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.
TO RESTRAIN HOLIDAY BEGGING
The mummery and begging in which the children of New York city so generally indulge Thanksgiving Day and other holidays have long been matters of concern and alarm to those who are interested in educational work with young people. Many articles have appeared denouncing the custom. On the morning of Thanksgiving, the New York Times contained an especially well directed effort to protest against this growing evil.
The children of Asacog Social Settlement, 52 Sands street, Brooklyn, partake very generally in these holiday mummeries, masquerading and begging. The harmful results have long been realized, but the efforts heretofore used to modify the custom have been quite ineffective. It was resolved this year to undertake a different method of modifying the nuisance.
It was found in all cases that the children had no idea why they should choose Thanksgiving for begging, beyond the fact that people gave them money on that day and all their playmates chose this method of "having fun," so of course it was necessary to be in the game.
So with "having a good time" in mind, parents, young people, children, were invited to a festival on Thanksgiving eve. It seemed quite necessary to draw a moral lesson in the attempt to overthrow such a deeply seated custom, and this was done through a series of tableaus and dances with connecting narrative.
The probable historical setting of the Thanksgiving custom was presented through scenes of the Dutch in Holland, during the troublesome times of William of Orange, when the sea beggars made their famous pledge. Two tableaus showing the court scene and the banquet of the beggars were followed by a costume dance by small boys, which was called the "beggars' march." The English contribution to the celebrations was in tableaus from the history of the Guy Fawkes plot. The Dutch and English transferred to America were shown by Peter Stuyvesant and his surrender; the southern scenes with their harvest ideas through a colored plantation sketch; the Puritans and Indians by tableaus and Indian squaw dances. Then followed the times of the Revolution, with the tyranny of the British, the spirit of '76, and the Evacuation Day celebration on November 25, 1783.