it may require
to maintain its organization and to carry on such functions as may
remain to it independently of the promotion of industrial science.

 

 

13

IX.

In so far as money contributed by either Corporation under this
agreement may be used by the said Executive Committee for the
purchase of equipment or supplies, the title thereto shall be in the
Corporation whose money is appropriated therefor.

X.

The site of the institution shall be in Boston on the right bank
of the Charles River, as nearly as practicable opposite to Harvard
Square, and the Massachusetts Institute of Technology shall there
erect, furnish, and equip buildings having the capacity of at least its
present buildings. But the Institute shall not be required to pro-
ceed with such purchase and construction until it shall have sold
a sufficient part of the land which it now owns. Provided, how-
ever, that this agreement shall be avoided if at the end of four years
from the time when this agreement goes into effect the Institute shall
not have purchased said land and proceeded to a substantial extent
with such construction.

XI.

Within three years after the Massachusetts Institute of Technol-
ogy begins the construction of such new buildings, if the Institute
is then prepared to give in its new location to the students of the
Lawrence Scientific School all needed instruction in industrial sci-
ence, the Lawrence Scientific School shall be discontinued as a
separate school of industrial science so long as this agreement re-
mains in force.

XII.

The degrees of Bachelor, Master and Doctor in Science, so far as
given in industrial science, and all degrees in engineering, together
with the requirements of courses of study leading to these degrees,
shall be within the province of the Faculty; and these degrees shall

 
a a

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14

be conferred by the Corporations of the University and the Institute,
acting separately.

XIII.

Male students in the Institute shall have the same privileges as
students in Harvard University in the use of the playgrounds, mu-
seums, and libraries of the University.

Under regulations to be made by the two Corporations, and on
payment of proper fees, students of the Institute shall be admitted
to courses of instruction and the use of laboratories of the University,
outside of those pertaining to industrial science, and students of the
University to the courses and use of laboratories of the Institute.

XIV.

The Corporation and Overseers of the University and the Corpora-

tion of the Massachusetts Institute of Technology shall each have -

full right at all times to inspect the institution, and suggest to the
said Executive Committee changes in the methods of management.

XV.

The Department of Architecture in the University and in the
Institute respectively are not included in this agreement, but remain
unaffected hereby.

XVL

It is expressly provided that, as regards the funds and property
of the University and of the Institute respectively, this agreement
shall be subject to any special terms and requirements upon which
such funds and property may be held; and any property or funds
which may be held at any time by either Corporation under such
terms and restrictions as would prevent the use of them in the precise
manner contemplated by this agreement shall, nevertheless, be used

 

 

5

by the two Corporations respectively for the support, benefit, or
encouragement of the scheme agreed upon, in such manner as may
be permissible and in accordance with the trusts upon which they
may be held.

XVII.

The arrangements established by this agreement may be termi-
nated at any time either by the President and Fellows of Harvard

University or by the Corporation of the Massachusetts Institute of

Technology, upon reasonable notice to the other Corporation.

In the event of the termination of this agreement, the Massachu-
setts Institute of Technology must pay, at such prices and upon
such terms as the parties may agree upon, and, if they cannot agree
thereon, as may be fixed by arbitration (usual arbitration clause),
for any buildings or fixtures upon said site, paid for with funds fur-
nished by the University.

XVIII.

This agreement shall take effect when finally adopted and ap-
proved by the Corporation and the Overseers of the University and
the Corporation of the Institute, and when and if a decree of the
Supreme Judicial Court, as provided for in the preamble hereof,
shall have been obtained.

 
 

 

 

»

(Reprinted from ‘the Railroad Gazette of
: October B, 1900.)

 

 

 
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ete tT
| W. ATSCOTT, Ph.D, '7"~
Director of the School of Commerce and Professor of = |
§ Economic History and Theory in the A Fe
REE University of Wisconsin. : ]
(Reprinted from the Railroad Gazette of 5 2s
: oe: : oe £ October 5, 1900.) 2 ¥ * 3
Bn eer * :
    

 

 

 

 

THE

fechnical Education

OF

Business Men.

   
 
 
    

BY

W. A. SCOTT, Ph. D.,

yirector of the School of Commerce and Professor of
Economic History and Theory in the
University of Wisconsin.

 
 
 
 

(Reprinted from the Railroad Gazette of
October 5, 1900.)

 

 
The Technical Education of Business Men.

BY W. A. SCOTT, PH. D.*

1ne present academic year seems destined to mark
the beginning of a new development along educational
linc: in the United States. No less than five of our
leading colleges and universities have opened new com-
mercial courses or schools of commerce. In the case of
at least two of these institutions the courses announced
are of the same character as those which have been
pursued in our larger institutions for many years, and,
thercfore, represent nothing new for the country as a
whole, though they mark an important step in advance
for the institutions in question. The universities of the
City of New York, Pennsylvania and Wisconsin, how-
ever. have inaugurated a genuinely new departure in the
form of technical courses for the training of young men
who wish to engage in commercial pursuits. Their pur-
pose is to furnish to such young men the same sort of
training that is now supplied to prospective engineers
and farmers in schools of engineering and agriculture.
This particular branch of technical education is new
in this country. The University of California made
a beginning along this line two years ago and, there-
fore. deserves the honor of having been the first to enter
this new field; but this seems now destined for the first
time to take its place by the side of other branches of
technical education in the leading colleges and univer-
sities of the country.

The term technical education as applied to commercial
pursuits needs explanation. It must be distinguished,
on {he one hand, from the study of history, political
science and economics, as it is ordinarily pursued in our
institutions of higher learning, and, on the other hand,
from the study of those features of the technique of
commerce which can only be learned in the actual con-
duct of business.

*Director of the School of Commerce and Professor of
Beonomie History and Theory in the University of Wiscon-
sin,

 
 

The study of history, political science and economi s,
as now pursued, deals with the characteristic featu es
or the more general aspects of society. Its aim is 1
discover the laws of social development. It deals w
facts for the purpose of revealing the general princi
which lie back of them, and the subject matter of
study, as it is presented to students, consists chiefly
the general principles which have already been
covered, and concrete facts are presented usually by wv
of illustration only. There are, of course, excepti
to this general statement. Advanced students are
to the study of details and concrete facts, but the |
pose of their work and the aim of the instruction whe
is given to them is to establish scientific principles, :
not to solve practical problems. The importance
studies of this sort cannot be overestimated, and if
certain that they must constitute the basis for the ft
nical education of which we are speaking; but the |
is patent that a student may pursue these lines of sti
to a very great length without acquiring that familia
with the business world and with the problems of aciu:
business life which is essential to a person who expe
to succeed in large commercial enterprises. The techni
cal education of the prospective business man must
primarily at giving him this familiarity. Its purpose
must be to enable him to solve successfully the problems
which he must meet in the actual conduct of affairs. It
must aim to give him such information as is of import-
ance in his business, and it must teach him to apply the
principles of natural and social science to the actual con-
duct of commercial enterprises.

There is a certain form of technical education which
no school or course of study can supply. Every husi-
ness establishment has its own peculiar methods which
can only be acquired in the institution itself. The man-
agement of a great business concern also involves the
control of men, the organization of details, and the solu-
tion of problems which arise from day to day and cannot
be anticipated. Technical courses of study may assist 2
young man in developing his power along these lines;
may reveal to him in a general way the nature of the
questions which will confront him; but the actual skill
which is essential to success can only be acquired in the
actual doing of the thirgs themselves. One cannot be

tain that he possesses the ability to lead, organize and
trol men until he has actually attempted to do these
1, ugs. No amount of instruction about the problems
« ich such leadership involves will actually give him
1 power although it may assist him in the work.

otween this sort of technical education, and the study

history, economics and political science, as it is at
present pursued, there is a wide gap which it is the
pupose of the new schools of commerce to fill. It is
no nifest that they cannot guarantee to turn out success-
fu business men any more than the engineering school
«1 guarantee to turn out successful engineers. They
car not furnish all the knowledge that is necessary for
ihe conduct of business any more than the engineering
«lool can furnish all the knowledge that the engineer
ils. Nothing can take the place of the actual conduct
of lusiness in the acquisition of certain forms of knowl-
odo. and nothing can take the place of history, political

sce, and economies as a means of educating the
<(ilent, and of laying the necessary foundations for the
ochnical studies which it is the especial purpose of
«hools of commerce to supply.

I'he problem before these schools is a difficult one and
it will not be perfectly solved until considerable experi-
cence along this line of education has been acquired. Mis-
takes will unquestionably be made at the beginning, but
it i= a matter of no small significance that such institu-
tious as the Universities of the City of New York, Penn-
sylvania, Wisconsin and California have definitely at-
tacked the problem, and have placed themselves in the
wiv of acquiring the experience necessary to correct the
mistakes incident to pioneer work. The programmes which
are being followed during the present year are neces-
sarily tentative, and they represent the solutions which
the institutions in question have proposed for the prob-
lem: before them.

In working out its programme the faculty of the Uni-
versity of Wisconsin asked itself the question,—what
sorts of knowledge does the young man need who in the
immediate future is to carry to a successful issue the
erent commercial enterprises of the United States. Its
an-wer to this question is in substance as follows:

i. He should be familiar with the nature and workings
of the industrial organism of which he is to be a part

3

 
 

and through the manipulation of which he must ac
plish his ends. In order to give him this familiarity -
following five lines of study are offered:

(1). Courses in commercial geography which deal
the sources and distribution of the raw material:
manufactures and commerce, the present location of
most important branches of manufacturing industry,
of the chief routes of commerce, and the circumsta
which determine, and from time to time, modify i
localization.

(2). Courses in transportation, in which the stu
studies the transportation systems of the most impo:
countries of the world including their railroads, cu
and ocean steamship lines, the various methods of cl
fication of goods for transportation purposes employed i
different countries, methods of rate-making, the va:
systems of government ownership and control, consolil:
tion and pooling, traffic organizations, and in particular
the characteristic features of the transportation sy-u
of the United States.

(3). Courses in money and banking, which are desizned
to acquaint the student with the nature and functions of
money and banks, the monetary systems of the great
commercial nations, the laws and methods of forcizn
exchange, the various kinds of securities which are used
in international and domestic commerce, stock markets,
bi-metallism and monometallism, and the history of the
currency systems of the chief commercial nations.

(4). A course in business organization and manage
ment, which might perhaps better be described us a
course in private administration to distinguish it from
the courses in public administration which are given
in the departments of political science of our universities,
This course includes a study of the various forms of
business organization, such as corporations, pariner
ships, private business concerns and trusts, the organiza
tion of commerce in its various branches including the
various classes of middle men and the markets for vari-
ous sorts of products, and the methods of organizition
and management of typical concerns in the various lines
of industry.

(5). Courses in economics and economic history. It is
impossible to understand existing business institutions
without the study of the circumstances which brought

4

(en into existence, and which from time to time modify
heir character and forms. Hence the necessity of
cour-es of “this sort. The study of economic history
tan iarizes the student with the actual growth and de-

nent of industry, while the study of economics re-

to him the principles involved and the real nature

+ forces with which he has to deal. In these
wour-os emphasis is laid upon the history of commerce
ul upon the theories which have influenced and still
.ffec. the commercial policy of nations.

11. Besides a knowledge of the nature and workings
of (he industrial organism the prospective merchant
| be familiar with the various processes through
whic! the chief articles of cominerce have to pass before
they reach their finished state. This sort of knowledge
{he <chool proposes to furnish in the form of courses in
what it calls the materials of commerce, which courses
will he carried on in connection with a commercial
The university already possesses as a nucleus
for «uch a museum about 5,000 economic plants, together
vith the various commodities manufactured from them,
wn c+ cellent collection made by our School of Pharmacy.
It expects to enlarge this collection in the immediate
future and hopes to be able soon to equip its museum
with samples of the most important articles that enter
into the commerce of the world. The courses in the ma-
trials of commerce will consist of a study of the history
of the various commodities from the raw material to the
completed article, and will include a study of the various
processes and forms of adulteration, of the qualities of
sols, the costs of their manufacture, etc., ete.

III. A knowledge of certain branches of law is now
1 desideratum for the business man. Accordingly among
the technical courses of the school are included a course
in the commercial law of the United States, courses in
tariff legislation, laws pertaining to labor, capital, cor-
porations, ete., and courses in the commercial law of
varions foreign countries with which the United States
engaces in commerce. All of these are special courses
lesicned to meet the needs of business men and in con-
sequence will not be so detailed and technical as the
cour<os on the same subjects given in the law school for
prospective lawyers.

IV. The man who expects to represent an American

5

shou

muse nm.

 
Original

 

business house in a foreign country should be fan
with the language which his customers speak. In 1:
parts of the world American firms are now at a re
disadvantage. Their agents lack a knowledge of
language and are obliged to deal with their cust.
through interpreters or by means of printed circ
and announcements translated from English. Thi:
advantage has been felt to such an extent that for
agents are employed in large numbers to transact
ness for American houses. It seems to us, at the
versity of Wisconsin that young men who expe
engage in the commerce of the United States in
immediate future should be equipped with at leas
foreign language, and we have accordingly mad
acquisition of a reading, writing and speaking kn
edge of French, German or Spanish a requiremic:
our School of Commerce. In addition we offer in
tion during the coming year in Italian and Russia ah
have so arranged our courses that it is possible for
student to acquire a second language if he so d« sires
In the instruction given in all these languages especia
attention is devoted to commercial correspondence an
business and legal forms.

V. The sciences of Physics and Chemistry are use
in industry in such a variety of forms that at least af
elementary knowledge of them is necessary for the we
equipped business man. Our course, therefore, Include
a year of work in each one of these sciences. The cours

true

in physics is followed by a course in the generation ang

transmission of power which will give the student suc
a practical knowledge of the application of steau, el
tricity and water power to the conduct of business a
will enable him to avoid the mistakes in the expenditun
of energy and the investment of capital which hay
so frequently wrecked otherwise promising business
terprises. The course in chemistry is necessary to th
study of certain of the materials of commerce mention
above, as well as useful in a thousand ways which ca
not be anticiptted.

VI. The above branches of study are required of a
students who are candidates for the degree no ui
what particular line of business they expect to ente
In addition the plan of the school includes certain grou
of courses designed to furnish preparation for particul

6

efective

of business. For the coming year we offer a group
wurses preparatory to the consular service. This
» will be organized and conducted by Hon. J. C.
ighan, who, while serving the United States as
ul to Germany during the last twelve years, made
cial study of commercial education in Europe, and
Il equipped in every way to furnish students the
ical instruction which is needed for the consular
e. Our plan also includes the organization of a
of courses preparatory to the banking business,
ther groups designed to give students the technical
edge necessary to engage in commerce in the
, in South America and the West Indies, and on
ntinent of Europe.

{uch in brief is our plan. We expect to learn much
the experience of the present year and we shall
ess largely supplement and perhaps modify these
's in the future. For the present they seem to

Le best that can be devised for the purposes in view.
helieve that a course of study such as has been
ed will possess very great educational value. It
he accompanied by thorough courses in history,
omics, political science, mathematics and English,
pportunity will be given to a limited extent to make

‘tions from the large number of courses given in other

artments of the university.

Wisconsin we propose to place this new course in
ierce on the same level with the other courses in
‘nlleges of Letters and Science and Engineering. and
rant to the student who successfully completes it a
acca laureate degree. We believe that the educational
ialue of the course will be in no respect inferior to that
of any other course given in the university, and in the
orrelition of the courses and the methods of instruec-
ion we expect to keep in mind the fact that the young
nan who expects to do business on a large scale needs

0 he educated in the best sense of the term, as well as

quipped with the technical knowledge which the pros-

cuticnn of his business requires.

 
 

Technical Education
From a JPusiness Htandpoint

AN ADDRESS

Delivered before the Manufacturers’ Club
Philadelphia, September 27, 1897

BY

THEODORE C. SEARCH

President National Association of Manufacturers

 

 
 

Technical Xducation
From a JBusiness Htandpoint

AN ADDRESS

Delivered before the Manufacturers’ Club
Philadelphia, September 27, 1897

BY

THEODORE C. SEARCH

President National Association of Manufacturers

 

 
 

Cechnical Yducation

From a Business Sytandpoint

AN ADDRESS

Delivered before the Manufacturers’ Club
Philadelphia, September 27, 1897

BY

THEODORE C. SEARCH

President National Association of Manufacturers

 
 

 

National Association of Manufacturers

OFFICERS of the Wnited States of Emerica
PRESIDENT

THEODORE C. SEARCH

PARADES EH, Fh Office of the President

TREASURER

ROBERT LAIDLAW 1753 North Fourth Street

CINCINNATI, O.

SECRETARY

E. P. WILSON is P hiladelphia, P dey U. S. A,

Oetober 21, 1897.
Mr. J. C. Rowell, Librarian,

Library of the University of California,
Berkeley, California.

Dear Sir:-

In response to your letter of the 7th instant 1 take pleasure

in sending you under separate cover by this mail a copy of my address

on technical education, which I trust will prove of interest to you.

 

Very truly yours,

Lok Bon ll rnin,

National Association 7 Manufacturers

 

 

 
Technical Education
From a JBusiness Standpoint

AN ADDRESS

Delivered before the Manufacturers’ Club
Philadelphia, September 27, 1897

BY

THEODORE C. SEARCH

President National Association of Manufacturers

 

 

 

 
 

 

 

 

OR years the most serious political problem in this
country has been to meet effectively the industrial com-
petition of other countries. We have endeavored to solve the
problem by tariffs regulated to cover the difference between
the cost of labor in this country and the countries of our com-
petitors. Notwithstanding the fact that such tariffs have been
high at times, it still remains true that millions of dollars of
foreign manufactured products annually pass through our cus-
tom-houses and compete successfully with our own produc-
tions. While some of the foreign manufactured products sold
here are cheap in quality and poor in character and finish, yet
a very large amount of the annual importations is made up ot
goods which are artistically of a higher character than those
produced here, and represent a finer and more skillful treat-
ment than our manufacturers find it profitable or possible to
give similar productions.

It is a puzzle to many of our manufacturers to understand
how such beautiful and artistic results can be produced at such
seemingly ruinous prices. Yet the German, French and
English manufacturers send their products all over the world
at the same prices and grow daily more prosperous, while our
own manufacturers look on and see a splendid trade vanish
into foreign hands. There is really no legerdemain about it.
The trick is exceedingly simple, if one only knows. It is
merely to give our boys and girls the same scientific and
technical education and to the same extent, as is furnished by
our industrial enemies to their youth. To show how in one
country, at least, carefully studied, psychologically sound, and
conspicuously successful efforts are being made to make of a
people a great industrial army, steady as a church and irre-
sistible as an avalanche, is the purpose of this paper.

 
 

 

 

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34

oe

Germany’s Success in Trade Traceable to Scientific
Education

Much has been said and written concerning the phenome-
nal progress made by the Germans in wresting from their
industrial competitors some of the markets of the world.
Germany is sending her goods into our markets with increas-
ing volume, and she has measured the sword of trade with
England and France for the markets of Eastern Asia, Aus-
tralia, Africa and South America. To the careful student of
industrial conditions all over the world, and especially to one
who examines the conditions of international trade, there is
no doubt that the greater part of Germany's recent industrial
success is distinctly traceable to the one factor of the scientific
education of the population. The one distinguishing char-
acteristic of this education is specialization, with the depth,
the completeness of grasp and the thoroughness which come
to men who direct their lives patiently and steadily toward a
single definite end.

