human knowledge must be determined by the service it can render to man's works and to man's ideals.

Mr. Noyes's statement that hand-work problems in the teaching of historical stories "have contributed as much to the mystification as to the enlightenment of children" cannot be accepted by teachers and supervisors of primary work. While we all agree that a complete understanding of the principles involved in the harnessing and directing of natural forces is highly desirable, it must not be assumed that this is the all-important aim in education; neither must we assume that small children have the interest in or the capabilities to conceive the principles involved in such highly differentiated processes. The work and methods alluded to as mystifying I would still contend to be the better for children below the fifth year of the elementary school. These children live in and enjoy a certain spirit of mystification.

The scientific spirit which reveals modern industry has not found a place in the small child's mind; his scientific attitude must be shown rather in his appreciation of the true, the good and the beautiful in nature, in a refined and delicate feeling of pleasure in the sunset, the woods, the mountain, the streams, and in a sympathy for the birds, the animals, and the people he meets.

Again we must not accept as final the idea that the scientist is a human model, while the business man is a selfish, dishonest, secretive individual; and that because industry exacts tribute it is therefore barring the progress of science. The real efficacy of even pure science lies in the fact that it may ultimately prove useful and profitable to man in his various industrial enterprises.

Science seeks and obtains its reward as it becomes useful to industry. It is true that greed for money has lowered the ideals of many business men, but greed for honor, for fame, yes, for knowledge, may be just as selfish and sinful unless controlled by a spirit of social service. The teachers are living in glass houses, and although at times it becomes our duty to throw stones at the business men, they in turn could nearly destroy our educational homes by a swift return of the missiles. I refer to the examination system in schools with the accompanying rivalry for highest per cent., for prizes and for the glory which comes to the one who has defeated others in a useless and purposeless race, all of which is conducive to the development of vanity and selfishness among our very best pupils and should if possible be replaced by a purpose which is nobler and more altruistic. The memorizing and cramming process so prevalent throughout the country wastes much of the time and energy of supervisors, teachers and pupils and crushes out much of the love of real study and the enjoyment in independent thought.

The examination system sets up false ideals, similar to those found in business methods, and emphasizes too strongly the memory of facts and offers little reward for judgment and power to plan and to do things. In adult life success depends upon the use of knowledge and abilities; no reward is given for merely knowing. A child who is led to believe that the accumulation of facts alone is the good education has a false notion of education.

All the misers are not seekers and hoarders of money: some are after facts and knowledge with no other purpose than that of hoarding. This is both narrow and selfish. Knowledge unused is of no more value than gold hidden in the miser's chest. Religious precepts, moral principles and educational processes are of value only so far as they affect our acts, only so far as they help us to live nobler and more useful lives. We should teach our pupils how to use knowledge, how to study, how to solve life's problems and how to do things. The motto of the teacher should be "Train for social service," as Mr. Noyes advocates this means unselfishness, nobility, and character.

THE MOST URGENT EDUCATIONAL NEED OF TODAY IS PROVISION FOR INDUSTRIAL TRAINING

IN PUBLIC SCHOOLS

CHARLES H. MORSE, SECRETARY AND EXECUTIVE OFFICER OF THE MASSACHUSETTS COMMISSION ON INDUSTRIAL EDUCATION, BOSTON, MASS.

[An Abstract]

It is fortunate that we are all agreed that there are educational needs, and that our present system of education can not, from the very nature of the case, be final, for there can be no such thing as finality in education as long as man continues to develop. We catch the cue-word of the most urgent educational need from the very age itself in which we are now living-the Industrial Age. For it is the conditions of this age which have made so plainly evident to us the chief shortcoming of our present system of public education. During the last three decades we have seen the successive introduction of the kindergarten, the manual-training and the commercial schools into our public-school system. The two former have, however, in so far as they have been successful, a cultural motive.

On the other hand, the last half-century has been what might be termed the professional education age, for in it the establishment and development of professional schools in large numbers has been the most marked educational characteristic. It was felt that modern intelligence and modern demands -in a word, modern life-required a professional training which could no longer be carried out by the older method of association with a practitioner. But professional schools are for adults, and, consequently, they are conducted on a basis which applies to adults, and, except in the cases of a comparatively small number of state schools, they can be considered public schools only in the sense that the expensive "boys' schools" in England are called public schools.

