There is pleasure in the satisfaction of directing such a power, and the greater the character the greater may be the satisfaction. In giving this direction the great capitalist may find an enjoyable and strenuous occupation. For a conscientious, dutiful man a great sense of responsibility accompanies this power. It may become so powerful as to wipe out the enjoyment itself.
The most serious disadvantage under which the very rich have labored is the bringing up of children. It is well-nigh impossible for a very rich man to develop his children from habits of indifference and laziness. These children are so situated that they have no opportunity of doing productive labor, and do nothing for themselves, parents, brothers, or sisters, no one acquiring the habit of work. In striking contrast are the farmer's children, who cooperate at tender years in the work of the household.
Among President Eliot's hearers were many young men to whom the blessings of poverty were unknown.
TO TEACH TRADES TO YOUNG WORKERS.
Dean Balliet Emphasizes the Importance
of Trade-Schools in the Adjustment
of Our Economic Problems.
A box of tools, and not a bundle of books, will be the burden of many a school-child, if the trade-school system becomes firmly established. In Germany the public trade-schools have proved very effective. In the United States there has been an encouraging seven-year experiment at Springfield, Massachusetts, and two schools have recently been established in New York City.
The trade-school differs from the manual training-school. Manual training is educational. "It develops the motor and executive sides of a child's nature," to quote Dean T.M. Balliet, of the School of Pedagogy in New York University. Also it fits young men for higher technical training. The trade-school, on the other hand, teaches young people how to work at actual wage-paying trades—how to be plumbers, electrical fitters, carpenters, masons, ironworkers.
Dean Balliet, having made an exhaustive study of the system, not long ago gave the following answer to an interviewer from the New York Tribune who asked what the trade-school meant:
The aim must be entirely practical, but not narrowly so. Students must be trained to perform specific kinds of skilled labor which has a commercial value. But the learning of a trade must include the scientific principles underlying it, and must not be confined to mere hand-training. In the case of the mechanical trades, instruction in drawing, in physics, and in mathematics applicable to the trade must be included.
Trades frequently change, and the invention of a new machine may make a trade suddenly obsolete. Instruction must, therefore, be broad enough to make workmen versatile and enable them to adjust themselves to these changes. The apprentice system is gone. In a shop a man can at best learn only a small part of his trade, and that only the mechanical part. Shop-training, even where it is still possible, is too narrow to make a man versatile. If the one machine which he has learned to run becomes obsolete he is stranded. We need trade-schools for just such men, to enable them to learn the whole of their trade and to receive instructions in the principles underlying it.