The idea that any man can do many things well or that
a man can play many roles in his short life, does not obtain
in Germany, and consequently he is fitted for his life task with
the best manual and mental instruction possible to be given
by those who train him. This idea lies at the base of the
industrial system in Germany, and consequently the men who
are factors in the industrial life of that country to-day will be
followed, not by those who are less capable, but by those more
capable, for they are being trained in the schools and univer-
sities of the Empire for places in an industrial army every day
being recruited and better organized. The rest of the world
may take this one fact for granted. They need hesitate no
longer in a belief, perhaps, that the next generation of Germans
will have less technical skill than their fathers. On the other
hand, it will be fortunate for England and this country if Ger-
many shall not all the while tend toward greater productive
efficiency, in support of which prophetic belief every passing

4

 

decade will furnish us more and more impressive testimony.
In the face of such a commercial competitor, who is here not
for a year but for many years, who is all the time growing
stronger and more formidable, it is certainly important to study
her methods, and the sooner we do this and the sooner we
adopt those features of her system which can be advantage-
ously grafted upon our own to make us more effective in pro-
duction, the better it will be for the people of the United
States.

Not Cheap Labor But Fuller Knowledge

For a long time the theory that Germany owed her rapid
commercial expansion to cheap labor was generally accepted.
As the question is more closely examined, however, the real
cause is better understood, as is shown by the studies of a
Commission of the British Iron Trade Association made in
1895. It was found that the German exports of finished iron
and steel in 1894, were only 500,000 tons less than those
from the United Kingdom, having increased to the extent
of nearly 50 per cent. since 1890. This Commission
included representative iron and steel manufacturers in Great
Britain and delegates from various classes of the employees.
When they returned home from their visit of inspection to the
Continent they declared that German success was due pre-
eminently to superiority in skill and technical training. The
Commission furthermore stated that it had been much
impressed with the admirable discipline which was maintained
among the workmen and the quiet machine-like steadiness
and regularity with which their duties were performed. ‘ Each
man worked,” the report continued, *“ as if he were a piece of
machinery fitted to its proper place which did the right thing
at the proper moment, because it could not do otherwise.”
The superintendents, the foremen and even the directors of the
gangs of laborers were found to be men who had been pre-
pared for their special tasks in scientific schools.

5

 
 

 

—-—

What is true in the iron industries is true also in the tex-
tile industries. Germany imported from the United States in
1880, 452,287 bales of cotton; in 1892, 1,544,841 bales; in
1895, 2,310,284 bales. She strides ahead with seven-league
boots, importing the raw cotton that is raised upon our South-
ern plantations, manufacturing it into goods of a thousand
kinds to export it again into markets which once were in the
almost monopolistic control of Great Britain.

The system of education in Germany rests upon the most
practical and the most substantial foundations. It is not a
sudden growth, but it is all the while being improved in con-
formity with the latest developments in pedagogical science.
The elementary schools—the so-called Volksschulen—in town
and country are expected to take care of all children between
the ages of six and fourteen years. Attendance at these
schools or at others of some kind not less good is made com-
pulsory by law. Ascending in the one direction from these
Volksschulen, which are the root of the educational system,
are the Gymnasien—the classical schools, where boys begin-
ning at about the age of nine years enter upon a course in
which Greek and Latin play an important part, and at last
(nine years later) come to the University, which stands at the
top of the entire educational organization of the country.

Another course of development through which a boy
may pass leads him from the Volksschulen to the Real-
schulen, or schools of some allied character, in which the Realien
—the realities, the exact sciences—rather than Greek and Latin
are taught, and these as a rule bring him into the Technische
Hochschulen (Technical High Schools), or Polytechnica (Poly-
technic Schools), of which there are nine of the highest
class in Germany, three of them in Prussia, at Berlin, Aix-la-
Chapelle (Aachen) and Hannover, respectively. The student
may, of course, if he prefers, pass into a school of mines, into

technical school of a special kind and not lower in rank.
Relatively a very small proportion of the people of course can
attend school for so long a time and the masses finishing in the
Volksschulen, the elementary schools, pass on to the secondary
schools, the Buergerschulen or into (the Fortbildungsschulen)
the night schools, and into the special commercial, technical
and industrial schools, of which there are a great number
everywhere of lower rank than those which have just been
mentioned.

Finally, when after the elementary studies are finished and
the youth can go no further—especially in country districts—
teachers go to them, the ‘ Wanderlehrer,” scientific experts
who are commissioned to travel from place to place to
talk to the peasants, to instruct them in stock breeding, in
the fertilization and preparation of soils, the gathering of crops,
the grafting and care of trees, a feature of the German edu-
cational system which has contributed so much to intensive
methods of agriculture, such as perhaps no other people any-
where, even the French not excepted, can surpass. These
general statements may serve to show the tendencies which
are at work in the German educational system. They are
shown imperfectly, of course, for the most detailed description
would be required to depict the specialization which has occurred
in the commercial and technical schools to prepare boys of
this or that order of mind for the craft that may best suit them,
to meet the requirements of those who for financial reasons
cannot go beyond a certain point and to bring everyone, ifit is
possible, to a degree of development so that he may be pre-
pared to take a useful place in the industrial ranks.

Commercial High Schools
Passing over the Fortbildungsschulen and the merchants’
or business men’s unions as educational agencies fostered

=

the one at Freiberg, in Saxony, for instance, or the other at
Clausthal in the Harz Mountains, or may enter some other

ee

mainly by private enterprise, let me call your attention in a
special way to such schools as would fit somewhat readily the

6 7

BS a +o ’ ay

i i

 

 
 

 

 

genius of our institutions and our people. First among these
are the Commercial High Schools which are intended to train
men for mercantile careers. As their name indicates, they
correspond in grade to our high schools, and the student
receives instruction in history, geography, chemistry, the
modern languages, mathematics, book-keeping, political
economy, commercial law, etc. A model school of its kind 1s to
be found in Leipsic, and our consul there says in regard to it:
« The school neither aims nor hopes to replace actual experi-
ence, but it does aim and its does hope to build the ‘bay up
and out in such a manner as to enable him to use his eyes,
ears and faculties in acquiring knowledge rapidly ; to exercise
good judgment and tact ; to give satisfaction and to go climb-
ing upwards. Nowhere can men now expect to make records
unless their education has been such as develops the parts
indicated above. The practical work differs in no way from
work in actual life. These schools are the Meccas of learning
to many nationalities. Since the opening of the Leipsic
school it has educated 14,110 students ; of these 2341 were
foreigners, 104 English.”

It is required that those who apply for entrance to the
school shall be at least fourteen years old. In what high
esteem the work done by these schools is held by the business
men of Germany is shown ina petition recently: presented to
the government of Saxony asking that greater assistance be
accorded to this form of education. Thirty-six Saxon com
mercial societies united in this request. The petition said :
«If our commercial men are to be better educated, if their
standing in the world is to be worth anything, they must add
to the very best possible practical training special, careful sci-
entific supplemental training.” Saxony saw this fact a long
time ago and began the system to which she can point with
pride, and to which she—an inland kingdom hundreds of miles
from the sea—owes the greater part of her commerce, amount-

ing to upwards of $100,000,000, with foreign States. In the

8

 

 

last few years she has added ten to the thirty commercial
schools in which her merchants were trained. It is the duty
of the State to take the initiative, to help and to improve.

The Manual Training Schools

The Commercial High Schools for the training of clerks
and business men are distinct in aim and purpose from the
technical and industrial schools. The former simply teach
young men the principles of commercial intercourse, book-
keeping, and the methods which prevail in the commercial
world. The technical schools, however, prepare a young man
for some special handicraft. They are the manual training
schools, and their name is legion in Germany. Indeed, they
are of almost every kind, some under State control, some
directed and supported by city and communal governments,
some maintained by corporations, religious associations and
private individuals. Our commercial agent at Mayence, in June,
1893, reported that there were then in Germany, according
to statistics furnished him, 328 places of instruction in manual
training. One hundred and fifty-six of the 328 are said to
have been established since 1888. Dresden had seventeen of
the entire number; Cologne, fifteen ; Berlin, ten, etc. Forty-
five per cent. of these were maintained by the taxpayers ; that
is, were run at State or communal expense. Saxony is said
to lead in this work of manual training. The instructors of
all the schools of this kind in the Empire were said to number
648, and the pupils 14,215. The average attendance at these
schools, taking the entire Empire into account, showed a
proportion of 28.8 per 100,000 inhabitants.

Schools for Special Trades and Industries

There are manual training schools and technical schools
of a higher or lower grade for almost every industry: for
weaving, knitting, soap-making, building, clock-making,

9

 
 

 

brewing, tanning, dyeing, farming, horse-shoeing, plumbing, etc.
Recently a school for the study of the culture of the sugar
beet, an industry which brings so much wealth to Germany,
was opened in connection with the Technical High School at
Brunswick. Wherever there are shipping interests there are
schools for teaching the technology of navigation and marine
engineering. The shipyards of Bremen, Hamburg, Kiel and
Stettin are coming to rival in many respects the British yards.
Our consul at Chemnitz says: ‘It is not necessary to urge
the importance of such education where so much depends
upon accurate knowledge. It is, or should be, some satisfac-
tion to the thousands who go down to the sea in ships to
know that every man on board, from the humblest fireman to
the captain, understands his work and holds a certificate to
that effect. That Germany is closing in on other nations, and
that accidents to her naval and merchant marine are rare, are
facts that are due in no small degree to her splendid technical
schools.”

A few years ago the tanning industry showed signs of a
decline. A tanning school was at once established in Saxony.
A corps of chemists and technologists was secured to direct
the work of tanning and preparing the skins so that the Ger-
man people could regain their position in this business, hold
their old markets, and perhaps gain new ones. When the
machine came into use as a factor in clock-making, the
mechanics who lived among the hills of the Black Forest, and
who had long subsisted upon the profits derived from carving
the wooden frames of cuckoo, bugle, and other clocks were at
the point of being driven out of the trade. The Grand Duke
of Baden at once established a school for clock-making at
Furtwangen and the young men of the Swartzwald Mountains
were soon able again to compete with the world at the lucra-
tive business, which but for this school would have been lost
to them for all time to come. As Consul Monaghan says
in his report to the State Department: If an industry

10

languishes in Germany, immediately a commission inquires into
the causes and recommends remedial measures, among which
usually is the advice to establish technical or industrial schools
devoted to the branch of business under consideration.” This
is a true statement of the German method and it is a method
which other nations that would rival Germany in trade and
commerce should understand and consider most carefully.

The Technical High Schools

Ascending in the direct line of technical education in
Germany the admirable Technical High Schools are reached,
of which there are in Germany nine of the first rank, namely
at Berlin, Hannover, Aix-la-Chapelle, Munich, Dresden, Stutt-
gart, Karlsruhe, Darmstadt and Brunswick. These enjoy the
direct patronage of the State in which they are individually
situated, and, indeed, like the universities, they are under
the direct patronage as a rule of the reigning king or grand
duke, as the case may be. Just as the monarch maintains an
opera house and assists in the maintenance of his universities
and other agents which work for the higher culture of the
people, so he is the benefactor of great schools for technical
instruction. Thus the Technische Hochschule at Berlin is a
Prussian institution under the King of Prussia’s patronage, the
the one at Dresden is the affair of the King of Saxony, at Stutt-
gart of the King of Wurtemberg, at Karlsruhe of the Grand
Duke of Baden, etc. The instruction imparted in these schools,
unlike that in the manual training schools of the previous class,
is of the highest character. They are great institutions for the
teaching of applied science ; science not for the sake of science,
but always for some practical end. Architects, engineers,
chemists, metallurgists and technical experts of the highest

grade are prepared in these schools.
There are, besides, in Germany schools working toward
special technical ends which have a similar rank with the

II

 
 

 

Polytechnica, notably the two famous Schools of Mines, one
at Freiberg, among the mines in the hills of Saxony, and the
other at Clausthal, in the Harz Mountains, in the mining
region there. Both, and especially the former, have so high
a reputation that they have long attracted students from afar,
many of our own mining experts and metallurgists having
received their training in these splendid institutions. The
school at Clausthal was organized as early as the end of the
sixteenth century. It is situated in the very midst of the
Harz Mountains, among the lead, copper and silver mines
which. had begun to be worked in ancient times when the
product, together with dried herring and other rough articles
of trade, were conducted on the great caravan route which
extended from northern Germany by way of Venice to Bagdad
and the East.

The mines, owing to the application of strictly scientific
principles, are still worked at a profit, though they are now
very deep and the cost of operation is extremely great. The
Government supports the academy and also runs the mines,
largely for the reason that they serve so well as an object
lesson to the students. Valuable collections are connected
with the academy. There are laboratories for chemists,
physicists, assayers, geologists, microscopists, etc. The
instruction is very cheap—only a few dollars per school term
—and everything is done to make it easy, rather than hard,
to get a higher training in the sciences. There are courses in
the higher mathematics, physics, chemistry, mineralogy,
mechanics, surveying, metallurgy, blow-pipe analysis, and
general jurisprudence, and there are even lectures on physi-
ology and anatomy, intended to serve the students in good
stead in case of mine disasters. Here mills and smelting
furnaces are in active operation at the mouths of the shafts
which have been sunk into the mountains. Among the pro-
fessors are numbered some of the most expert mining tech-
nologists in the world, and although Germany is not by any

12

means primarily a mining country, students are drawn from
every land; and to the influence of this institution is largely
due the reputation which the German people are so rapidly
winning as metal workers.

The Capstone of the Edifice

Finally, at the summit of the German educational
structure, the capstone of the entire edifice, are the universities,
of which there are twenty in the German empire. Curiously
enough, it has been in the universities that the movement for
technical education found its impulse. It has been from the
universities that the men have gone out who have placed
Germany upon that basis of industrial effectiveness which she
occupies to-day. Imbued with the spirit of investigation and
inexhaustible patience in pursuit of scientific details, the
university men have placed Germany's educational system
upon a firm foundation.

Though the universities do not attempt to train men for
technological careers, yet so great is the development in the
instruction due to a study of pure science that in one department
of science at least—chemistry—the university man has shown
that he can be of greatest assistance to industry. It is really
a question whether the great revival in German commerce and
industry is not due at bottom to the German chemist.

Certainly in no other land has this science enjoyed a
development so wholly phenomenal. Several of the most
direct and most visible benefits which have come to the Germans
because of the high development of their chemical knowledge
are stated by Mr. Monaghan, our zealous consul at Chemnitz.
In a report dated July 21, 1896, he says: ‘ Many industries
have contributed their share to the common weal (in Germany).
Among these none so much, certainly none more, than the
factories producing artificial dyestuffs. Although these fac-
tories are practically only thirty years old, they have grown so

I3

 
 

 

large from small beginnings that they constitute to-day not
only an important branch of the Empire’s industries, but have
borne a big part in helping to develop and enlarge the national
welfare. The object of these industries is to supply, artificially
what once was won from natural products ; in other words,
to take from tar a cleaner, cheaper and more easily handled
dyeing material. What was won from madder, indigo, dye-
wood, insects and mollusks is now made from stone-coal tar.
Nor are the colors less beautiful or less lively. * * i"
Efforts are being made to equal the indigo of the tropical
lands with dyes won from chemical products. The $5,000,000
paid annually by the Empire for indigo tempts chemists to
try hard to get a substitute. It is believed that the science

which has had such success in recent years will win here. It.

is interesting to note that this entire aniline industry originated
in England and France, that it is an adopted child in this
Empire ; but that care, analysis and perseverance have put
the productions of this people at the very head of the column.
* * * The distinguished position obtained and held to-day
by the German Empire is due to the fact that every effort put
forth and every step taken was made along the strictest scien-
tific lines. In no land is scientific chemistry so eagerly studied
and cultivated as here. Enterprising manufacturers had the
intelligence and far-sightedness to see, the capacity to compete
and the skill to improve over all competitors. Hermsdorf,
the greatest dyer of blacks in the world, worked out his
problem successfully by putting chemists side by side in
laboratory and shop with his practical dyers. Energy, intelli-
gent efforts, scientific analysis—these were the secrets of his
success, and these are locked away from no people. When one
thinks of the Empire's wonderful success in these lines in the
last thirty years, one wants to urge his own people to employ
the same means and to struggle for the same success. The
quantity of dyes going into our country is enormous. The
raw material out of which most of them are made—tar and

14

naphtha—are much more abundant with us than with these
people.”

The German genius for working out these scientific prob-
lems and for practicing economies in production, in making
what is valuable out of waste and in making valuable articles
out of raw material that is cheaper than the raw material
used in some other country is attested in many ways. The
commissioners appointed in 18835 by the British ironmasters to
visit Germany and Belgium in the interests of their trade were
surprised to discover when they reached Germany that a special
kind of coke oven was in use there, and in this way the
by-products, such as gas, tar and benzole could be collected,
and these were later worked up by chemists. They were then
placed as credits upon the company’s books, tending in this
indirect way to reduce the cost of production.

University Men in This Country and in Germany

The extent to which technical and scientific men are
employed in the great industria] establishments in Germany is
not the least amazing of the many industrial surprises to the
American visiting them. Dr. C. Duisberg, who in May, 1896,
was the guest of the New York section of the Society of
Chemical Industry, speaking of the Bayer Dye Works, of
which he is the manager, said that they had in their employ
100 chemists who had a university education, and twenty-five
engineers who had a technical education. From none of these
chemists are striking results expected during the first year of
their appointment. It will be sufficient if he perfects himself
as much as possible in the branch of the business that has
been allotted to him and tries to master it. Soon these men
become productive and give the service expected of them. It
is certain that nowhere else has the gap between the educa-
tional system of the country and the practical interests of the
people been closed up in so effective a way. Certainly in

I5

 
 

 

America, manufacturers do not give the support to scientific
education that is given in Germany, and certainly no such
close and intimate relationship exists between the schools and
industries in this country as is found in Germany.

The responsibility for our backwardness in this respect
is perhaps hard to place. There is no doubt that in this
country great strides have been made in the last few years,
certainly more than have been made in England. Whoever
may be to blame, it is a humiliation when the question is looked
at from a national point of view, in the light of the tremendous
advances which have been made along this line in Germany.
On the one hand, the university men are disposed to complain
that the industrial leaders of the country do not make a fuller
use of all this skill and talent which the institutions of learning
are all the while preparing for them. On the other hand, the
manufacturers complain of the impractical nature of the train-
ing given in the colleges and the universities, and of the
unsatisfactory character of the young men who are employed
and are put to the test in practical commercial life. The fault
is doubtless to some extent mutual. It is certain that the
greater part of our institutions of technical and scientific learn-
ing, in so far as we have these, have not been doing their full
duty, and it is doubtless true, too, that there has been little of
that patience in awaiting results which is characteristic of the
German manufacturer. The more closely these interests can
be allied, the educational and the practical, the more effectually
the gap can be closed, the practical interests being brought
up to the standards set by the educational and the educational
interests being brought up—for it is a going up, an ascent and a
progress on both sides—to the standards set by actual experi-
ence, the more surely and the more truly will we advance.

