Boy Labour and Apprenticeship

by Reginald A. Bray

There are certain other advantages which the half-time system can claim. First, the training of the workshop and the training of the school are carried on at the same time; instruction and practice go hand in hand. Secondly, only those boys will in general be taught a skilled trade in the schools who have already entered a skilled trade. This removes an objection often felt by Trade Unionists to what they term a multiplication through the schools of half-skilled workmen. Thirdly, we have in it a system of universal apprenticeship. All boys will have been learners, and worked for the same period at low wages. There will, therefore, be no obstacle of a privileged class to make difficulties in the way of those entering a trade who have not passed through the normal course of preparation for it. Fitness for the work will be, as it should be, the sole qualification.

Looked at in a general way, the half-time schools will be called on to play a double part. They must train the man in the interests of the community and in the interests of the trade. From the employer’s standpoint these schools must be essentially places of practical instruction in close touch with the workshop. Already, under existing conditions, employers and representatives of the trade have been found willing to form advisory committees to visit the schools, criticize the teaching, and make suggestions for increasing its value. The principle must be extended; only in this way shall we get the expert inspection necessary to secure real efficiency. On the other hand, the education authority, the representative of the community, will manage the schools, and make them training-grounds of true citizenship. Under this double system of control, wisely administered, we shall not lose the man in the worker or the worker in the man; the interests of the individual and the interests of the employer will alike be safeguarded. In a real sense, and in fashion adapted to modern requirements, we shall have brought back the best traditions of the old apprenticeship system in which the gild, standing at once for the community and for the trade, watched over the training of the youth of the nation.

III.

The Provision of an Opening.

The third and last essential of an apprenticeship system is the provision of an opening. In the last chapter we have seen the aimless drift of boys as they leave school into “blind-alley” occupations; we have watched them rapidly slough off the effects of the school training; and we have found them a few years later left stranded without prospects; and we have been driven to confess that this process of waste and demoralization is not a passing phase, but an integral part of the industrial development in its present unregulated condition. Boys, parents, employers are alike impotent to cure the evil; once again we are compelled to look to the State for help. The State must guide the choice of boys as they leave school. It must assist them during the period of adolescence to find better forms of employment, or at any rate to retain and increase the value of the school training, and it must bridge the gulf that now separates the work of the lad from the work of the man.

Already the necessary organization is in process of formation. We have seen how the establishment of Labour Exchanges for adults has, quite unexpectedly, led to the creation of special departments for juveniles. It is singularly fortunate that this accident has led naturally to the Board of Trade being regarded as the proper authority to carry out the work. It is, however, a fact that Parliament has recently passed an Act which gives power to education authorities to spend money for this purpose. It may do no harm for education authorities to be able, without fear of surcharge, to spend money in co-operating with the Board of Trade, but it would be disastrous if they came to think themselves the responsible authority for the undertaking. One of the chief objects of the machinery is the bridging of the gulf between youth and manhood. We should not enter on this difficult task with much hope of success if we perpetuated the distinction by making the Board of Trade responsible for the work of adults, and the education authorities responsible for the work of juveniles. Further, we are coming to see that questions of employment are questions which must be dealt with by a national, and not a local, body. Only a national authority, with its knowledge of the conditions over the whole country, could be in a position to estimate the prospects in any trade, or to decide as to the right proportions of boys to men. Next, the unit of area for employment bears no relation to the unit of area for educational purposes. Towns are separated from the adjoining districts. The unit of area for London employment, for example, is not the administrative county, but Greater London, and in Greater London there are more than thirty education authorities. If these are not in agreement—and when are thirty local authorities in agreement?—no system of regulation would be effective. If, let us say, the London County Council, in order to discourage the employment of van-boys, declined to supply them through their Exchange, their action would be without result if the adjoining districts did not follow suit, while it is impossible to conceive a more chaotic organization than one which would allow employers in the City to be canvassed for openings by thirty independent bodies.

For these and many other reasons the Board of Trade must be regarded as the dominant authority for the organization of the Juvenile Labour Exchange. On the other hand, there must be close co-operation between the Labour Exchange and the education authority. The Board of Trade has recognized the importance of this co-operation, and is making full provision for it in the machinery it is setting up. It is forming local advisory committees in connection with each Labour Exchange, and is making them practically responsible for the control of the juvenile department. On this committee are appointed persons nominated by the Board of Trade on the one hand, and on the other by the education authority. The committee thus represents the two branches of the organization. These committees are only just coming into existence, and it is too early to judge of their success. The problem is one of immediate practical importance; it is, therefore, desirable to consider a little in detail the principles that should guide them in their work. For the same reason it is desirable to ignore for the moment the proposals made in the preceding sections, to take things as they are, and to show what can be achieved under existing conditions.

The work of the Juvenile Labour Exchange divides itself naturally into a number of different parts or stages. The first stage is concerned with the boy while still at school. Some months before he is likely to leave he must be seen with the view of inducing him to make use of the Labour Exchange to obtain employment. A form will be filled up showing his position in the school, and any particular ability he may have displayed, recording the state of his health as revealed by medical inspection, and indicating any particular desire as to occupation expressed by himself or his parents. The interview and the filling up of the form will be undertaken by someone connected with the school organization—a teacher, or probably a volunteer. The institution of care committees for each school in connection with medical treatment, and the supply of meals to necessitous children, has enlisted the services of a large number of volunteers who would probably be found willing to make themselves responsible for this part of the work. The form, when filled up, will be sent to the Labour Exchange, where, if thought desirable, arrangements will be made by certain members of the advisory committee, in company with the secretary, to interview the boy and his parents.

The next part of the work is connected with the finding of vacancies. Either the employer will notify the Exchange of forthcoming vacancies or vacancies be obtained by canvassing employers. In either case it will be necessary to ascertain exactly the nature and the prospects of the employment. For this work expert knowledge is essential, and it will devolve almost entirely on the secretary or other paid officers of the Exchange. Having found boys wanting employers and employers wanting boys, it will be the duty of the advisory committee to bring the two parties together.

The second stage in the work begins as soon as the boy has obtained employment. It will be desirable, if possible, to secure periodic reports, either by interview or by letter, from the employer, who in the majority of cases would no doubt be willing to give the information asked for. We should then know how the boy is getting on at his work from the employer’s point of view. We must also know how he is getting on from his own point of view. For this and other reasons it is absolutely essential to keep in touch with the boy in his home. A tactful person, paying periodic visits to the home and seeing the boy, would soon learn what prospects the employment offered, what progress he was making, and would be able to advise him as to what evening classes he should attend, and to help him in those many ways in which a boy can be helped when first he goes out to work. In this way a large amount of valuable though unostentatious supervision would be kept over the boy. The persons most capable of doing this home-visiting are volunteers. In many cases the member of the school case committee who originally interviewed the boy would undertake the duty of supervision; in other cases we might get the assistance of the manager of a boys’ club or other similar institution of which the boy was a member; but in all cases the advisory committee must make provision for supervision in the home. The reports from the home and the reports from the employer would be filed at the Exchange. They will enable the advisory committee to follow the career of every boy placed out, and at the same time gradually furnish a mass of detailed information respecting the employers of the district.