[11] The development of scientific training for nursing, begun by the Germans near the end of their wars with Napoleon, is another example of the creation of a new profession through the application of science. This was carried to new levels by Miss Florence Nightingale, who began work in London, in 1860, after her experiences in the Crimean War of 1854-56, and has been greatly improved since 1870 as a result of the new medical knowledge and methods which have come in since that time. The provision of training for nurses, and the certification of doctors and nurses for practice, are other new developments in the field of state education. Similarly is the training and certification of dentists, veterinarians, and pharmacists, all of which are nineteenth-century additions.
[12] The work of the Rockefeller Foundation, an American Foundation organized to promote "the well-being of mankind throughout the world," in spending millions to provide China with a modern system of western medical education and hospital service, is perhaps the greatest example of a scientifically organized service ever tendered by the people of one nation to those of another.
[13] "Large-scale production, extreme division of labor, and the all- conquering march of the machine, have practically driven out the apprenticeship system through which, in a simpler age, young helpers were taught, not simply the technique of some single process, but the 'arts and mysteries of a craft' as well. The journeyman and the artisan have given way to an army of machine workers, performing over and over one small process at one machine, turning out one small part of the finished article, and knowing nothing about the business beyond their narrow and limited task." (Report of the Commission on National Aid to Vocational Education, vol. i, pp. 19-20.)
[14] "In no country will you find the problem taken up in so thorough a manner; in no country will you find an attempt made to cover, by means of industrial schools, the occupations of everyone, from the lowly laborer to the director of the great manufacturing establishment. The State provided industrial training for every person who will be better off with it than without it. No occupation is too humble to receive the attention of the German authorities; and the opinion prevails there that science and art have a place in every occupation known to man." (Cooley, E. G., in Report to the Commercial Club of Chicago, 1912.)
[15] For example, the foreign trade of Germany, in 1880, was $31 per capita of the total population, and that of the United States was $32. Thirty years later, in 1910, Germany's foreign trade had increased to $62 per capita, and that of the United States to only $37.
[16] Chiefly raw products—a prodigal waste of natural resources. What every nation should do is to work up its raw products at home, and sell finished goods rather than raw products—"sell brains, rather than materials." (R. 370.)
[17] The first trade school in the United States was established privately, in New York City, in 1881. By 1900 some half-dozen had been similarly established in different parts of the country. In 1902 a trade school for girls was founded in New York City, which did pioneer work. In 1906 Massachusetts created a State commission on Industrial Education, and later provided for the creation of industrial schools. In 1907 Wisconsin enacted the first trade-school law, and New York State followed in 1909.
[18] Germany before 1914 formed an interesting contrast to such conditions. There few untrained youths were to be found, and the nation, before 1914, was rapidly moving toward universal vocational education.
[19] As illustrative of the general character of the vocations to be trained for, a few of the more common ones may be mentioned:
In agriculture: The work of general farming, orcharding, dairying, poultry-raising, truck gardening, horticulture, bee culture, and stock-raising.