The German Spirit of Investigation
It ought to be said that the student in Germany enters
upon his work in another spirit than do young men who some-

16

 

 

 

times attend English and American universities, and whose
education costs large sums of money. It is the spirit and not
the show and the display which counts in Germany. When it
is desired to start a school the money which is available for
the purpose is not invested in costly and beautiful buildings.
An old castle, a monastery, a deserted warehouse, or any old
building with a sound roof is secured and the school is estab-
lished. The money is used to employ teachers who are full
of the spirit of investigation, and who are willing and able to
impart their knowledge to others. There are now so many first-
class university graduates in Germany that it is not difficult to
find such men.

Some of the most famous universities and technical
schools in Germany are in buildings of a very unpretentious
kind. Some of the most eminent professors in Germany have
laboratories, which, to the stranger from other lands, are a
source of never-failing wonder: so poor, sO uncomfortable,
indeed, are they that students who are accustomed to better
surroundings cannot understand how scientific results of so
splendid a kind can be obtained under conditions apparently
so altogether unfavorable. Some of the oldest and most valu-
able libraries are likewise in buildings which are wholly devoid
of attractiveness. The school is not the mere building in
which it is housed—it is the man or men who teach there and
the spirit which is communicated to the students and which
goes to leave its impression upon the entire intellectual and
scientific life of the country. This furnishes a contrast indeed
to the tendency which so often seems to be at work in other
countries—to erect magnificent buildings first, and then, if For-
tune favors, to bring the great teacher—the man who knows
more than his fellow-man, afterwards.

The government in Germany has ordered these things
differently. The money which our generous men in America
giveto the colleges and universities, depending as they usually do
upon the support granted by private individuals, is frequently

17

 
 

 

expended to gain ends that the German has no especial ambi-
tion to reach. Indeed, the terms of the gift often contain the
definite condition that the money shall be used to construct a
building which shall stand as a monument to the donor, and
seldom is it that these splendid endowments can be drawn
upon to establish chairs which would better facilitate, it would
appear, the real work of higher education. The buildings
seem to come first, the real school, that is the men who can
lead the students up to the new intellectual levels, long after-
wards. Too often in the midst of all this luxury and splendor
the young men are led away into an inordinate love of the fine
things, a passion for athletic contests, rather than for real
mental gain, and the true objects of education are altogether
lost to sight. The professor drifts into intellectual lassitude, or
what is perhaps more harmful, a misdirected zeal, and the
managers of the institution fail somehow to spread that regard
for the truth in learning, that practical knowledge which is
based on human experience—distinguishing and rather gen-
eral characteristics of the German professor of to-day. Itis
certain, therefore, that we have much to do in this country in
the next few years to bring our institutions of learning up to
that plane which they must occupy if our national life is to be
really strong and really progressive.

The Proposition for a National University

It is true here as it is in Germany that we must improve
at the top, and, with the universities as a starting point, the
leaven will be provided which will influence the whole lump.
It is true that much good work is being done all the while.
There are improvements going forward constantly. We are
developing groups of educators who are manifesting the true
educational spirit. The universities are being placed upon a
firmer basis without State aid—and this is a real misfortune
from many points of view. It is certain that as soon as it

18

 

 

can be done there should be established by Congress a great
national university which may serve as the type and model for
all others in this country. This is a project which as early
in the history of this nation as the presidential adminis-
tration of George Washington appeared before the American
people. Washington himself made grants to the institution
which he hoped to see established, yet for more than a cen-
tury there has been nothing at all but empty discussion of
the matter—no real action. Bills for this purpose have been
brought into Congress again and again, and in justice to the
American people this worthy enterprise should not be longer
delayed. At the same time we must establish commercial
high schools in cities, must improve and strengthen our insti-
tutions for manual training, and whenever and wherever it is
feasible, special technical schools should be founded and main-
tained by State and city governments. By this means one of
the most powerful commercial nations in the modern world
has attained her proud position, and it is a method of advance-
ment so incontrovertibly good, so altogether sure that every
people who do not wish to lag behind in the industrial race
must adopt it at once and assist in this work with all the
intelligent strength they can command. Indeed, no other
course is open to us; no other is open to England. To con-
fess this freely is much better than concealment out of a false
pride in our own institutions ; for then we can understand
things which would otherwise be inexplicable, and we can take
immediate steps to remedy a condition of affairs which, to
express it most mildly, is very unfortunate.

The Special Lesson for Philadelphia

So far I have spoken in a general way concerning the
lessons which the educational methods and systems of other
countries teach us. What is the special lesson for Philadel-
phia, for Pennsylvania? What can the Manufacturers’ Club,

19

 
 

 

what can the manufacturers, merchants and business men of
this city and State do to foster industrial and commercial edu-
cation in Philadelphia and Pennsylvania, so that in the great
industrial struggle of to-day, to say nothing of the future,
our sons shall not be distanced by rivals from over the sea?
Something has already been done, a start has been made, but
much yet remains to be accomplished. In the establishment
of the schools connected with the Pennsylvania Museum and
School of Industrial Art, Philadelphia has made a great for-
ward movement in the right direction. The progress and
achievements of this institution are an honor to the State

and are the justification for all the time, money and energy

spent upon it by State, city and individuals during the past
fifteen years. The discouraging thing in connection with its
rise and progress is the apathetic and neglectful attitude of
manufacturers towards it. These men who, from the nature
of the school, are to receive most profit from it, directly and
indirectly, are apparently indifferent to it, and it is safe to
assert that if the school depended upon manufacturers alone
for support, it would have closed its doors years ago. Yet
not all the manufacturers are indifferent. No sooner does a
manufacturer take the trouble to become acquainted with the
institution and its workings, than he becomes an interested
friend and helper of the school. This being the case, it is
fair to suppose that many of our manufacturers are ignorant
of the aims of the school and its methods of work. In view
of the fact that it has been until recently the only school of
its kind in the country, it is not surprising, perhaps, that
knowledge of it is to a certain extent limited.

Applying Art to Industrial Uses

The special thing, concerning this school, to which I would
direct your attention this evening is the fact that it endeavors
to do what has proven to be of such incalculable service in

20

the German schools I have described, namely, to give its stu-
dents a thorough fitting for special fields of work. In its art
department the aim is distinctly practical—the application of
art to industry. The work does not consist in mere art for
art's sake, mere painting for the sake of painting, but a thor-
ough training in art simply that it may serve some distinct
industrial end. So also in the textile department. The stu-
dent covers all the arts of the textile industry, not to get a
mere speaking acquaintance with them, but for the purpose
of becoming a practical textile craftsman no less than an
office manager. He learns the art of designing and is obliged
to fit the design to the loom himself. Not only must he
know loom-craft and designing, but he must know how to
dye his yarns, and this means a thorough course in chemistry.
Not only dyeing, loom-craft and designing must he master,
but he must be a spinner and wool-washer, for without prac-
tical acquaintance with all these arts, the textile worker is but
imperfectly equipped. Thus it will be seen that the Penn-
sylvania Museum schools are doing what the German
technical schools are doing for the Empire, annually fitting
a large number of young men to take commanding positions
in the industrial army—to organize it and lead it to victory.

Labor-saving Machinery not All-sufficient

American manufacturers have been exceedingly success-
ful in reducing the cost of production to a minimum by the
invention of machinery capable of the maximum output with
the minimum labor. Machines have been invented by thou-
sands, appliances without number devised, and all sorts of
economic plans employed to increase the output and to minimize
the number of hands employed. The time has come when
we can see the limit of economies in these directions. So far
they have enabled us to meet foreign competition by cheap-
ening the product below the foreign price, but the day of

21

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reckoning has arrived when the foreigner has all our economic
appliances, all our push and drive, and has something else
which we have not: namely, trained skill. In running a
manufacturing plant, the race is the same as in base ball ; team
work will win against a combination of ‘* stars ” who may be
brilliant in some directions, but who cannot win a game.

It is sometimes assumed by some of our manufacturers
who have been successful without a technical training, that
such a training is unnecessary and that the men of ability will
always come to the surface. Consideration of individual cases
of successful manufacturers of this class will show that in
some instances they obtained their start under peculiar condi-
tions giving them special advantages, or they may have served
a long apprenticeship in the business, either in this or some
other country. This of itself is technical training of a limited
character, a fact that is usually overlooked. It is to be
remembered, too, that the aforesaid conditions have changed,
and that some of these men could not start in business to-day
as they did years ago, and they will themselves agree that

this is the case.

In conclusion, permit me to say that the greatest need of
our country to-day is a system of technical schools of which
the Pennsylvania Museum schools are a type. These should
be maintained by the State, and every dollar expended for such
schools will bring in return a two-fold revenue, the first in
riches and the second in the greater happiness which will come
to a people who will not be working as we are to-day, in indus-
trial confusion. Good times and happiness can only find a per-
manent abiding place with our people when our industries and
our commerce are managed by the highest skill, and this can
come only through the best technical and commercial training.

 
 

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WHAT IS OF MOST WORTH IN MODERN
EDUCATION?

President’s Address before the Fourteenth Annual Convention
of the Association of American Agricultural Colleges and
Experiment Stations, at New Haven, Connecticut, November
13, 1900, by J. KE. Stubbs

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WHAT IS OF MOST WORTH IN MODERN
EDUCATION?

President’s Address before the Fourteenth Annual Convention
of the Association of American Agricultural Colleges and
Experiment Stations, at New Haven, Connecticut, November

13, 1900, by J. E. Stubbs.

In the month of July of last year the Thirteenth Annual Convention
of this Association assembled in the City of San Francisco. For the
first time had the States of the far West been honored in such dis-
tinctive way by this Association. For the first time very many of its
members traversed the imperial domain of our common country from
the historic coast of the Atlantic to the romantic shore of the Pacific.
A new experience was theirs when, on the further side of the turbid
Missouri, they were carried in peace and comfort, now through wide-
reaching upland plain, now over mountain divide, now piercing the
shadows of majestic cafions, now parting the gray ether of the desert’s
wide expanse, now climbing slowly to greet a new world from Sierra’s
lofty summit, and now at last gliding swiftly down the mountain-side
into the beauty of a semi-tropical clime and to the hospitality of a
warm-hearted and cultured people.

As guests of the City of San Francisco you had an excellent oppor-
tunity to study the resources and achievements of agriculture and her
allied pursuits in one of the great States of the Pacific Coast. You
read in the lines of one State’s activities that agriculture in highly
specialized forms and manufacturing industry and commerce were
codperating to justify the heroic sacrifices and the statecraft that made
the Pacific Coast and contiguous territory one with the thirteen origi-
nal States in the common purpose to build up and to maintain forever
a Nation dedicated to individual freedom, opportunity and privilege
for every one of its children.

Time and place distinguish to-day the Fourteenth Annual Conven-
tion of this Association. We meet almost at the closing hour of the
nineteenth century—a century illustrious alike in men and in achieve-
ment. We meet at the seat of academic life and learning, whose fame

 

   
a Eh oe I RE EER

 

 

4 President Stubbs’ Address:

has followed the name of Yale into all lands. Of Yale thus speaks
one of her own sons: “She is one of those whom God has called to
light and lead His people. She may with others bend a higher course
to the National force which shall be greater than the world has yet
seen. She is set among a people whose riches overflow, whose muscles
are tense, whose heart is restless with a sense of might and responsi-
bility, among whom the thoughtful are anxious only that a power
without parallel may be applied for the blessing of our world.”

And further, of her it is written what the colleges and universities
of this Association may accept as a greeting and consecration to high
effort from their distinguished sister: “With her allies, Yale stands
up, vet prayerfully, to her Godlike work. Their sympathy and coiper-
ation she asks, and to them, as they labor to the same end, she offers
her good-will and sends her hopes.”

It is, furthermore, the distinction of this present Convention that we
meet in the State which was among the very first to realize the value
of the application of Liebig’s researches in science to practical effort in
agriculture and the first to establish an Experiment Station for original
research in science for the improvement and enrichment of agricultural
industry. We are to share in the interest and inspiration of the cele-
bration of the founding of the first Experiment Station in America
twenty-five years ago and now associated with the scientific work of
Yale University.

I desire here to acknowledge the generous spirit by which you have
sought to recognize the worth and high aims of the colleges and uni-
versities of the Western States by clothing one of their humblest sons
with the dignity and honor that attach to the President’ office of this
Association. I have accepted the trust imposed and the honor con-
ferred as an expression of your good will and as showing your fra-
ternal spirit to the smaller colleges and universities that are striving
under difficulties peculiar to the intermountain States to direct the
abundant energy of new State life into channels of industry, thrift
and prosperity.

And now let me make memorable this hour, if I may, by bringing
into contact the poles of our Eastern and Western civilization and by
showing how the intellectual energy of this great University has leaped
across the intervening mountains and rivers and lit up a new land
with the Yale spirit. In 1856, while adventurers were still crowding the
Pacific shores, consumed with the thirst for gold, one of Yale’s most
distinguished sons went thither in quest of health. Concerning his
first experience he writes: “I am greatly pleased with this country in
the matter of natural scenery. The sail up the San Pablo and Suisun
Bays and the straits that connect them, in the decline of the afternoon

What Is of Most Worth in Modern Education? 5

and toward sunset, with the light streaming down the sides of the green
mountains, was magically beautiful. This country is most emphati-
cally a new world. Everything is new and strange. The climate is
not a climate, but climates by the dozen. If the immense oaks that
grow here and there have scarcely strength to stand alone, what does
it signify as regards the future men? Will there be any better stuff in
them?” May I not venture to distinguish this hour and place by say-
ing that this question breathes the spirit and ideal of the true son of
Yale, whenever his feet press the soil of a new duty and a new oppor-
tunity; and may I not also give answer to the voice of him who spake
these words of prophetic inquiry, whose lips are still, whose words still
stir “mighty impulsions in sons alive all through with fire of high
devotion,” that sturdy sons and fair daughters, with a moral fiber
unexcelled, are building, slowly but surely, strong and prosperous
States west of the Missouri, dedicated to a generous culture for the
individual and to social well-being for all.

Again this pilgrim son of Yale writes: “If I can get a university on
its feet, or only the nest-egg laid, before I return, I shall not have come
to the new world in vain.” How he traveled up and down the shores
of the Bay of San Francisco and the valleys of the Sacramento and
the San Joaquin Rivers in search of a location for a university or col-
lege that to his mind should be a Yale of the Pacific Coast, is a matter
of history. But in April, 1860, his first choice for the site of the new
college was approved by the Board of Trustees, and that majestic site,
overlooking the bay and the ocean, became the seat of the California
College, now the University of California, and the name even was
changed from Clinton or Brooklyn to the name sacred in Yale tradition
—that of Berkeley. I am sure that you will approve this tribute of
honor to the memory of Horace Bushnell, who, in the spirit of his alma
mater, carried the torch of light and truth to the Western hills, whose
glory is rivaled only by the symbolism of the sun, that bathes our
mountain tops and ocean billows in a radiance of beauty and in the
majesty of power.

What kind of stuff are they, these men and women that make up the
life and history of these Western people, who, when dead, will yet con-
tinue to control the life forces of the living? The question is natural
and common to every reflective mind. And by the question is suggested
the subject to which I have the honor to turn your thought: TuAT
ETHICAL VALUES ARE FUNDAMENTAL IN THE IDEAS AND IDEALS OF MOD-
ERN EDUCATION. The century closes as it began, with an intense and
widespread interest in the subject of education. The recognition of its
value as a means to modify the course of hereditary dispositions and
activities is stronger than ever to-day. Governments have been, and

 
 

 

6 President Stubbs’ Address:

are still, stimulating their best minds to rational inquiry into educa-
tional aims and educational methods, with a view to correct National
deficiencies and to cure social maladies.

The lively interest in educational matters evinced by scientists and
statesmen as well as by teachers and men of affairs is an expression of
the idea, more or less vague, that problems of life, which press for
solution at every stage of progress, are to be solved by rational prin-
ciples and by knowledge of the truth of things in nature and in man.
Under the influence of such marvelous activity, the stability of the
world and society are preserved by that law of evolution which pro-
motes changes only by slow degrees and requires centuries to accom-
plish its higher results. The dust of the dead gods and ancestors is a
fruitful soil that conditions the sentiments and ideas of the living
descendants. It is character and not intelligence that determines the
historical development of nations and their final destiny. It is char-
acter and not intelligence that distinguishes one individual above
another and that contributes to social well-being. We may improve
the intelligence of a people within the limits of a single generation,
but character is in a large degree racial, and centuries of applied effort
are required to beget new traits of thinking and feeling and willing
that shall mark the gain of a new character.

The fundamental importance and the preéminence of ethical values
in education pervade the writings of the foremost thinkers of ancient
and modern times. The purpose to be achieved by educators of the
present time should be to make ethical or moral values the guiding
and controlling principle in the application of scientific method to
education and to the organization of every school, college or univer-
sity. With this view thinkers of the most diverse schools are in agree-
ment. The voice of Socrates in the fifth century, B. C., and the voice
of Herbert Spencer in the nineteenth century, A. D., are in accord. It
is worth while to recall that the modern school of English scientific
men, who give such a high place to science, both pure and applied, in
their scheme of education vies in earnestness with the philosopher
Herbert himself in the declaration that the whole aim of education is
contained in the one word morality. According to Herbert Spencer,
“the general problem which comprehends every special problem, is
the right ruling of conduct in all directions in all circumstances.”
Mr. Huxley thus preaches: ‘Begin with the most important topic of
all—morality—as a guide to conduct. The child knows well enough
that some acts meet with approbation and some with disapprobation;
but it has never heard that there lies in the nature of things a reason
for every moral law as cogent and as well-defined as that which lies in
every physical law; that stealing and lying are just as certain to be

 

What Is of Most Worth in Modern Education? 7

followed by evil consequences as putting your hand in the fire or
jumping out of a garret window. Again, though the scholar may
have been acquainted in dogmatic fashion with the broad laws of
morality, he has had no training in the application of these laws to
the different problems which result from the complicaied conditions
of modern civilization.” Says Huxley, further: ‘Science prospers
exactly in proportion as it is religious.”

“The basis of education,” says Guyau, “is to develop the will, and,
ipso facto, to form a subject capable of morality. The genesis of
morality is preéminently the genesis of the will. Its education ought
to be a reinforcement of the will; the will develops its own activity as
it apprehends its own powers. The moral will is a power acting along
the line of greatest resistance. Hence, the morality of the race, together
with its strength and vigor, must be the principal object of education;
all else is secondary.” This scholarly Frenchman gives us this beauti-
ful paragraph: “Morality, it might be said, is the serious music of
existence; a certain educeztion is necessary before an exclusive appre-
ciation of its charms can be reached, before the sublime rhythm of the
morally beautiful is preferred to the trivial dance airs we hear every-
where around us on our way through life.”

