Charities and the Commons: The Pittsburgh Survey, Part I. The People

by Various

NEW YORK STATE TRADE SCHOOL PLANS

Much significance is attached to the recent organization of the New York state branch of the National Society for the Promotion of Industrial Education. The passage of the industrial education bill last year opened up to the state possibilities in the way of industrial education which it has not thus far been able to measure. A volunteer body of some sort has been needed to awaken interest and stir up the whole state. Particular opportunity offers among the up-state cities and it was with this in mind that the officers and advisory board were elected, for as the list shows, the members are representative of the state as a whole as well as of many lines of industrial and educational activity. The officers are:

President, James P. McElroy, manager of the Consolidated Car Heating Company, Albany; vice-president, Dr. Andrew S. Draper, state commissioner of education, Albany; secretary-treasurer, Arthur L. Williston, Pratt Institute, Brooklyn.

Additional members of the executive committee are:

V. Everit Macy, chairman of Board of Trustees, Teachers' College, New York; Joseph R. Campbell, president Diamond Saw and Stamping Works, Buffalo; Thomas D. Fitzgerald, president Allied Printing Trades Council of New York State, Albany; Frank L. Babbott, manufacturer and member of the School Board, Brooklyn.

At a public meeting following the formation of the branch, considerable enthusiasm was developed and a number of interesting papers were read. Of these, perhaps the most substantial contribution to the discussion of the evening was by Dr. William H. Maxwell, city superintendent of schools, New York, who presided. Among other things Dr. Maxwell said:

Certain things may be taken as demonstrated with regard to industrial education:

First, trade schools are needed. They are needed for the sake of our industrial wealth and efficiency. They are needed for the sake of the boys and girls of this city. The best preparation for a trade is the manual training high school where, in connection with elements of a liberal education, students receive instruction in drawing, in tools, and in applications of art to industry. But these schools breed engineers, not journeymen. Hence we need schools to give training that will shorten and enrich the period of apprenticeship for the journeyman.

Second, such schools must be a part of the public school system and must articulate directly and closely with the elementary schools, to the end that boys and girls between fourteen and eighteen, or at least sixteen, may obtain that training which will enable them to be of use in a shop; because it is in the public schools that the boys and girls are found who need such training.

Third, to carry out this articulation, elementary schools should have manual training to discover these boys and girls who have an aptitude for mechanical pursuits. Brains are as necessary in mechanical pursuits as in law or theology.

Certain difficulties stand in our way:

First, apathy of manufacturers who have shown little desire to obtain really skilled American workmen, as for example, the firm which established a school to train apprentices and found that they were taken away by other firms as soon as they had learned a few tricks of the trade.

Second, apathy of the financial authorities of the city who have just cut out the amount asked for by the Board of Education for shops and kitchens, and given only $22,000 for a trade school. It is encouraging, however, to remember that the first annual appropriation for manual training in Brooklyn was only $5,000. If we make good use of the small appropriation, the demonstration will secure larger appropriations in the future.

Third, the foolish or nebulous arguments of many of those who have been advocating trade schools. Arguments have been foolish when they became pleas for the elimination of existing high schools and the conversion of these institutions into trade schools. Those that have not been foolish have been largely nebulous, vapory exhortations to establish trade schools, without the substance of a well considered plan. Such a well considered plan is now the great desideratum. While the advocates of trade schools have been talking, the Board of Education has established and maintained five prosperous and useful evening trade schools which are patronized largely by apprentices. Those evening trade schools confine their operations chiefly to the building and machinists' trades. Shall we stop there? Will our friends not give us a plan for teaching our three largest trades, clothing, beer brewing, and sugar refining? What we need farther is a well thought-out plan of co-operation between the school and the manufacturer, such as that at Fitchburg, Mass.

For these reasons,—the apathy of manufacturers, the apathy of the financial authorities of our city, and the need of definite, coherent plans,—the cause of trade schools stands sorely in need of the aid of this local branch of the national society. The time is surely opportune when the Board of Education has appointed a standing committee on this subject and when the state, through the industrial education bill, passed last winter by the Legislature, has decided to give substantial financial assistance to any community that established trade schools.