We may find now in our theme the definition of education and a
criterion by which to judge of the merit of all forms of our modern
education, which strenuously seeks the development and the training
of those powers which make for individual worth and social well-being.
The test of every educational scheme, new or old, is found in the
inquiry: Does it give pre¢minence to ethical values? We obtain, by this
aim, substantial unity in all forms of education. All common distinc-
tions in education consequently lose their significance except as they
may be convenient marks or divisions of effort. There is a solidarity,
indeed, in educational thought and plan. In the elder days the Greek
divided the education into the practical and cultural, or diagogic. The
former applied to winning the necessities of life; the latter to the enjoy-
ment of its comforts. In these latter days we have somewhat the same
distinction; and around this distinction have gathered contending
forces for the ideas practical and the ideas liberal in education. And
out of this we have a proclamation of a new education that is to trans-
form methods and surpass former achievements. But the best in the
new is but the application and adjustment of the old to meet existing
conditions and to solve recent problems. Real progress is conditioned
by the best experience and teaching of the race, vitalized by the needs
and aims of present experience. We have primary and secondary and
higher education, but the essential nature of each in spirit and in
method is the same. We have one kind of education prescribed for

 
 

   
  
 
 
  
 
  
  
 
  
  
 
  
 
  
 
  
 
 
  
 
  
 
   
 
  
   
 
 
  
  
 
  
  
 
  
   
  
 
 

 

 

 

8 President Stubbs’ Address:

those who expect to devote themselves to the pursuits of agriculture,
commerce and industry, a practical education, so-called, as distinguished
from a liberal education for those who have the means and opportunity
to secure an education by means of a curriculum of broader range and
of philosophic spirit. These distinctions are not valid. They make
difficulties where none ought to exist. It is true that we must take life
and conditions of men and women just as we find them. We must
recognize in every educational plan that at the base of our civilization
are men and women who must be trained to win their daily bread and
to rear their children in comfort and hope; and also men and women
who, freed from the anxiety to provide for the primary needs and com-
forts of life, must be trained to practical efficiency to meet the respon-
sibilities of a society that conditions their comfort and well-being.

The scientific method and the philosophical spirit, the practical aim
and the cultural life, ought to be kept in union at every stage of educa-
tion. To divorce them is to miss in a measurable degree the true aim of
education. Legislation must needs see to it that there shall be no care-
lessness nor wrong in the employment of women and children. It will
guard against the effects of the industrial greed on women. It will pro-
tect against deterioration in the physique of the race. It will not allow,
as Ruskin says, “modernism to eat its children early.” But at the
earliest period that youth may become a wage-earner—up to that period,
his education shall not have been simply practical nor unwisely indefi-
nite, but shall be the united influence and training force of the two
that shall fit him to work and to live. First and ever shall there be
a burning inward purpose to be a man, a citizen, an intelligent worker.

But it is just as important that the same union of training for
service and of culture for life shall be maintained to the end of the
broadest and most privileged education. The failure of a certain per-
centage of college and university men is due to the fact that this
healthful balance has not been preserved in their education. The
reproach that has been hurled so often at the college man is due to the
fact that in the course of his education he has not been trained to some
form of service that touches the demands of the mighty commercial
and industrial world. Realism and idealism—these shibboleths of
opposing schools—are after all but parts of the common sphere, with
now one part and now the other lost in the obscurity of shadowed
thought. And it is with accents of confidence that I affirm that this
view expresses the very genius of our Anglo-Saxon civilization. I take
an illustration near at hand. It is stated upon English authority that
“no nation in ancient or modern times ever made such prodigious
strides in wealth, population and power, and, necessarily in commerce
and navigation, as the United States of America during the first half

 

  

What Is of Most Worth in Modern Education? 9

of this present century. Nor is this a matter of surprise. American
people commenced their career with the accumulated wisdom of a long
ancestry. Their capacity for government, in its application to com-
merce and navigation, equaled, if it did not surpass that of the race
whence they descended; and their system of education, the only true
basis of the Nation’s greatness, far surpassed that of Great Britain.
Hence, in all diplomatic negotiations, relating either to their political
independence or to their material interests, they have generally
exhibited such marked tact, ability and acuteness as has enabled
them frequently to obtain ample redress from foreign nations. Within
eighty years from their Declaration of Independence they rivaled, and
indeed surpassed, in the amount of their merchant shipping all other
nations. American shipowners required of their masters not merely
a knowledge of navigation and seamanship but of commercial pursuits,
the nature of exchanges, the art of correspondence and a sufficient
knowledge of business to represent the interests of their employers to
advantage abroad. Education is much prized by citizens. Many ves-
sels, therefore, are commanded by gentlemen with college educations
and by those educated in high schools, Nor were the interests of the
common seaman overlooked. Boys of all classes had the privilege of
entering the higher free school in which they could be educated for
almost every profession. An ignorant American native seaman, there-
fore, was scarcely to be found.”

No higher tribute than this can be paid to the character of the educa-
tion given in these Atlantic Coast States—an education which combined
in a high degree training for service and culture for social well-being.
Another illustration may be given: A year or two since I enjoyed a
call upon a well-known railway official at his office in Wall Street—a
man who has come to his present responsible position from the ranks,
knowing every detail of the great railway corporation, from the isolated
station on the desert to marshaling the statistics that reveal the exact
condition of business and of the property of the great system and give
the knowledge necessary for policies of extension and improvement,
In a natural way, the topic of conversation fell into the educational
groove. When his son, who had graduated from one of the largest
universities, was about to take a subordinate position in the railway
service, the father gave him this counsel: “When you take your
position you will find yourself in association with young men who
started into service with only a grammar or high school education.
They have been in the service several years and will be much in
advance of you in experience and training. Do not presume upon
your university training. Do not speak of it; but simply do your
work the best you can. For several years, perhaps five, perhaps ten,

 

   

 

   
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
  

 

 

10 President Stubbs’ Address:

you will find your associates in advance of you because of the practi-
cal experience which they have enjoyed. Be patient. After eight or
ten years these young men will begin to feel the limits which the want
of technical education has placed upon them; while your strong the-
oretical training will have full play and you will be able to accept and
discharge the duties of higher positions. You will then realize the
freedom and power which your university education and your techni-
cal training have given you over the forces that fit you to master dii-
ficulties and to guide men.”

The importance of the view herewith advocated becomes accentuated
when we remember that the limited education of the many as well as
the broader education of the few must prepare young men to discharge
political and social duties essential to the welfare of the State, and
young women also for the duties and privileges that touch the welfare
of the social organization in all that pertains to the joy and beauty of
living.

I accept with pleasure the fine interpretation of Senator Morrill’s
views and purposes as set forth by President Buckham in his admirable
address at the last convention, in which he says: “It is to give educa-
tion—not mere apprenticeship, not mere learning—an education which
shall first be liberal, then practical —the best feasible combination of
the two—an education which shall be adapted to the needs of those
who are entering upon not only farming and mechanical pursuits, but
upon all the pursuits and professions.”

Ii ideas be the invisible spring of things, and ideals be the projec-
tion of the best character upon the field of achievement, then moral
values give a National character to every system of education. Our
country, whose National history is measured for the most part within
the limits of the century now drawing to a close, has developed a
system of free education as a means of preparation for such citizen-
ship as will safeguard its free institutions, conserve progress in science,
art and industry, and perpetuate its National life. The declaration
that all men are created free and equal, as an idea, bas become a com-
mon sentiment in the hearts of a great people. The affirmation that
all men are endowed with certain inalienable rights, among which are
life, liberty and the pursuit of happiness, is a Magna Charta to every
citizen’s conscience and fireside. The people, united by this strong
bond of a common sentiment, look to our system of schools and col-
leges and universities to preserve liberty and prosperity for themselves

and their children and their children’s children.

To the possession of common sentiments, common interests and
common beliefs is ascribed the greatness of the Anglo-Saxon peoples.
From this common inheritance the Anglo-Saxon people have gained a

     

 

 
 

What Is of Most Worth in Modern Education? 11

national character, which is thus flatteringly portrayed by a distin-
guished French savant: “There is no race, perhaps, in the world so
homogeneous as the Anglo-Saxon. The dominant features of his men-
tal constitution from the point of view of character are: a degree of
will power which few peoples, except, perhaps, the Romans, have pos-
sessed; an indomitable energy, absolute self-control, a sentiment of
independence, immense activity, a very stable morality and a very
clear idea of duty. From an intellectual point of view, a sureness of
judgment which allows the grasping of the practical and positive side
of things; a strong liking for facts and but little taste for general
ideas.”

If this high estimate of the character qualities of the Anglo-Saxon
people is just, then there is no problem that pertains to individual
worth or social well-being that the people of the United States cannot
solve with reasonable satisfaction as they are presented for solution
during the twentieth century. It is only necessary that ethical values
shall be given the supreme place in statecraft, in education and in the
life of the people, to secure widespread triumph of the best forces in
modern civilization. The National will must enforce the National wis-
dom and the National conscience. It needs only a retrospective glance
at the marvelous triumphs of scientific invention and art within the
present century to fill our minds with satisfaction over the achieve-
ments that have so richly endowed our common life. The researches
and the discoveries of science have been applied to the good of man’s
estate. If pure science has been the wisdom of knowing what to do,
applied science has been the virtue of doing it. Industrial training,
instead of being an inferior and limited sort of education, has taken
its rightful place as an integral part of the truest education. No
longer does the hand say to the brain, “I have no need of thee,” nor
the brain say to the hand, “I have no need of thee.” The mutual
cooperation between brain and hand, between intellect, sentiment and
will, and the physical power to execute, have come to be applied to the
solution of social problems. The conception of a definite order in the
universe, giving belief in the law of cause and effect, has brought the
teaching that obedience to law brings greater perfection and happiness.

The application of science to agriculture and commerce, to the
mechanic and industrial arts, has contributed potently to our National
progress in wealth, knowledge and happiness.

Agriculture in the widest sense is the first in time as in importance
of all human industries. “The early Egyptians possessed a degree of
knowledge superior to that of any subsequent centuries, and which
might even be compared, as regards its absolute results, with our own
country in the middle and last centuries. The Greeks probably received
a

BEALS LL

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12 President Stubbs’ Address:

their lessons in agriculture from the Egyptians and were preéminently
food-raisers, bread and wine being staples. The breeding of cattle was
an important branch of their husbandry. Large herds constituted the
sole riches of princes.” As Homer sings:
They never took
My beeves nor horses, nor, in Phthia’s realm,
Deep-soil’d and populous, spoiled my harvest fields.

Among the Romans, agriculture and horticulture were considered the
most important and profitable occupations. They practiced both irri-
gation and drainage. The ancient Britons were taught agriculture and
the art of gardening by the Romans. We owe to the monks the pre-
servation of agricultural knowledge and practice during the Middle
Ages. And the development of agricultural knowledge during the
tenth and eleventh centuries by the conquering Saracens In Europe
was the forerunner of an intellectual Renaissance. The application of
science and invention to agriculture is one of the significant forces for
social well-being at the present time. Our primary wants being better
than ever before supplied, better opportunities have been offered for
mental culture and better conditions for moral life.

Some of the applications of science have thus been aptly put:
“(Geology finds the bed of coal, but chemistry tests its value in the
market, cokes it, distils from it gas, naphtha, and the analine colors.
Mineralogy selects iron ores for us, chemistry converts them into steel,
and mechanics converts that into bars and blades. Descriptive botany
plucks the wild currant, physical botany changes it into a sweet grape,
chemistry ferments it into wine and transforms it into ether. Deserip-
tive zoology lays its hand on the caterpillar, physical zoGlogy nurses it
into the strong silk-worm, chemistry bleaches and dyes the silk which
it spins, and mechanics weaves it into ribbon and velvet.” :

We see, therefore, through the discoveries and application of science
to agriculture, that settled life upon a farm or ranch has become richer
in interests and pleasures and has secured the assurance of profits
through the intensive culture of the soil and through the constant
renewal of its fertility. Notwithstanding that the census of 1900 shows
a continuance of the movement toward the cities, yet in the twentieth
century the balance will be restored because the farm is to keep pace
in dignity and opportunity and privilege with the town and city.
President Armsby, in his address at San Francisco in which he empha-
sized the Experiment Station as an institution for higher education in
agriculture, set forth an idea and an ideal which are to be potential in
the future progress of agricultural art and science.

The application of science to the mechanical and industrial arts
has been no less beneficial to mankind. It is true that the use of

What Is of Most Worth in Modern Education? 13

machinery detracted from the craft-guilds, and has, by specialization
in industry, for a time transformed the artisan with his inherited
dexterity into a toiler. It is true that the introduction of machine
spinning has brought about social dislocations that for a time, during
a period of adjustment, have worked hardship to many people depend-
ent upon their earnings from certain industries. It is true that the
drainage of fens, involving the destruction of fish and wild fowl, bore
hard upon one particular generation; but it brought good in the long
run by freeing districts from chronic ague and converting bogs into
rich corn-land. The introduction of the cotton-gin increased slavery
for a time; but slavery is gone and the ultimate results have been
beneficial. The feeling that machinery is the enemy of laborers rests
on the fallacy that employment is a limited quantity. Following the
displacement of workers possessing a special skill in spinning and
weaving, there was a great increase of the cotton trade as a whole
and, hence, great expansion of employment. Goods were made more
quickly and cheaply, and therefore wants increased and were supplied
on easier terms. The application of science to invention and art has
released woman from much drudgery. Improved educational facilities
have, in the manufacture of paper and invention of printing, expan-
sion of sculpture, painting and architecture, made life more stable
and distribution easier. It has improved manners through the manu-
facture of table furniture—knives, forks, glass and china—thus remov-
ing habits of eating inconsistent with our ideas of refinement. It has
improved religious worship by improving architecture and making
church buildings more convenient and useful. It has increased the
means of intercourse and thus has reacted on social institutions, remov-
ing local prejudices, creating common interests, strengthening forces of
organization against anarchy, developing commerce in ordet to obtain
adequate food supply and to dispose of manufactures. It has made war
more humane. It has brought about better sanitary conditions through
lighting, paving and sewerage systems. It has brought about a better
business system through the introduction of a money economy, and
thus is of great assistance in rendering bargains fair between man and
man. Rewards for labor are better defined and obligations more
certain.

One of the ideas pertaining to our country’s well-being which must
be worked out in our educational life is that of social justice and social
wisdom as applied to certain conditions of classes of our population. I
take, for example, our Negro population, clothed, so far as law can
accomplish it, with all the rights, duties and powers of citizens. One-
eighth of our population is composed of Negroes. They possess a dis-
tinctively racial character, but modified and improved by their Anglo-

 
 

 

 

14 President Stubbs’ Address:

With the close of the century, as between individualism on the one
hand and paternalism in government on the other—a Scylla and
Charybdis to some thinkers—Socialism moves forth with banners fly-
ing, proclaiming a new creed for society’s acceptance and a new gospel
for the social ills of mankind. Its progress will be determined not
so much by the doctrines it proclaims as by the devotion it inspires.
Civilization, the mother of Progress, creates new wants which cannot
always be satisfied and changes industrial conditions which bring social
ills for a time to certain classes. A case in point is that of the condi-
tion of agriculture in Great Britain. The interests of England as a
great commercial and manufacturing state has brought about economic
legislation that has made agriculture less profitable. So that the hope
for the prosperity of agriculture in England to-day rests upon the
application of scientific discovery and invention to solve the problems
which confront the economists. It seems to be clear that as nature
seeks to maintain the balance between animal and plant life, so, like-
wise, society, by wise legislation, must seek to obtain the balance
between increasing wants and the happiness and satisfaction of men.
The high interests of the race or nation cannot safely be left to the
influences of natural competition or natural association. Just laws,
honestly administered, can, with the aid of a sound National education,
maintain for society the conditions that promote general well-being.
The all-important question, then, in politics as in education, is the
moral life. The ethical virtues of justice, courage, honesty and self-
sacrifice are the very warp and woof of individual excellence and
National greatness. No price is too dear that makes these the charac-
teristic traits of any people. The difference between the United States
and the South American States is a difference of moral quality.
Depending upon the government for position and patronage, certain
classes of Frenchmen are losing their moral fiber. And the control of
great cities in these United States by political organizations simply for
personal and party ends contains the seeds of a corruption that men-
aces the integrity and political wisdom of the children of the dominant
Anglo-Saxon race.

Since writing the above, I have taken the following from the press:

«Professor Felix Adler, in responding to the toast, ‘Our Patient the
Public,’ at the annual dinner of the New York State Medical Associa-
tion, strongly impressed upon the medical men that their aid was nec-
essary in fighting the battle against vice and crime which, he said,
were ready to overflow their embankments and ingulf the whole city.
‘There exists in this city,’ he said, ‘a moral morass. * * * Is it
not your duty to warn the community of the dangers that menace its

oR TNR RE RR RY
NN a ER To

What Is of Most Worth in Modern Education? 15

Saxon environment. For two hundred years they were slaves in the
service of their Anglo-Saxon masters. This land is today the Ameri-
can Negro’s land, this country is his country and the Stars and Stripes
his flag. He has proved himself possessed of the highest virtues of
patriotism. He cared for his master’s family during the years of civil
strife. He never betrayed a soldier or failed to provide for the escap-
ing prisoner’s needs. Unwise legislation, following the gift of freedom
to him, made him the prey of designing men; and a limited, as well as
unsuitable, system of education failed to train him properly for his new
life. Upon the Nation’s conscience must rest all the censure for the
Negro’s failings and excesses during the twenty-five years following the
close of the Civil War. The adaption and application of ethical values
to the education of the Negro people is the beginning of the solution of
the race problem in the South. An industrial education which unites
both the practical and liberal under the inspiring ideal of a moral aim
means for the Negro an intelligent apprehension of the personal quali-
ties which must be acquired by him as a prerequisite for true citizen-
ship—such as thrift, skill in some one industrial pursuit, the acquisition
of property, the self-respect of a bank account, a will that can deny
the gratification of a present instinct for future gain. These high
results cannot be secured in a day. But it is the duty of the Nation to
make the conditions favorable for such education for the Negro-Ameri-
can people. The vices of civilization will, to a greater or less degree,
check his progress, and outbursts of unregulated instinct or passion may
disgrace his color; but in time the strong guiding hand of education
will deliver him from his personal and his political bondage.

The American Indian is still with us. Under Government and
philanthropic control, education is measuring arms with hereditary
traits in the Indian, and the results seem inadequate and unsatis-
factory. The free vices of our Western civilization adapt themselves
easily and quickly to the disposition of the red man. He is an
inveterate card-player and gambler, and the legal restrictions are not
sufficiently strong to protect him from indulgence in the white man’s
«fire-water.” Vices touch race characteristics quickly, because they
minister universally to common instincts and passions. Virtues must
have generations to effect a change by education in race character. Yet,
as we know the Indian in our Western towns, he is a useful laborer
upon our ranches and in our hop-fields, and the Indian “mahaly” a
valuable ally in our domestic service. The Indian problem will remain
with the Government for a time; but the education given at Carlisle
and the Indian schools scattered throughout the Western States will
finally solve the problem for the good of the Indian and the benefit of
the Nation.

 
 

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16 President Stubbs’ Address:

youth because of the unrestricted, unrestrained vice rampant? There
is still some of the old Puritan conscience left to prevent New York
from descending to conditions of older European Capitals. We want
you to maintain the standard of public morality; aye, we want you to
raise it. We look to you to assist, quietly but effectively, in this great
undertaking.’”

A coarse commercialism threatens to dispossess business and pro-
fessional life of the finer elements of its character. The professions
are being pursued simply as a business for the acquisition of gain.
Business enterprise seeks larger profits through the corruption of its
goods; and commerce and trade do not hesitate to exploit even patriot-
ism itself.

The colleges and universities of this Association, resting as they do
upon the foundation of National beneficence, have laid upon them a
solemn obligation to the Nation. They are indeed National institu-
tions of learning, and in their plans and systems of study and organ-
ization they ought to give preéminence to those subjects which will
secure the best results in our National life. If, as has well been said,
philosophy is the morality of science, and political economy is the
morality of industry, commerce and agriculture, and National law the
morality of legislation, and social science the morality of history and
politics, then these moralities must be the crowning subjects of educa-
tion in these National institutions of learning. And the essence of
these moralities is not to be wanting even in our primary and second-
ary education. These represent the liberal element that must pervade
all technical institutions. Systematic moral teaching demands its
place.

It pertains to the tongue and pen of those who know Senator Morrill
to present in fitting garb of speech the attributes of that noble person-
ality. The more we study the legislation by which these land-grant
colleges were established, the deeper insight we have into the life and
thought of this modern Roman Senator. The inspiration of his father’s
blacksmith shop, of the village store around whose stove the politics of
the Nation were settled and of the little Vermont farm, finds expres-
sion in his purpose to found institutions that shall promote the “liberal
and practical education of the industrial classes in the several pursuits
and professions of life.” The technical instruction of a college course
shall rest upon a liberal preparatory course of studies, and the second-
ary and primary education in American life shall be related to the
needs of one’s occupation and to the higher opportunities and privileges
of one’s citizenship. The preservation of the Nation, either from civil
dissension or foreign aggression, is regarded as of greater moment in

What Is of Most Worth in Modern Education? 17

the scheme of National education; for military instruction shall be
provided in these colleges, so that young men trained for positions as
captains of industry and commerce shall also be ready, if need be, to
belt the sword or carry the gun in defense of their flag in a worthy
cause. It is to be the honor of the universities and colleges of our land
that they have always been the nurseries of patriotic sentiments and
National faith. Permit me to refer to a scene that occurred in this
university, May 20, 1898, when President Dwight presided at a meeting
of the students and faculty to send the message of united Yale to our
united country; and when the outburst of patriotic enthusiasm reached
its climax, there burst forth the swelling chorus, “For God, for country
and for Yale.”

I doubt not that the exalted patriotism of one of Yale’s noblest sons
abides here as the ideal of the scholar, the soldier and the patriot.
When, one hundred and twenty-two years ago the twenty-second day
of last September, a Yale man, distinguished in his student days for
grace of manner, for exactness of scholarship, for devotion to high
ideals of living, placed his young life as a sacrifice upon the altar of
his country, he gave utterance to the memorable words: “I only regret
that I have but one life to live for my country.” Nathan Hale has left
to the college men of this Nation, through all the centuries, an example
to be cherished and a patriotic spirit to be emulated.

According to Senator Morrill’s ideas and ideals, in this new land,
labor “shall stand on golden feet.” In a beautiful story, which was
probably founded on fact, Heinrich Zschokke tells how a Swiss family
of wandering tinkers and peddlers became in the second generation
braziers, girdlers and military accouterment makers, and in the third
generation were at the head of a brass and iron foundry, casting bat-
teries for arsenals and bells for cathedrals. They established, more-
over, a polytechnic school, not more for the study and practice of the
particular arts required in their own business than for the exposition
and inculcation of those principles of integrity and of liberality on
which all business of an honorable character must everywhere be con-
ducted. The mechanic or the farmer of this generation may be the
capitalist in the second and third, managing vast properties upon
which depend the welfare of thousands of men and hundreds of fam-
ilies. The tradesman of to-day may have resting upon him to-morrow
the responsibilities of legislation that will make or mar the progress of
the Nation.

From the higher education, therefore, we must exclude all over-
particularizing and all over-specialization. Our first aim shall be to
make men endowed with great social virtues. The useful must be

 
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18 President Stubbs’ Address.

incarnated with the true and the beautiful in the personality of our
students that shall be accepted everywhere as the highest realization
of personal and civic worth, when it is said:

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Founder's Day Address
May 20

Delivered at Girard College, Philadelphia

CO-ORDINATION OF HIGHER
EDUCATION

 

 

 

 

 

 
 

 

 

 

 

 

 

 

CO-ORDINATION OF HIGHER EDUCATION

It has been well said that when Stephen Girard con-
ceived this notable institution, the benefaction was more
than a philanthropy,—it was a precedent. He was the
first man of great wealth to devote a vast fortune to an
educational idea. We cannot measure the influence that
act had. The example may have been of as great good
in its effect upon the minds of other men of wealth, as
has been the value of the great benefaction itself. Cer-
tain it is that the precedent then made was the begin-
ning of a long and ever-increasing list of educational
gifts. That list has come to be of such proportions that
to-day the giving of a million dollars to an institution of
learning excites little more than the passing comment of
the hour,

In the gift of Stephen Girard, there was a special signi-
ficance. It was not a gift of money alone ; there was added
to the money wise judgment, a noble motive and a care-
fully considered plan. Girard gave his brain, the ripe
wisdom of his experience, and the broad and helpful
charity which years of struggle and sorrow and loneli-
ness had left in his heart. With his money, he also gave
himself.

In the long line of educational benefactors who have
come after him, can there be found one who has done
more? Is there one who has more completely vivified
his gift with his own thought, his own personality? It is
to the value of that particular phase of Girard’s giving,
the value of the example which he set in the giving of his
own ripe judgment, as well as of his money, that I would
especially direct your attention.

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CO-ORDINATION OF HIGHER EDUCATION

Learned men are to-day almost as far from agreement
as to what constitutes the best education, as they were
when Aristotle first protested against current beliefs on
the subject. All the centuries of debate and of experi-
ment from the days of the Greek philosophers to the latest
meeting of our own educators, have resulted in progress,
but certainly not in agreement as to what is education
and as to just how it should best be acquired. Probably
the nature of the problem is such that a definite solution
never ‘can be reached. We can hardly expect an answer
which will be accepted by all learned men. I am in-
clined to believe that one reason why we have never ap-
proached nearer to agreement, however, is because the so-
lution of the problem has been left too largely in the hands
of professional educators.

Even though men bear learned degrees and have shown
rare ability in acquiring a special sort of knowledge pre-
scribed by a particular system of education, it may not fol-
low that those same learned men are the best judges of
what should be the trend of that educational system. If
they alone are left to shape the further development of
that system, I believe its growth would be less likely in
all respects to follow the best lines than would be the
case if its development were in a measure shaped by men
who have acquired another form of education and have
scored success in other fields. The professional educator
is quite as likely to became narrow and provincial as is
any other specialist. The president of one of our great
eastern universities told me a few days ago that he had
been making an exhaustive examination of the history
of his institution and he had discovered that every great
progressive step which the university had taken in 150
years, had been against the protest and the opposition of
the faculty. The trustees from time to time brought for-

ward new plans of organization and broader ideas re-

 

 

CO-ORDINATION OF HIGHER EDUCATION

 

garding the curriculum. The faculty had in every case
voted adversely, and when the changes were made, they
were made only by the trustees taking the responsibility
upon themselves. Even Alexander Hamilton, with his
consummate wisdom, once worked out a plan of reorgani-
zation for the university, only to have it meet with the
usual vote of emphatic protest from the faculty, but final
adoption by the trustees. Now, in the light of years of
experience, these changes are seen to have been wise
in the main. The unavailing protests of the learned
men who made up the institution’s faculty are dis-
covered to have sometimes been based on narrow
grounds lacking the impersonal view and judgment that
should have been brought to bear upon the questions.

This is only one illustration of many that might be
given of the tendency toward narrowness on the part of
the specialist, of the wisdom there is in larger counsels
and of the value to educational progress that may come
with the judgment and experience of men of large affairs
and wide interests. Schools are for the education of all
sorts of men, and in directing their development, there is
need of almost as many points of view and of as varied
experiences as there are classes of men to be educated.
It is easily possible for men engaged in the particular
work of education to become narrow. Book covers con-
tain much knowledge, but may also shut out from a too
close student much wisdom,—much of that sort of wis-
dom which is gained by experience in the world. And
so, I believe that when the example was set to men of
wealth, of giving with their money their thought, their
experience, their judgment, that example was of great
value.

Keen foresight, a shrewd knowledge of humanity, a
wise and well-seasoned judgment of the practical value
of things, ordinarily go to make up the mental equipment

7

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CO-ORDINATION OF HIGHER EDUCATION

of the man who has made a million dollars which he is
ready to devote to some great public good. If the example
which Girard set in any measure leads such men fully
to use that same wisdom and judgment which enabled
them to make the million dollars, in helpfully directing
along right lines the manner of its spending, then the
example is of value indeed. The worth of a man’s bene-
faction may be vastly increased if, to directing the in-
fluences which the gift will set in motion, he will give
anything like the thought which he gave first to the ac-
quisition of the money. The gift which 1s vitalized by
the sound judgment of the giver may become more val-
uable because of its aim than because of its amount.

There has been much generous giving without clear
thinking. There has been much philanthropy the effect-
iveness of which has been small because there was lack
of wisdom in directing its use. That leads me then to one
thought which I wish to present in connection with my
subject, and that thought is in reference to the tend-
ency toward waste. The keynote of economic life
to-day may be said to be the prevention of waste.
The pervading economic tendency of the day, the
tendency toward combination and away from useless
competition, is a tendency which has been set in
motion as a protest against waste. It is, I believe, in
its potentiality for the improvement of the condition
of men among the foremost of all economic influences
ever brought into being.

Not a great deal of thought has been devoted to the
idea of waste in education. We have a feeling that all
education is good, and whether or not this or that par-
ticular educational activity is of the greatest possible
efficiency, we still think that it is at least of value and is
worthy of encouragement. This loose commendation of
all forms of education tends to blind eyes to an educa-

8

 

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CO-ORDINATION OF HIGHER EDUCATION

 

tional waste, though they would with clearness see an
economic waste. It is true too that the disadvantages of
educational waste are not so clearly discernible as are the
disadvantages of economic waste, though the results may
be no less deplorable.

Since the precedent of the great Girard benefaction was
established there has followed a golden flood of gifts for
educational purposes and in the main the giving has been
without discrimination. It has been as if Education were
a definite and complete conception and as if a benefaction
laid at Education’s shrine, no matter where that shrine
might be erected or in whose keeping it might be, was a
gift given with rare discrimination and with the certainty
that it would be wisely devoted to the noblest uses. Un-
fortunately that has not always been the case. Educa-
tional donations are frequently, I may almost say usually
made with a lack of perspective as to what would be
best for the whole educational field. The giver or the re-
cipient may be moved by an ambition to satisfy local or
personal pride. Rarely have men made their gifts in such
form as would be to the greatest advantage to the proper
development of the whole system of higher education.
They have not clearly seen how much the system was lack-
ing in co-ordination of effort, how wasteful it was becom-
ing in unnecessary duplication, how needlessly costly it
was being made by useless and hurtful competition—not
competition in the field of merit, but in the field of narrow
personal or local ambition.

There has been a lack of co-ordination in the field of
higher education. We have failed to evolve a strong cen-
tral purpose which would serve to give symmetry to edu-
cational development. The lack of a central influence,
an influence which would hold back growth here and en-
courage it there, has cost much in wasted effort and in
unsymmetrical growth and development.

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CO-ORDINATION OF HIGHER EDUCATION

If the Stephen Girards of to-day, men of clear thinking,
of high purpose, of wise judgment, would give the best
that is in them of wisdom and advice to aid the educators
in creating wisely such a central purpose, the gift which
they would thus make would be of greater value than
would be their gifts of millions.

Just what they should advise I am, of course, neither
prepared nor competent to say. I wish only to assert
confidence in the great benefit to the wh 'e movement of
higher education which would come from the advice such
men could give, would they but study the problem with the
care with which they study the large affairs of business.
There is, however, a hint for a plan of effective action, it
seems to me, in the two vast benefactions which have been
made by the great philanthropist of our present day. In
the ten-million-dollar fund which created the Carnegie In-
stitution there was the idea of a benefaction which should
be devoted to the advancement of human knowledge
wherever the opportunity could be found. It was not the
purpose to build up an additional institution of higher
learning, to duplicate the work and compete with the ef-
forts of an already ample number of such institutions, but
rather to lend aid wherever aid was most needed for the
advancement of human knowledge. In a more recent
benefaction a like vast sum has been given for the useful
purpose of retiring faculty members who have passed their
day of usefulness and who, in the interest of highest ef-
ficiency, had best make way for others. The benefits of
this latest foundation are intended to apply to the entire
body of institutions of higher learning with certain obvi-
ously appropriate exceptions.

Is there not in these two benefactions a hint of what
might be done in the way of a movement of great import-
ance towards unifying and co-ordinating our whole system
of higher education, a movement which would tend to de-

10

 

 

CO-ORDINATION OF HIGHER EDUCATION

 

crease a waste of expenditure and of effort? It hardly
needs demonstration, I think, that there is such waste.
There is a waste of educational endowments and of in-
structors’ efforts as well as of the meagre funds and
invaluable time of the youths whose college years are be-
ing made less fruitful than would be the case had we
reached the point of highest possible efficiency in each edu-
cational institution.

I believe there might be created a great central fund, the
object of which should be so to distribute the income as to
give effective force to an impulse toward co-ordination of
our whole system of higher education. If such a fund
were in the hands of the wisest body of men that could be
brought together for that purpose, it could be so used that
it would stimulate the educational system to a symmetrical
growth. It could be so administered that it would encour-
age that growth which ought to be encouraged in the
judgment of men who were looking at the whole field. It
would avoid the mistake of helping institutions to under-
take work that was not demanded and for which they were
not fitted. It would give great encouragement to the
small colleges, but it would be encouragement leading
them to do the best possible work in their own particular
field, and not stimulating them into attempts to become
universities that undertook to accomplish impossible
things. On the other hand, it would give encouragement
to great universities to broaden and strengthen their ca-
pacity to do true university work, and it would discourage
the efforts of such of those institutions as may have for-
gotten that numbers alone do not make great seats of
learning. It would put emphasis on the error of those in-
stitutions that have lowered their standards and admitted
to their privileges a mass of illy-prepared youths, who,
from every point of view, might have better spent some

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CO-ORDINATION OF HIGHER EDUCATION

time at a smaller institution where individual needs could
have been looked after more efficiently and effectively.

I would provide for the administration of such a fund, a
board of trustees that had large educational experience
and outlook, and I would also have among those trustees
men of broad experience in affairs of importance and in
the practical matters which concern the average man.
Such a fund so administered would put a mighty impress
on the whole development of higher education. It might
make an impress which would be out of all proportion in
importance to the effect which the same fund would have
had if, in the first instance, it had been divided among
many institutions.

I believe if some present day Girard will make the be-
ginning with such a fund, giving with his benefaction his
wisdom, his experience and his judgment, so that the fund
really becomes an instrument such as I have described, he
will have rendered a service, the value of which will be
beyond measure ; he will have created an instrument
which will check waste ; he will have helped men to
see that the highest possible success for an institution
of learning is to become a perfectly efficient unit in a
perfectly co-ordinated scheme ; he will have made men
understand that the unit which forms one part in such
a system is as creditable as another, that the small
college can be made to do as valuable work as the great
university, providing each institution fulfills its special
purpose in a symmetrical whole.

Since the day when Stephen Girard drew the will which
made this institution possible, there have come alterations
in the scope and method of educational work which have
been fundamental and far-reaching. The seventy-five
years which have elapsed since that instrument was writ-

ten have worked vast change and progress in every depart-
ment of life, and in none, perhaps, more than in the field

12

 

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CO-ORDINATION OF HIGHER EDUCATION

 

of education. The world’s conception of a university has
been revised within that period, the scope of the curric-
ulum has been broadened so as to take in fields of knowl-
edge that were not thought, by Stephen Girard’s contem-
poraries, susceptible of scientific classification. Those
curriculums have now long contained subjects which then
noone supposed wouldeverforma part of college training.

We have gained, too, new and greatly improved concep-
tions of how old subjects should be taught. In the enter-
taining autobiography which that most useful citizen,
Andrew D. White, has recently given to the world, an
interesting picture is presented of the shortcomings of
American universities at a period even a generation after
Girard’s death. The university world then was a world of
dry text-book recitations, lacking the method and treat-
ment that give subjects a living interest. There was not
at that time in an American university a professor of his-
tory, pure and simple. It was not until Mr. White had
organized Cornell University, and at as late a day as 1870,
that there was in any American university a course of
lectures on American history. An American student, in
order to secure instruction in the history of his country,
had, before that time, to go to the lectures of Laboulaye at
the College of France.

It is within the period since Girard’s death that an en-
tire department of learning has been recognized and cre-
ated—the department of higher technical education. At
first the idea of that sort of education was scouted by the
universities, while its value failed of appreciation at the
hands of practical men. A man need not to have lived
more than the allotted span to remember the scant regard
in which higher technical education was held. Practical
men pronounced it impractical ; learned men regarded its
atmosphere, spirit and scope as something to put it quite
outside of the recognized field of higher education. There

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CO-ORDINATION OF HIGHER EDUCATION

has been a long step from the attitude of those early days
to the present when we find even in the strongholds of the
ultra-conservative university life of Germany, a recogni-
tion of technical training which places it on a level with
the other learned professions, or when at home we find
even intellectually aristocratic Harvard inviting, perhaps
vainly, a great technical school to share in its endowments
and enjoy the lustre of its honored name.

I have referred to some of these evidences of change and
of progress in our views regarding higher education, be-
cause I believe that we are even now in the midst of as im-
portant changes and as great progress as in those years
gone by. The tendency is to make education more practi-
cal. We are coming more clearly to recognize that for
the many kinds of men there must be many kinds of educa-
tion. In those early days the engineers who grew up in
a school of experience looked with doubt and disfavor for
a time upon the man who, by some short cut of learning,
was attempting to reach a goal ahead of those who were
following the ordinary road. So the busines man to-day
is inclined to look with doubt upon any suggestion that it
is possible to have a higher commercial education which
will be of practical value. Just as the educators of two
generations ago felt that there was no proper place in the
sacred grove of learning for a branch of education that
smacks so of every-day life as did a course of engineering,
so to-day there are many who believe that an attempt to
teach the principles of commerce would be bringing into
the classical conception of education, a subject that has
no place there.

The mental equipment of a business man needs to be
greater to-day than was ever before necessary. Just as
the sphere of a business man’s actions has broadened with
the advent of rapid transportation, telegraphs, cables and
telephones, so have the needs of a broad understanding of

14

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CO-ORDINATION OF HIGHER EDUCATION

 

sound principles increased. It was steam processes of
transportation and production that really made technical
education necessary. The electric dynamo created the
demand for technically educated electrical engineers. So
the railroad, the fast steamship, the electric current in the
telephone and cable and the great economic fact of gigan-
tic and far-reaching business combinations, are making
the science of business a different thing from any concep-
tion of commerce which could have been had when Girard
was the most successful of American business men. The
enlarged scope of business is demanding better trained
men—men who understand principles. New forces have
made possible large scale production, and we need men
who can comprehend the relation of that production to the
world’s markets. There has been introduced such com-
plexity into modern business, and such a high degree of
specialization, that the young man who begins without
the foundation of an exceptional training, is in danger of
remaining a mere clerk or bookkeeper. Commercial and
industrial affairs are conducted on so large a scale that
the neophyte has little chance to learn broadly either by
observation or by experience. He is put at a single task.
The more expert he becomes at it, the more likely it is that
he will be kept at it unless he has had a training in his
youth which has fitted him to comprehend in some
measure the relation of his task to those which others
are doing.

It is true that the practical value of technical education
is more obvious than is the value of a higher commercial
education. A man cannot build a railroad bridge unless
he is an engineer. Schools can teach engineering and the
value of the technical school is therefore clear. It is less
easy to establish the certain value of a higher commercial
education, but, for my own part, I believe that that value
will in time come to be as fully recognized. = We have

15

 
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CO-ORDINATION OF HIGHER EDUCATION

 

seen in Germany an example of distinct success of this
sort of training. One is beginning to find all over the
world positions in business houses filled by Germans who
have been selected because of the superior training
they have received in the German schools.

If the people of the United States are to make the
most of their opportunities, they must employ the most
effective methods. In a university course of higher
commercial training much can be taught that will be of
national value in the development of these opportunities.
These schools of commerce, it seems to me, should be at-
tached to universities. The training they offer should be
in addition to the general university training. I believe
there is a trend in educational development to-day that is
in that direction, and that the results which will follow
such a development will be of enormous value.

The men who have administered Girard College have
had occasion to note an interesting change in an important
phase of industrial conditions. When Stephen Girard
planned the institution there was well recognized as a part
of our industrial life a system of industrial apprentice-
ships. That system disappeared. The course of training
which it offered no longer exists. Other and, perhaps,
less efficient methods have come into vogue.

There has been as marked change in the training which
is available for the business man. It is by no means cer-
tain that a young Stephen Girard, having in every par-
ticular a mental equipment equal to that of the young
Frenchman who put out to sea a century ago and more to
make his fortune in commerce, could to-day duplicate that
success. Conditions have vastly changed. A new order
of equipment is demanded. The staunchness of character,
the same intrepid will, to-day will play their part as they
played it then, but in addition there is now demanded a
breadth of technical knowledge, a fund of specialized in-

16

 

CO-ORDINATION OF HIGHER EDUCATION

 

formation, a comprehension of intricate relations and an
understanding of broad principles which the conditions of
a century or even a generation ago did not make im-
perative. I have faith then that some new Girard, recog-
nizing those changed conditions and consequent new de-
mands, will make a benefaction which will help to give us
clear-thinking, right-minded and well-equipped youths,
from whom may be developed future captains of com-
merce and industry. And if the example which this in-
stitution typifies serves to lead that benefactor to give
with his money the best there is in him of wisdom, ex-
perience and judgment, to insure that the money be most
wisely spent, then will there be fresh reason for us to
honor the name of Stephen Girard.

 
An address delivered at the

A NEW COLLEGE DEGREE

Convocation of the University of the State of New York
in the Senate Chamber at Albany

 

 

 

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A NEW COLLEGE DEGREE

In this gathering of professional educators I presume
nothing less than the traditional bravery of the foolish
would lead a layman into a discussion of a new phase of
higher education. That would seem to be particularly true
in the face of a recent utterance by that revered dean of
American learning, President Eliot of Harvard, when the
subject chosen is commercial education. President Eliot
has recently told us that it is monstrous —the strong adjec-
tive is his—that it is monstrous that the common schools
should give much time to compound numbers and bank
discount, and little time to drawing. In the face of that
vigorous declaration against utilitarianism, the layman
must be foolhardy indeed who would raise his voice in
advocacy of an education especially adapted to men who
are to lead commercial lives.

President Eliot has told us further that the main object
in every school should be—not to provide students with
means of earning a livelihood—but to show them how to
live happy and worthy lives inspired by ideals which exalt
both labor and pleasure. That desirable object he seems
to believe can be best obtained by teaching children how
lines, straight and curved, lights and shades, form pic-
tures; rather than by leading their young minds into the
waste places of compound numbers and bank discount.

On any subject connected with education there is no
opinion that should be more revered than that of the
President of Harvard. His position is unique; his words
are the voice of authority. This slighting opinion of bank
discount and compound numbers which Dr, Eliot has ex-

21

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A NEW COLLEGE DEGREE

pressed can, I presume, hardly be taken as representing
his unqualified view regarding practical education.
Through all time there have been many distinguished ut-
terances by philosophers and teachers as to the meaning
of education. These men, however, have rarely agreed
in their concepts of the purpose and the aim of
education. Since the days of the Greek philosophers there
has been little progress toward a generally accepted view
of what education should aim to accomplish. When the
doctors of learning themselves disagree perhaps a layman
may be forgiven for differing from them on some points.

It is certain that the college curriculum has undergone
many changes and much development even within the
period of years during which most of you have been ac-
tively connected with educational matters. We have seen
great changes, marked broadening and much significant
development in the studies generally prescribed as
requisite for a college course. Those changes have been
sufficiently marked to indicate that there is still, in the
minds of those who are directing education, indefiniteness
as to what is absolutely best in the way of instruction.
The changes which have been going on have been suffi-
ciently rapid and recent to lead one to believe that there
may still be important changes, still material broadening,
in the courses which our colleges offer. It is logical,
therefore, to believe that our system of higher education
has not settled into anything like permanent form. The
alterations which we have seen indicate that there are
more to come. Curriculums which are to-day regarded
with the highest veneration, may to-morrow, in some, be
found lacking and in need of modification. It is in the
belief that the college curriculum is still in a period of
transition and enlargement that I venture to give my
views of one phase of higher education in which I think
we are soon to see distinct developments.

22
Ze

 

A NEW COLLEGE DEGREE

 

The experience which I have had in business, and par-
ticularly the experience which I have had with young
college men in business affairs, leads me to the firm belief
that much may properly be asked in the way of a broad-
ened university curriculum. Much could be added that
would be of great advantage to the individuals who are to
be future leaders in business life. But the added courses
would be of value, not alone to those individuals, but
in the future development of commerce along right
lines and thus of importance in working towards the
well being of the commonwealth.

I believe in the educated man in business. I believe the
present college course is not the best that can be devised
for the training of men who are to be leaders in com-
mercial and financial life. It is true that we have scien-
tifically classified a few of the principles and underlying
laws of commerce and. finance, and we teach them more
or less well. I believe many more of those laws and
principles can be scientifically classified, and can be taught,
and that the result of such teaching will make better busi-
ness men, will qualify men for great responsibility earlier
in life, will help solve the problems that new commercial
conditions have raised, and will work to our national ad-
vantage, not only in the way of our pre-eminence in com-
merce, but also in the direction of a clearer understand-
ing of the true relation between government and business
and therefore toward a better discharge of our duties as
citizens.

There should be no failure on the part of our educators
to appreciate the increasing demands that are, by the
changing character of commercial affairs, being laid upon
the abilities of business men. The last two decades have
witnessed changes that make necessary an entirely new
order of ability in business life. Those changes demand
a greatly superior training. We have seen the capital

23

 
a er————————

A NEW COLLEGE DEGREE

 

employed in business enterprises jump from millions to
billions. That change is significant of something much
more than mere growth in the magnitude of commercial
operations. It is significant of fundamental alteration, in
conditions and methods. We have seen struggling lines
of railways united into systems and systems into vast
nets, all operated under a single management. We have
seen whole industries concentrated into a few combina-
tions, and those combinations dominating their especial
markets throughout the world. These new conditions
have surrounded us with problems for the solution of
which experience furnishes neither rule nor precedent.
To solve them we need a grounding in principles, an
understanding of broad underlying laws.

The world is in great measure becoming a commercial
unit. The eye of every business man must be farseeing
enough to observe all markets and survey all zones. A
significant word spoken in any market place or parliament
of the world, instantly reaches the modern business man,
and he should be prepared correctly to interpret its mean-
ing.

Electricity has annihilated the geographies, for it has
destroyed the distinctions which gave geographical boun-

 

 

A NEW COLLEGE DEGREE

 

understand the true relation between far separated con-
ditions and widely diverse influences.

With the limitless wealth of resources which we have
had in America, the successful conduct of a business
enterprise has been a comparatively easy matter. Nothing
short of egregious error has been likely to lead to failure.
Any ordinary mistake in judging conditions or in the
application of principles has, as a rule, been obliterated by
the rapidity of the country’s growth and the extent of its
industrial and commercial development. If some of the
men who have made notable commercial successes had
been forced to face the harder conditions that exist in the
old world, the measure of their success might have been
very different. Had they been confronted by a situ-
ation where population was pressing upon the means of
subsistence, where all the soil was under cultivation,
where the mineral resources were meager and where there
was lacking the wealth of the virgin forests, they would
have needed greater abilities and better trained faculties
in order to achieve such marked success. We are easily
inclined to believe that we have the best business men in
the world. I am disposed to agree with that view. But
one should not lose sight of the fact that the lavishness of
opportunity has brought commercial success to many who

il HE daries their significance. Political distinctions will con-
tinue to live, languages and religions will continue to
differ, but the peoples of the earth, regardless of political
boundaries, of racial differences, of national ambitions,
are coming rapidly to form one great commercial unit, one

have come into the field illy prepared and with small
ability. Any one who is familiar with the commercial life
of Germany and has seen the successes there built up out
of a poverty of resources—successes perhaps not compar- Hy
ing brilliantly with some of our own, until one studies the |

i ———— a i hi A a

great economic organism. There are no tariff walls
against capital. The language talked by money is a uni-
versal tongue. The modern business leader, therefore,
more than was ever the case before, needs a mind educated
to think clearly, needs the ability accurately to trace effect
to cause, and needs the training that will enable him to

24

difficulties that had to be surmounted in achieving them,— Hall

must perceive there some elements of business ability
superior to our own. There has been an astonishing in-
crease of wealth and an enormous expansion in com-
merce in that nation. No one searching for the
fundamental reasons why German commercial prog-

25

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A NEW COLLEGE DEGREE

ress is relatively so much greater than that of other
European nations, will fail to reach the conclusion
that one of the greatest factors in that country’s de-
velopment has been the prompt and intelligent use which
has been made of the schools. The Germans have to the
highest degree made practical application of their learn-
ing. They have brought the true scientific spirit to bear
upon their every-day problems. Industry and commerce
have both profited in the largest degree. To-day we find
in that nation, in spite of its lack of natural resources, pre-
eminence in many industrial fields, a striking pre-emi-
nence in foreign commerce, and a superior intelligence
in the administration of finance. Those successes can
all be, in the greatest measure, traced back to the school-
master.

A certain unequaled native ability, coupled with un-
paralleled natural resources have united to help American
business men achieve a measure of material success that
has been in many cases, I believe, quite out of proportion
to the ability brought to the work. In American business
life the coming years can hardly be expected to offer so
many easy roads toward business success as have ap-
peared to the commercial wayfarer at every turn in years
past. Our resources, of course, are far from reaching the
complete development common in the old world countries.
We have nevertheless advanced to a point of development
where there will be less chance for success to come as a
reward for haphazard and illy directed work. The suc-
cesses of the future will be for better trained men. That
is true not alone because we have in a measure already
exploited our great resources, but because the field of
commercial activity has so vastly broadened, because there
has been such an enormous gain in the magnitude of com-
mercial operations, and because of the increasingly intri-
cate relationships which have resulted from this broaden-

26

 

A NEW COLLEGE DEGREE

 

ing and this growth. The changed scope, character and
methods of modern business have united to demand men
with a training superior to anything that was ever needed
before, as the successful commercial leaders of the future.
That general training cannot be had in the highly special-
ized process of the routine work of the office. The prac-
tical school of experience is too wasteful as a teacher of
general principles. There will, of course, be the excep-
tional man who will come up through that routine train-
ing and dominate his field by the force of his intellect, but
in the main the new conditions of affairs demand a su-
perior training such as only the schools can give.

I know the majority of business men trained in the
school of routine work will doubt the feasibility of teach-
ing in the class-room, in a scientific and orderly fashion,
those principles which they have gained only through
years of hard experience and which they even yet recog-
nize more by a sort of intuition than by conscious analysis.
The engineers of an earlier day thought that blue overalls
and not a doctor’s gown formed the proper dress for the
neophyte in engineering, but we have come long ago to
recognize that the road to success as an engineer is
through a technical school. So, too, I believe, we will
in time come to recognize, though perhaps not to so full
an extent, that the road to commercial leadership will be
through the doors of those colleges and universities which
have developed courses especially adapted to the require-
ments of commercial life.

When I speak of a higher commercial education I am
referring to an ideal education for commercial and finan-
cial leaders. An ordinary machinist does not require to be
graduated a mechanical engineer. A riveter of bridge
bolts has no need to have taken honors in a course of civil
engineering. A bookkeeper, a stenographer or a bank
clerk does not require such a commercial education as I

27

ar ty aan To A im am at

 
 

A NEW COLLEGE DEGREE

am suggesting. For all those positions there should be
special instruction, fitted to the character of the duties.
My thought at the moment, however, is directed particu-
larly towards the ideal form of university education for
leaders in financial and commercial life.

In advocating a so-called higher commercial education,
I would not be regarded as desiring a college course highly
specialized and devoted to technical subjects at the expense
of a broad cultural training. I would not be understood
as advocating changes that will work towards a narrower
college education, but rather changes that will work to-
ward a broader one. I am not going to outline specifically
what I think the curriculum should be for an ideal higher
commercial education. At the present time such a definite
outline is impossible. It is impossible because text-books
must be written and teachers must be taught before that
ideal course can be given. An ideal course such as I have
in mind must at best be the development of years. There
will be necessary action and reaction between university
life and business life. Men must be better trained in the
university for their business careers, and then out of that
business life, and from among those better trained men,
must in turn come men who will bring to the universities
that combination of theory and practice, that knowledge
of principles combined with familiarity with practical
detail, which in the end will make both ideal teachers and
ideal business men.

There is little or nothing that has been proven good
that will need to be cut from the present college course.
I believe the additional work and training that will be
necessary in an ideal commercial education can easily be
made possible within the present term of university resi-
dence by more effective and economical use of time. It
will not be necessary to discard present requirements that
have been found to be useful and have been proven pro-

28

 

A NEW COLLEGE DEGREE

 

ductive of good results. It will only be necessary to
apply to both the years of preparatory work, and to the
years of the college course, the business man’s keen
antipathy to waste. The time can then be saved that will
be needed for the mastery of those special lines of study
that will differentiate this ideal commercial course from
the work which is at present demanded for a college
degree.

I believe it is too nearly the truth that a college degree
in America to-day does not mean a great deal more than
four years of residence at a college. It certainly does not
mean that there have been four full honest years of hard
and conscientious work as an absolute requisite for that
degree. There is undoubtedly opportunity for a man to
put in the fullest measure of industry, but there are few
institutions where that full measure is absolutely required
before they will give the stamp of their approval in the
form of a degree. The schools that are most tenacious of
classical tradition should hardly feel proud of the fact
that practically the only institutions of learning in the
country that absolutely demand a full and honest return
of work done in exchange for the honor of their degrees,
are the technical schools. If as sharp a demand for time
well spent were made in all colleges, a long step would be
taken toward gaining sufficient room in the curriculum for
the studies that will be necessary to make up an ideal
commercial course.

I am perfectly aware that among the various concep-
tions of the true aim of education, there are many which
agree with that of Dr. Eliot that a school is not for the
purpose of providing the student with a means of earning
a livelihood. I sympathize with those conceptions which
hold that the purpose of education is to create noble
ideals, to encourage the growth of the tap roots of sound
character and to cultivate the blossoms of culture, but do

29

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A NEW COLLEGE DEGREE

 

not believe that my ideal of a commercial education is
necessarily at variance with these ideals. In advocating
it I do not think it is necessary to adopt the view of the
utilitarians, who believe that education should be merely
a course of technical training, fitting the student for
some practical work. I would not make the mistake of
planning a course of study which would merely be an
anticipation of the duties of the counting room. I know
there are some who measure the value of the work of a college
by its success in being of practical and important advan-
tage to those who are preparing for professional life.
They believe that the school which will, in the briefest
time, turn a man into an able lawyer, a competent engi-
neer, or a skillful physician, should be regarded as the
most successful. People holding that very practical con-
ception of the purpose of education should at least be
glad to welcome a new field in which university training
may be applied with practical results, but I do not believe
it necessary to hold these narrow views in order to agree
that higher education may be so shaped as to be of
especial advantage to young men looking forward to
business careers.

There are some who regard the university as primarily
a center for the diffusion of learning. That conception is
imperfect, but I should think that those who hold it would
recognize a field of the very greatest importance in the
work which might be done in the way of disseminating
correct views in regard to financial and commercial sub-
jects. If we had in our universities professors capable of
a thoroughly scientific understanding of the principles
underlying many of the problems of finance and com-
merce, these men would help us to see distinctly and to
think clearly in regard to some of our everyday practices
and tendencies. The dissemination of such knowledge
would surely be of great value.

3°

 

 

A NEW COLLEGE DEGREE

 

There are some whose conception of a university is
that its greatest work should be in the field of scientific
research. They have a noble ideal. They believe that the
development of new knowledge is a work even superior
to that of its diffusion. They aim to inculcate a spirit
which will lead men to seek truth for its own sake, and
to create an enthusiasm for scientific exactness. That
idea is not at all out of harmony with the possibilities of
a higher commercial education.

In the popular mind the motives of business men are
often maligned. I know leaders in the business world
who have as little concern for personal reward in what
they seek to accomplish as would be the rule with men
engaged in scientific research. These men are devoted to
certain commercial ideals. The making of money hap-
pens to be inseparably connected with those ideals, but
the making of money is not the great moving force. They
are interested in the expansion and development of busi-
ness, in the discovery of new fields of operation and in the
introduction of improved methods. Their interest in that
work is no more ignoble than is the interest of any other
specialist. Men who already have more than most ample
means, are not for personal gain pursuing business with
an absorbing intensity. It is empire building with them,
perhaps on a small scale or perhaps on a great one. Their
lives are not sordid. They may be narrow, as the lives of
all specialists are narrow, but the popular idea in regard
to men whose lives are given to commerce, the view that
these men are devoting their existence to mere money
getting, is in great measure erroneous. They have the
same high type of imagination which usually marks men
who attain eminence in any other line of activity. They
are, in a large way or in a small way, as may be deter-
mined by their environments, using qualities similar to
those that make great statesmen, great scholars, or great

31

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—_—

 
 

A NEW COLLEGE DEGREE

 

scientists. I believe, therefore, that a proper education
for the highest work in commercial life might be so out-
lined as to be entirely in harmony in its practical applica-
tion with the ideals of those who conceive that a univer-
sity should be a place for scientific research, a place where
the scientific habit of mind should be created, and where
truth should be sought purely for the love of the truth.
A higher conception, perhaps, than all those others, is
a definition which Dr. Hadley gives us. In his view the
most profoundly important work which falls to the lot of
the American citizen, is his duty in guiding the des-
tinies of the country. He believes that if we train the
members of the rising generation to do this well, all other
things can be trusted to take care of themselves; but if
we do not train them to do this well, no amount of educa-
tion in other lines will make up for the deficiency. Sup-
pose then we accept that as the final test of a university
training. How can the duties of citizenship best be
taught? What are the requisites for a training in citizen-
ship ? I would answer, training in the highest concep-
tions of business. Of what does the work of guiding
the destinies of the country consist? Consider what are
the political problems of the day and of the generation.
A great part, nearly the whole of the work of government
in a country like ours, is merely the conduct of business
on a very large scale. Look over the political platforms
of the last generation or study the messages of the presi-
dents, and you will find a very large percentage of the
political questions that have been raised, are, in their
ultimate definition, merely commercial questions. What
have they been? The money standard ; the control of
trusts ; the regulation of interstate commerce; railroad
rebates ; questions affecting the currency and banking ;
customs duties ; schemes of taxation ; the building of
canals and the creation of plans for irrigation. These and

32

 

A NEW COLLEGE DEGREE

 

questions like them have made up almost altogether the
political questions of the day. They are in the end merely
business questions. No purely ethical principle is at stake.
We have now no necessity for a discussion of the rights
of man. Our government in the main is a great business
enterprise and our political problems in the main are
economic problems.

In respect to such questions, what sort of training is
wanted? Can any one answer them so well as a thor-
oughly trained business man, granting first that he is
governed by the highest ideals of patriotism and honesty ?
Will not the man who is thoroughly well grounded in the
principles of commerce and finance, be better qualified to
guide the destinies of our country, than one who has
merely had a training in the love for the beautiful or one
who has won class prizes in Greek declamation ? If we
adopt President Hadley’s view as to the most profoundly
important work of the university, I believe that noble
ideal is most distinctly in harmony with the conception I
have of what is possible in the way of a higher commer-
cial education.

In this connection Dr. Hadley has made one of the
wisest statements that has come from any modern edu-
cator. He has told us that every change in industry and
political methods makes it clearer that mere intelligence
is not sufficient to secure wise administration of the af-
fairs of the country, but in addition there must also be
developed a sense of trusteeship. There is nothing so
much needed in American life to-day, in my opinion, as
a cultivation of a sense of trusteeship. That need is by
no means confined to political life but is the need stand-
ing above all others in commercial life. If the schools
can teach it, and in a measure I believe they can, they will
do more for commerce than they have done for engineer-
ing, or law, or science. If I were to name one thing pre-

3

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A NEW COLLEGE DEGREE

 

eminently to be desired as a result of a course of higher
commercial education, it would be the cultivation of a
proper sense of trusteeship. I do not regard that as an
impossible ideal. A truer understanding of the real rela-
tion and relative importance of the principles of commerce
would give men a far clearer view and juster apprecia-
tion of the responsibilities of trusteeship. We have men
holding positions of great trust in our commercial life
to-day who have a childish ignorance in regard to their
responsibilities as trustees. These men are honest men,
they are well-meaning men, but they have never learned
the elemental principles upon which a sense of trusteeship
must be built. I am not so optimistic as to believe that a
college course could be so designed that those having its
benefits would afterward in active life always be imbued
with the highest sense of trusteeship, but I do believe that
Dr. Hadley uttered a great truth when he pointed out
that the cultivation of such a sense is the most important

work that a college has to do. If it is important in the
education of the American citizen, it is doubly important
in the education of that class of American citizens, who
have to deal with the commercial and financial life of the

country.

We are having an illustration to-day of how a clearer
understanding of underlying principles of commerce il-
luminates ethical considerations. A generation ago, be-
fore we had thought very deeply or accurately in regard
to the nature of common carriers, there were many men
who saw nothing ethically wrong in a railroad rebate.
Men regarded a railroad as a piece of private property
and railroad transportation as a commodity which might
with perfect propriety be bargained for and sold to the
best advantage. The whole community has since been
educated to a clearer comprehension of the fundamental
principles of transportation, with the result that we have

34

 

A NEW COLLEGE DEGREE

 

built up ethical standards which absolutely did not exist
before. This I believe is an illustration of what might
happen in many other directions with a better education
embracing principles and underlying laws.

I want to quote again from the President of Yale. Dr.
Hadley says: “An intelligent study of science whether it
be physics or biology, psychology or history, should train
a man in that respect for law which is the best antidote to
capricious selfwill on the part of the individual. The
student learns that he is in the midst of an ordered world.
If he has the root of the matter in him, he thereby gains
increasing respect for that order and readiness to become
himself a part of it.”

That statement we must all recognize as eminently
true. Is it not equally true of the study of the science of
commerce? Will not such a study train men in that
respect for law which is the best antidote to capricious
selfwill on the part of the individual? Is it not that of
which the country is to-day standing in the greatest need?
What do we need more than an antidote to capricious
selfwill on the part of the accidental millionaire? Does
not a lack of knowledge of fundamental principles lead to
a lack of respect for the great fundamental laws of
finance? I believe that is true. I believe when we have
reached a point of really making a scientific classification
of the principles of finance and commerce, a classification
which without question can be made, and when we have
developed a class of teachers capable of giving adequate
instruction and so made possible a course of study truly
worthy of serving as the basis for a new college degree,
we will then have taken a long step in the direction of
creating that respect for law of which we are now in
need. There will be a respect for economic laws because
we will better understand their significance and force.
There will be a greater respect for legislative laws be-

35

 

a a

 
wr nT

Ee

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A NEW COLLEGE DEGREE

 

cause, with wiser legislators, those laws will more surely
be based on correct economic principles. If all this is
true, then whatever your ideals of education may be,
cannot you all unite in helping to evolve a college course
which will be worthy of upholding a degree of Master
of Commerce ?

 

THE ECONOMIC IMPORTANCE
OF TRADE SCHOOLS

An address delivered before the
National Educational Association at Asbury Park

July 6, 190s.

ER Sb BE mT a si Ga Se sl i th SE Sofie (ah i of .

RE eee cee

ans

 
 

 

THE ECONOMIC IMPORTANCE OF
TRADE SCHOOLS

In the group of the great industrial nations, there has
come forward in recent years one that has taken a place
in the very front rank among industrial competitors. It
has reached a pre-eminent position in many special fields
of industry, wresting from others the vantage they had
long held in serene security. That nation is Germany.
By the aid of rapidly developed skill and constantly im-
proved methods, Germany has closed its own markets to
the products of the manufactories of other countries. But
Germany has done more than that; it has developed an
ability to successfully compete in the neutral markets of
the world, until to-day it shows the greatest capacity in
this field of international industrial competition that is
displayed by any of the great nations.

In accomplishing this remarkable industrial success,
Germany has had little aid from nature to make the task
an easy one, There has been no wealth of raw material
such as we Americans have had to aid us. There has been
no vast homogeneous domestic market such as has been of
vital importance in building up our manufactories. Her
people have lacked the peculiar inventive ingenuity which
in many fields of industry has been the sole basis for our
achievements. Her artisans have possessed almost none
of the delicate artistic sense which makes French handi-
work superior to the obstructions of all tariff walls. Her
industries were forced to grapple with English compet-
itors entrenched behind a control and domination of the
international markets which for generations have been
successfully maintained. But amidst this poverty of nat-

39

 

a El LL. UL

SE

 
 

THE ECONOMIC IMPORTANCE OF TRADE SCHOOLS

ural resources, and from among a people not signally
gifted either with inventive ability or artistic tempera-
ment, there has in a generation emerged an industrial
nation which stands forth, if we take into account the
disadvantages against which it had to struggle, as a
marvel of economic development.

I have had a somewhat unusual opportunity to study
the underlying causes of the economic success of
Germany, and I am firmly convinced that the explanation
of that progress can be encompassed in a single word—
the schoolmaster. He is the great corner-stone of Ger-
many’s remarkable commercial and industrial success.
From the economic point of view, the school system of
Germany stands unparalleled. The fundamental prin-
ciple of the German educational system is, in large meas-
ure, to train youths to be efficient economic units. In that
respect the German system is markedly at variance with
the present development of our own educational system.
In the German schools the most important aid in the work
of successfully training youths into efficient industrial
units has come from an auxiliary to the regular school
system. It has come from that division of instruction
known as the trade schools. The German trade schools
have been so designed that they supplement the cultural
training of the common school system. They are devised
to give instruction which will be practically valuable in
every trade, in every commercial and industrial calling,
They are so arranged that their work supplements both
the cultural training of the academic system and the
technical routine of the daily task. These schools are the
direct auxiliaries of the shops and the offices. They have
been the most powerful influence in Germany in training
to high efficiency the rank and file of the industrial army.

The students in these trade schools, you understand,
are youths who have completed the regular compulsory

40

THE ECONOMIC IMPORTANCE OF TRADE SCHOOLS

 

educational course and have gone out into the ranks of
active industrial and commercial workers. The hours of
instruction are so arranged that they fall outside of the
regular hours of labor in shop or office. The curriculum
is broadly practical. It includes the science of each par-
ticular trade—its mathematics or chemistry for instance—
and its technology. But it does not stop there. Prin-
ciples of wise business management are taught. The aim
is to prepare a student for the practical conduct of a busi-
ness. He gains knowledge of production and consump-
tion, of markets and of the causes of price fluctuations.
He is put into a position to acquire an insight into con-
crete business relations, and into trade practices and con-
ditions. Are not those aims worthy of our schools?
What truer democracy can there be than to have a school
system that will point the way to every worker, no matter
how humble, by which he may reach a clearer comprehen-
sion of the industry in which he is engaged and with the
aid of this knowledge may rise to a position of impor-
tance in that industry.

To do all this does not mean the “commercializing” of
our educational system. There is no need for opposition
even from those who hold that it is not the place of the
schools to teach youths how to earn a livelihood. Those
educators who lay strongest emphasis upon such phrases
as “character formation,” “mental discipline” and “har-
monious cultivation of the faculties,” may continue to
hold firmly to those views and at the same time welcome
an auxiliary school system which, without curtailing
their ideal culture courses, will add, after the ordinary
period of school life is over, the opportunity for valuable
practical instruction,

Such an auxiliary system of trade schools will be avail-
able for the youth after he has left the direct influence of
our present school system. There are in the United

41

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THE ECONOMIC IMPORTANCE OF TRADE SCHOOLS

States, ten millions of population between the ages of I5
and 20 years. Three-quarters of that number are not in
attendance at any school. Here is a group of youth,
seven and one-half millions in number, from which the
students of such trade schools would be drawn.

Surely it needs little training in the economics of in-
dustry to comprehend what an unreckonable advantage
it would be if a substantial proportion of that seven and
one-half millions were to be brought within the influence
of a new and entirely practical system of education de-
signed to make each youth a more efficient economic unit.

The present generation of American youth, entering
industrial or commercial life, is to encounter a new and in
some respects a harder condition of affairs. So far as
you, as educators, conceive education to be in any sense a
preparation for practical life in a work-a-day world, there
have been laid upon you new demands and fresh re-
sponsibilities. The industrial life of this country has in a
decade undergone changes more significant than had been
encompassed before in a period of two generations. No
one whose life has been largely in the class-room is likely
to have comprehended fully the true significance of the
development of the forces of combination. There has
been combination in the field of labor as evidenced in
the growing power of unionism; combination in the
domain of capital as manifested in the trusts ; concen-
tration in the control of industries, in the subdivision of
labor and the aggregation of wealth. This display of
the forces of combination, equally significant in the
fields of labor and of capital, has brought changed
conditions to the problem of human industrial endeavor.
The welfare of the people and the position which our
country is to maintain among nations, both depend on
no single thing more than on the recognition of these
changed conditions by our educators. You must

42

 

THE ECONOMIC IMPORTANCE OF TRADE SCHOOLS

recognize the new demands of the times. You must pro-
vide the educational requisites which these changed con-
ditions make imperative.

The forces of combination—the labor union and the
trusts—are united and are working in harmony to ac-
complish at least one thing. They are united in a tend-
ency to make, of a great percentage of our population,
commercial or industrial automatons. They both tend to
subdivide labor, and thereby limit the opportunity to
acquire a comprehension of broad principles. They both
tend to circumscribe the field of the apprentice, narrow-
ing his opportunity, forcing him into petty specialization
and restricting his free and intelligent development. All
this is placing us in grave danger of evolving an in-
dustrial race of automatic workers, without diversity of
skill, without an understanding of principles, and with-
out a breadth of capacity. There is but one power that
can counteract that tendency—that power is the school
master. These youths who can gain from their daily work
only that narrow routine technical experience, which
in the main is all that the conditions of modern industry
offer, have a right to demand something more. They
have a right to demand the opportunity for a practical
education. As modern conditions narrow their technical
training, those same conditions broaden the opportunity
for the man who does acquire knowledge which will give
him a grasp of more than a single detail of his business.
I believe it is your duty to provide schools which will
supplement the routine of the day’s work, schools that
will give to these youths a comprehension of the relation
of the narrow daily task to the broad industry, schools
that will supplement such cultural training as our present
system has provided with practical knowledge of imme-
diate and valuable application, schools that will counter-
act the discouragement and monotony of the daily round

43

 

 
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THE ECONOMIC IMPORTANCE OF TRADE SCHOOLS

of toil and create in their stead some enthusiasm for work,
build up a love of labor by showing an intellectual side
to what before was blank mechanical routine.

The industrial and commercial world never needed the
schoolmaster more. It is not enough to say that you will
give your efforts toward the perfecting of the present
system, until it will so garb youth in an armor of sweet-
ness and light, until it will so instill into the youthful
mind a love of the beautiful, so strengthen his character,
so build up by general cultural instruction his mental
grasp, so train his general faculties that you will for him
have dignified all labor and provided him with springs
from which, without regard to material surroundings, he
can always drink with the deepest satisfaction. All that
is a noble ideal, but none know so well as you yourselves,
that an armor of that sort, if it is to be forged by a boy
before he is fifteen years of age,will be an imperfect pro-
tection against the difficulties of modern industrialism.
The present system of education does not meet the pres-
ent requirements of industrial conditions. There is a
want in that industrial situation which nothing can so
well supply as an auxiliary school system. I believe
Germany has recognized that more clearly than any other
nation. Germany's answer to the problem raised by
the new industrialism has been the development of the
trade school. Her reward has been an unprecedented
prosperity of her people and an unexampled develop-
ment of her economic resources.

I would particularly emphasize the difference between
a system of trade schools and a movement to enlarge the
present curriculum of existing schools by the introduc-
tion of manual training. There should be no confusion
between those two ideas. One belongs to the category of
the “fads and frills.” I believe it is useful, but perhaps
it crowds out other. things still more useful. The trade

44

THE ECONOMIC IMPORTANCE OF TRADE SCHOOLS

 

 

school system which we need is an utterly different and
far more serious matter. It is a technical school of com-
paratively advanced type, with the technical side of its
instruction in the hands of skilled practical workmen.
The students are serious workers, regularly employed in
shops and offices, who are seeking for knowledge that
will help them better to grasp the technique and the prin-
ciples of their daily labor. The curriculum is designed
to aid them to comprehend the scientific and theoretical
sides of their work, supplementing their technical ex-
perience. The field is quite outside the direct influence
of our present school system. The result, in my opinion,
if such a system is generally developed, can not be reck-
oned in symbols of dollars. It will be as far-reaching as
our international relations, as broad as our industrial life,
as important as the welfare, prosperity and contentment
of our people.

45

 
 

 

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fochoerehrte Herren!

Meru wir die VYandwirthjdaftslehre ihrer Cutwidelung nad) priifen, jo fann es
ung nidt entgehen, dap man aud) hier wie ibevall evjt jum Al(gemeinen gelangte und damn
sum Bejondeven. Die Yandwirthidaft wurde als eine dem Handwerf fehr nal’ verwandte
Haushaltungstunjt betradytet, und die Aufgabe ber Landwirthjdaftslehre judyte man in der
Darjtellung eines alfgemein giiltigen Syjtems, welded die praftijdhen Regeln des Gewerbes
jammtlidy in jid) veveinigen jollte. — Weil aber ein joldhes Svjtem, aus jpeculativen
Theorieen aufgebaut, in dev Prapis fi) nidt jticdhhaltiy evieifen fonmte, die Praxis vielmehr,
je nad) den wedjelnden Vedingungen unter denen fie petyieben wurde, fehr widerfpredyende,
in einem Syjtem jdpwer veveinbave Regeln aufjtellte, jo Founte man ju einem anevfannten
Svjtem nit gelangen; alle Vemiihungen in diejer Ridtung bliebent vevgebens, ja fie Ddienten
mur dazu, die Praftifer mit Widevwillen gegen alle Theorie gu erfiitlen.

Thaer, dev fiiv die Vandwivthidaft wwevgeplide, jelbjtitindige Denfer griindete
eine neue Vehre der Yamdwivthichajt, die vationelle Schule, weld jich auf die Wifjenjdjaft
jtiigent follte, und ¥iebig, dev fiiv die Vandwirthidaft jo verdienjtvolle Fovider, diftivte
30 Sabre fpdter die Natuvgejee, welde die eigentliche Gpodhe der vatiomellen Schule ju
feitenn bejtimmt waver. Die 3u tvemuenden Verhltuifje famen damit uv Anjdauung, es
wide das Jundament fite die Ausbildung dev cingelnen Sweige der Yandwivthidajt gelegt,
pas Vejondeve entwidelte fic) aus dem Allgemeinen zum Vortheile des Gage, und die
Bedeutung dev exacten Wifjenjdhaften fiir die vandwivthidaftslehre, bejonders dev auf allen
Gebicten devjelben unentbehrlichen Chemie trat nad) wnd nad) in ihrem gamgen Umfange
pervor. Da aber die Landwivthe bis dahin ur ihrer quiten Meehrzahl den exacten Wiijjen-
jaften, auf deven Vobden alfein dev Ausbau dev vationelten Schule evfolgen fonmte, Leinabhe
gang fremd geblicben waven, wdhrend Ddie mvendung der Chemie gang augevordentlide
Fovtjdritte mate: So ging die wifjenjdaftlidye Bearbeitung der Landwivthidaftslehre aus
ben §iinden der Landwirthe fajt gang in die dev Ghemifer itber, und die jogenannte Agric
cultuy-Ghemie wurde jdlieiid) als die eigentlide Pertretevin der wiffenjdajtlidyen Yand-
wirthidaftslehre angefeherr. Auf den Cehritithlen der Landwirthidaft gejdjah in dex That
nidjt viel mehr, ald daf man die Yehven dev Chemie in ihrer Amvendung auf Agricultuy
und Phjiologie ohne weiteve Kritif wicdergad ober ur Ausjdmiidung praftijder Regeln
benugte. Crft in dev allevneuejten Sei, nadydem namentlid) Liebig bie PHerridaft der

 

 

 
 

 

 

 

 

 

Tradition in dem landwirthidaftlidhen Vetriebe immer und immer wieder und mit jteigen-
dem Crfolge angegriffen bat, {ind die Yandwirthe in griperer Anzahl der Wijjenjdaft nibher
getreten. an begreift, da die Vandwirthidaftslehre weder eine blofe Jujammenitellung
praftifdher Regeln, nod) eine blo angewendete Naturwifjenidaft fein fann, und die Land-
wirthidaftslehre beginnt, {id) jelbjt beinabhe unbewuft, jid) als eine jelbitjtindige Wijjens
daft su entfalten. Die Landwirthe jelbjt fangen an, die Pflege diejer, ihrer eigenen Wifjen-
jdaft in die Hand Fu nebmen und auf diefe Weife dag Vermddtnig auszufithren, welded
der grofe T haer fener Feit binterlajjen bat.

Weil die Vearbeitung einer wiffenidaftlicdhen Yandwirvthidaftslehre gevade in dev Feit
pes lebbhaftejten Kampfes iiber die Miditigfeit einer Wenge fid) entwidelnder Theovieen auf
dem (ebiete der in meme WVabuen gelenften Naturwijjenjchaften, nidt eigentlich ich in den
Hinden der Vandwirthe befand, und die jeitige Vehre dev Vandwirthjdhaft daber um jo mehr
von den nothwendigen Folgen eines joldhen Kampfes beeinflupt wurde: deshaldb mag in dey
Landwirthidaft die Meinung geltend geblieben fein, ald bewdbre id) die Theorie thatiddlid)
nicht allemal, und 3 mag fich das aug den Jeiten dev vein jpeculativen Philojophie tam:
mende Spriidwort gran ijt alle Theorie” Lejonders unter den praftijdien Landwirthen am
veben erhalten haben.

Cine exacte Theorie, und von einer jolden fann dfiberhaupt hier nur die ede fein,
muf fic) def immer thatjacdhlich bewabrheiten; denn diefe exacte Theorie, welde dev geijtige
Ausdrud von Naturgejegen ijt, ijt gerade aus dev Thatjade, ndmlich aus dem thatjdd)lichen,
fritifjdhen Verjud) hevvorgegangen. Wie ich aber dieje oder jene, an und fiir fic) volljtindig
ridhtige, wiffenidaftliche Theovie in der landwivthjdaftlidien Praxis, und unter welden Um-
jtinden jie fid) dofumentiven wird: Das fann endgiiltiq nur in dem Vetriebe der Yand-
wirthjdaft feloft ju BVeantwortung gelangen. Tie wifjenjdaftlichen Theovieen find nit fiir
alfe in der landwirthjdaftlichen Praxis vorvfommenden Fdlle unmittelbar bevedmet, die Ans
wendung vein wijfenidaftlider Rejultate fallt nicht immer mit den gewerblichen Sweden
und Jntevefjen jujommen, die Vandwivthidhaft ijt nidt die angewendete reine Wijjenidaft,
bie Natuvwifjenidaft ijt mur eine Grundlage dev Yandwirthjdaftslehre, und der Vandwirth
mug durd) cigenes Denfen und duvd) cigene Crfabhrung ji) aus der veinen Wijjenjdaft
erft feine Theorie conjtrmiven. Jieht dev VLandwirth wegen mangelnden Vevitindnijjes dev
veinen Wijfenjdaft, oder der Chemifer wegen Unbefanntidhaft mit den praftijden Fragen
aus der rein wiffenjdaftliden Theovie faljde Sdluffolgevungen fiiv die landwivthjdaftlice
Praxis, jo Dleibt die Theovie der Wijjenjdhaft deshalb dod) vidtig, und es mup diejelbe
wobl unteridicden werden von dev unbevedptigten Theorie, weldpe fiir die landwirthidaftlide
Praxis davaus gebildet wurde.

Gs geht Hievaus umwiderleglid)y hervor, daff der Yandwirth alle, die Landwirthidajts-
lehre begriindenden Wiffenjdhaften wirflid) begriffen haben mup, wenn anders die vationelle
Sdjule der Landwivthidaft, wie fie THaer und jeine jeitigen Geijtesgenofjen Burger u. A.

 

5

anjtrebtert ; vealifivt werden jol(; es mu ein exacted Vevjtindnif von den Natur: und Ges
felljhafts-Gefesen bei dem jungen Lamdwirth vevmittelt fein, wemt ev in dev Subunft auf
bem Felde feiner gewerblidhen Thitigheit befibigt fein foll, nad verniinftigen Grundjdgen
und cigenem Uvtheil zu handeln. Das Wifjen auf dem Gebiete dev Landwirthjdaftliden
Gewerbsfunde fant der Landwivth nad) dev auf der Schule empfangenen Anleitung in der
Prapis durd) Venugung guter Vitevatur immer nod) vevoolfonmmnen; eit unvolljtindiges
Perjtindnif von den Grundwifjenichaften dev Yandwivthidajtslehre vermag ev niemals mehr
nachzubolen, und ev wird um jo leider in den Jebler verfallen, die Vandwivthidaft file
Nicht weiter als angewendete Naturwifjenichaft ju betradten, je weniger ev mit dev Natu:
wijfendaft jelojt vertraut ijt. Die landwivthidaftliden Schulen vou wifjenjdaftlicher Rid)
tung miifjen bet dev fuvgen Feit ihres Cuvjus und bei den gevingen Borfenntnijjen ihrer
Siler in den Gvundwifjenjdyaften (Natur: und Social-Wifjenjdajt) sunddit die Yusbildung
der Sdhitler in diejen Wiffenjdaften ins Auge fajjen, die cigentliche Vehre dev vandwirth-
jdaft dagegen mehr in die pweite Vimie treten lafjen. E38 ijt unbedingt ein Hauptfehley
jolger Sculen, wenn fie diefe, durd) alle Umijtinde gebotene Megel verleugnen. Deutjd),
Recdmen, Mathematif, Gejdyichte und Geograpbie miiffen in allen Klajjen Gegenjtinde des
Unterricht bleiben, Oejonders aber in dem wunteven Slajjen cultivivt werden, wm die alge:
meine Fihigheit dev Scpitler au fordern; die Grundwifjenidaften werden natuvgemdp am
meiftenn in den unteven Klajfen in den Vordergrund tveten, die vandwivthjchaftslehre und
bie Hiilfswiffenjdaften aber folgeridhtig mehr in den vbeven Klafjen ur Geltung fommen.
Die abjidtlidhe Vermijdung einer Grundwijjenjdaft nit dev Yandwirthjdajtsiehre, wie dies
in dev jogenannten Agricultur-Chemie zur Seit nod) fajt itbevall gejdieht, ijt weder wife:
jdhaftlid) nod pidagogijc) gevechtertigt. Tie jogenannte Agvicultuv-Chemie ijt cin Jweig dey
angewendeten Chemie und fie ijt als Wifjenjdaft coenfo beveditigt als niilid, jofern jie id
bavauf Dejdyvinft, die Refultate wiederzugeben, welde die wiffenjdaftlidhe Forvidung in der
mwendung auf Agvicultur und Phyjiologic gewonnen hat. Sie ift aber ihver Natur nad)
nidt qu einer Disciplin des Untervichts beftimmt, weil fie muy compilatovijd), nid lehrend
aufgutreten vermag. Der Vehrer der Chemie an dev landwivthidaftlichen Yehvanjtalt mug
feinen Unterricht fo gejtalten, wie ev fiir den Yandwirth am fivderlichjten ijt, aber ev darf
feine Landwirthichaftlichen Lebren conjtvuiven, weil fiir die praftijhe Wmvendung die Rejultate
ber Wifjenjdaft erft der Veleudytung im Sinne des Gewevbes bediivien. Die Werke dev
Agricultur-Chemie find vortvefjlihe Quellen fitv dem landwivthidaftlichen Lehrer und fiiv
ben wijfenjdaftlidy gebildeten Landwirth, aber feine Yeitfaden fiiv den Untevridt. Nod) we
niger fann auf der bhoher ovganifiveen Schule mit Bovtheil die Praxis geiibt werden, da:
gegen ift in alfen Disciplinen der l(andwirthidaftlihen Scule die Demonjtvation ein nicht
genug 3u beadjtendes Lehrmittel. Die eigentlihe Praxis joll die Kritif des Landwirths bet
ber gewerblichen Thitigfeit iiben und mui aljo ihrer Natur nad) der Sammlung von wifjen-
idaftliden Sdigen folgen; die Dblofe Uebung in den manuellen Fevtigeiten des Gewerbes

 

 

 
 

 

 

 

 

fann aber unmiglid als Aufgabe einer Sule von wijfenjdaftlider Ridtung angejehen
werden.

Man hat es vielfad) als fehlerhajt begeidymet, bei dem einestheils nur fiir einfadere
Verhiltnifje bejtimmten und anderntheils mur mit Clementavfenntnijjen ausgeviijteten jungen
Candwirth das Vevjtindnif der veinen Natuvwiffenidaft, befondevs das dev Chemie und
Pohofit angujtreben.

Es ijt aber gunddit ungweifelhaft :

Daf gevade dev Unterricht in Chemie und Poojif das bejte Vildungs- und Erziehungs-
mittel filr dem Vamdwirth liefert, dap bei vidtiger Miethode gerade die Chemie und Phojit
permtige der damit veveinbaven Anjhumumg in verbiltnigmagiy fuvzer Jeit die Hevbei:
fiirung bes Verjtindnijjes evmbglichen, und daf bejonders diefe Gegenjtinde von dem
jugendlichen Alter, mit weldyem es die landwivthidaftlichen Schulen zu thun haben, am
(eichteften cvfaft wind mit dev meijten Vorliebe gepflegt werden.

Ferner wird es aber aud) nid bejtvitten werden fonnen :

Daf bei der landwivthidyaftlichen Production der hodjte Reimertrag nuv evveidt
werden fam, went die einjdlagenden Naturgejete von dem ausfithrenden Yandwivth wivlid)
begriffer worden find, gleihviel ob die Production in einem jehy umfangveiden Maapitabe
ober inn einem weniger qrofen betvieben wird, und daf dev junge Vandwivth einer Cinjidt
in die Natur: und Gefelljdafts-Gejese unbedingt bedavf, wenn ev die, fid) auf lefteve griin-
Dende Vandwivthichajtslehre jelbjt, vevjtehen joll.

Die Pilamgenproductions-Yehre griindet fic) vorzugsweije auf die phyjifalijden und
demijdhen Gigenjchaften des Vodens, anf die Wirvzelfihigeit dev Pflanzen und auf die Kenntnif
pon dem Crudbhrungsmatevial devielben

die Thievproductions-Vehre bevuht auf dev Anatomie und Phyjiologie dev Thieve und
auf dem Ausnugungswerthe dev dhritoffe; ;

bie VetviebsAehre endlich conftruivt fic) aus allgemeinen MNatur- und Gejeljdafts-
Gefetsen: fie hat die Miidfichten u evivtern, weldpe dev Landwirth bet dev Wahl jeiner
Maagrvegeln auf Natur, Capital- und Avbeits-Vevhaltnifje zu nehmen hat.

Bei jeder diefer Yehrem mu die Landwivthichajts-Lehre die BVefanntidaft mit den
Natur: wd Gejelljdhajts-Gefepen vovausjegen. 3 mu daber den landwivthidaitlicen
Disciplinen dev Untevvidt in den vein wifjenjdaftlichen nothoendig vovausgehen , und der
vidytige Anjdhluf der eingelnen Untervidtsgegenjtinde fo forgfiltig als eben miglid) beobadytet
werden; die Landwirthjdafts-Lehve felbjt aber Fam und darf wiederum die veine Wijjen-
jdaft in ihren Untervidht nicht aufnehmen, wenn jie nidt Gefahr laufen will, nad) beiden
Seiten hin Fehler zu maden.

: ©s ijt flav, dap alle diefe Lehven in einem gvofien, umfangveidhenm Waafitabe, ode
Yt einem fleineren, beguingteven angelegt werden fimmen, ofne dadurd) dem Untevridt dev
eigentlidhen Wijfenjdaftlicheit zu bevauben. Der groge, umfangreidye Maagftab wird den

 

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Landwirth fitv alfe die vieljeitigen und gropavtigen Verhiltnifje vovbeveiten, welde im Be
tricbe Der Qandwirthidhaft und der damit vereinbaven Ieben-Gewerbe vorfommen innen,
wifrend der begremztere Maagjtab mur engere Verhiltnifje in Niidjicdht zieht. Vegreift
man unter dem Veritindnig die Cinjidt in die legten, befaunten Uvjaden, in den gangen,
inneren Zujammenfang vevwictelter Evjdheimmgen, fo legt man den gvogen, umfangveiden
Maaiftad dev Wijfenjchaft an, wihrend wiv uns auf dev Schule davauf bejdyrinten, den
Yernenden ju befdbigen, dag er die einfaderen Verbiltnifje auf ihre nddjten Urjaden uric:
sufithren und in ihrem unmitteloaven Jujommenhange ju begreifen vermige.

Su diefer Ridtung ift der Unterricht auf dem landwivthidyaftlichen Lehr-Anjtalten
ju begringen umd gu jomderm; die vidtige Scheide zu finden, mui der Uebeveinfunjt der
Lebrivifte jedesmal itberfatjen werden. Bloge Necepte fonmen aber jedenfalls eben jo wenig
bem fjogen. mittleren wie dem grifeven Yamdwirth einen veellen Mugen brimgen: es mup
vielmehr aud) bei Jenem cin wirflihes Verjtindnif von den Grvundwijjenjdpaften der Land:
wirthjdafts-Lehre vermittelt werden, wenn ihm aud) ein tieferes Cindringen in Ddiejelben er:
lajfen werden mag.

Ob zur Beit fiir die verjdiedenen Jiele dev landwirthidaftlichen Schulen jon be
jtimmte Novmen fejtgejtellt werden formen, ijt eine Frage, die nidt ganz jprudyveif ijt, weil
bie Deftehenden conventionellen Umijtinde und die Vorbildung der Schiiler nod) jehr wedieln,
je nad) dem CultuvAShavafter der Mandestheile. Bei der jehr wedpjelnden Qualififation,
mit welder felbjt cin und diefelbe (andwirthjdaftlidhe Schule bei dem Cintritt iver Sehiiler
erfahrungsgemdp ju Fimpfen bat, ijt jogar ju evodgen, ob nidt aud) hievauj gewifje Riid-
jidhten vorldufig geboten fein Ddiivften, jo dap nid jeder Sdhiiler in jeiner Klajje an alle
Disciplinen gebunden wire, in eingelnen vielmehr aud) einer hisheven Klajfe zugetheilt werden
fonnte, jo weit dies mit dem Stunden-Plan jid) iiberhaupt veveinigen Lit.

Qudem die landwivthidpajtlidhe Schule rationell und pidagogiid) bei Verfolgung ihres
Bwedes ju Werke geht, vevmittelt jie von jelbjt mit der Facdbildung gugleid) jedesmal aud)
eine gawifje allgemeine Bildung, weld) die Sadpe der Menidhheit ju dev cigenen, uv Auf:
gabe des Gingelnen madyt, weil die Natur: und Social-AWiffenjdaften, weldye jugleid) mit
ben andern Disciplinen zur Sdulung des Geiftes und ur Vorbildung fiw den Fad)-Unter-
vit benupt werden, in Hobem Grade geeiguet find, dem Wienjden eine gejunde Logit und
bas Grfenmtnifvermiogen fiir die Pflidten des Staatsbiivgers, jo wie die Cinjidt in die
Yebensbedingungen dev Gejelljdaft zu gewdbhven. Sie beveitet damit aljo nidt nur den
vationelfen Yandwirth, jondern auc) den Mann vor, der im Staats. und Commuunal-Yeben
ben Anfordevungen zu genmiigen vermag, weldpe die Feit an ibn jtellt, d. h. den Staats:
biivger, welder fid) an der Gejepgebung betheiligen joll; aber — fie fann dies Alles nur
erveiden bei einer fyjtematijden Cultur der Grundwijjenjdaften.

Dieje Crfolge werden um fo fidever und volljtdndiger gewonnen werden, wenn man
ji) entjchliegen wird, auf den Volfs-Sdulen vovbereitende Curie aud) in den beobadtenden

 
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Natuvwifjenjdaften, Chemie und Poot einguvidten, und enn bie landwirthjdaftliden
Sdulen nad) Organijation und Beredtignng den dlteren Schulen parallel gejtellt fein wer:
ben. Beides wird fid) als nothoendig immer mehr fiiv den (andwirthidaftlidyen Stand Her:
ausfte(fen, und man wird bie Renntnifje in der Natuv- und Social-Wiffenjdaft den Sprad
fenntniffen im Werthe gleichitellen miiffen.

Fite die Crreidung unjeres eigenen Jieles, aljo des Peles unjever heute eviffneten
Lehranjtalt miifjen wiv natiivlid) vovausjegen, dag aud unjere Sdyiiler die Pflidten erfitllen

" yoerben, die ifmen als jolde zufallen. Deshald wende id) mid) von. diejer Stelle aud) an

Sie, meine lieben Sdiiler, die Sie unjre Schule heute mit evdffnen.

Begriinden Sic durd) Jhren Cent, Jhren Fleifp und Jhven moralijden Sinn den
Ruf der Schule als einer Anijtalt, welde bert Dejten des Landes fic) amveiht, und auf welde
bie beutjde Landwirthidaft voil freudiger Hoffnung und Genugthuung hindlidt. affen Sie
ung die Beijpiele mehren, in denen Lehrer und Sdjiiler als Kameraden mit einanbey leben,
die die Sade ihrer Wiffenjdaft gemeinjdaftlid) fordbern, und die fid hve Pilichten gegenieitig ev-
feidhtern: Damn wird der Erfolg unjever vevwendeten Jeit ein gefidevter. Wir haben fiiv
Sie feine Drofungen, wir haben das Vertrauen zu Jhnen, dai Sie in Jhvem Alter mie-
mals vergefjen werden, was Sie der Welt und fic jelbit jdhuldig find, und dag Sie Stol3 |
genug befigen werden, um fjid)y jum guten Beifpiel jeder Beit wiivdig gu evadyten.

Mit defen Grundidgen wollen wiv arbeiten, helfen arbeiten am dem grofen Swede,
pent gamgen landwirthidhaftlidhen Stand auszuriijten mit der Kraft, die ein vidtiges Crfennen,
eit wohlberoufites Kinnen immer verleihen, die den Mann gliiklih madt in feinem Berufe
und geadytet in fener gefelljdaftlichen Stellung.

Der Stand der Landwivthe hat eine der jdhinjten Aufgaben des Lebens erhalten, er
iit das confervative Clement der Gefelljdaft, — fein geiftig rubhiges Vorvwirtsitreben und
ein lebensfrijches Blut bergen die Kvaft des Volfes in ji); aber fein Aufbliihen ift ab-

hiingig von dem Erwerd einer guten Bildung.

Diefe Bildung, wer midte es leugnen wollen, wird am bejten durd) gute land:
wivthjdaftlide Sculen vevmittelt werden Fdnnen. Mige deshald unjeve Heute eriffnete

"Sdule den Ruf gewinnen, dap fie ein Wejentlidjes dazu beitvage, den Landwirth fiir die

ibm sufallende, wiirdige Stellung in dev Gejellidaft ju befiibigen.

 

 

 

 
 

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