Industrial schools, on the contrary, are needed for youth of public school age, consequently they should be public schools in the sense that they should be free schools. The need of industrial schools is brought about by the demands and the conditions of the present day. The youth cannot become a skilled industrial worker without a preparatory training. The old-time apprenticeship system, in which the master workman taught the youth, under his own eye, the necessary work and even the secrets of his trade, has gone by. In fact, it could not exist under the present-day industrial conditions. And yet the demand for highly skilled workers has grown enormously and is still on the increase. Indeed, so great is the present-day demand that the majority of the youth- at least of young men who reach the age of self-support enter upon some form of industrial work,

Fortunately, we have not to discuss from the beginning the propriety of making the professional training of youth a public education matter, for that

question was decided in favor of such a move in the consideration of commercial instruction in the public schools. If enough pupils are expected to enter upon commercial life to justify public commercial instruction, how much more do the greater number who enter upon industrial life justify industrial instruction at public expense.

It has, however, been found that separate commercial high schools are necessary to meet modern business demands, and all the more will separate industrial schools be needed to meet industrial demands because trade processes must be taught by skilled specialists, and the general supervision which will suffice even for a commercial school will not be sufficient for an industrial school. In the establishment of industrial schools for youths we are but extending that is, carrying down-the idea of professional training to a legitimate public-education field.

The position of Massachusetts in the industrial-education movement is doubtless known to you all. Having been the first state to establish a commission with broad but clearly defined active powers, it has been regarded as the pioneer in this work in this country, and, as a consequence, the state commission has been consulted from all sides, both by personal interviews and by letter. Many visitors come to our office, not only from various parts of this country but also from the antipodes, to get information regarding our studies and method. So numerous have been the requests of committees and associations, both within and without the state, for addresses on industrialeducation topics that it is found utterly impossible to respond to more than a fraction of such invitations. The work of the Massachusetts commission lies in four distinct lines: first, the study of what has been accomplished elsewhere in industrial education and the diffusion of this knowledge; second, the study of needs for industrial education in general, and in different localities in Massachusetts in particular; third, the creation of local public sentiment which shall demand the establishment of industrial schools, and the advising local authorities; fourth, the establishment and conducting of industrial schools, including such details as planning courses of study, approving the selection of teachers, and the supervision of the schools.

Schools affording industrial training should be provided for persons of fourteen years and upwards. For those youths under fourteen the training should be, as now, for general development. It has been found through long experience that, to educate thoroly for the trades, the instruction which shall begin a definite preparation for industrial work should be entered upon at an age not later than fourteen or fifteen. These were the ages at which, under the old-time apprenticeship system, youths entered upon their apprenticeship. At this period they are mature enough to begin the serious study of industrial work, and after this age there is a tendency, which grows stronger and stronger with the increase of years, for them to turn from the mechanical trades.

The kinds of schools needed for youths more than fourteen years

of

age

who will enter industries, or are already in trades as more or less skilled workers, may be briefly stated as follows:

First, there are the schools for youths not in the trades but who are preparing for entrance upon life's work as industrial workers. For such, in the cities, there should be day independent schools which shall instruct the boys in the mechanical industries, in both practice and theory, and in good citizenship; and instruct the girls in women's trades, in both theory and practice, and in domestic science. In the rural districts there should be established day independent schools which shall instruct the boys in agriculture and citizenship, and the girls in certain branches of agriculture and in domestic science. Such agricultural schools should also offer courses for those already engaged in agricultural pursuits.

These independent industrial schools must provide for those youths who desire a trade education. It is to be presumed that the fourteen-year old boy and girl have received such cultural training in the elementary schools as will enable them to understand the work which will be assigned them in the industrial school.

The youth should be admitted to the industrial school upon arriving at fourteen years of age, irrespective of his having completed the general education of the elementary schools. It is necessary, however, that he should have had sufficient training in arithmetic, English, and such other subjects provided in these schools, as will enable him to take up the subjects which will be given in the industrial school, which include not only hand work but such book work as may have a direct bearing upon his trade education, as, for instance, chemistry as it relates to the trade, physics as it relates to the trade, shop mathematics, shop problems, such algebra and geometry as is necessary to enable the youth to read the trade papers and which is quite different in character from the algebra and geometry given in the ordinary high school.

The school for the youth fourteen years of age or above would be established with the idea of a four-years' course at the maximum. There are youths who will find it impossible, for financial reasons, to remain for the entire four years.

Second, for youths already employed in the trades, whether they be learners or workmen, there should be established independent evening schools for those who find it impossible to devote any portion of the daytime to school attendance; but there should also be established independent part-time day schools for those workers who can arrange to devote certain periods of the daytime to attendance upon such schools. Perhaps the best form of parttime school would be what may be called a "repetition-school," where two sets of pupils are instructed in the school and the instruction of one week is repeated the next week to a different class. By such an arrangement two boys who felt that they must work for their living could work in pairs, each a substitute for the other at school and at their chosen industry. That is, John

might work in a shop one week while Tom was going to school. The next week Tom would take John's place in the shop while the school instruction. which Tom had been receiving would be repeated for John's benefit. Such an arrangement should not interfere with either the school or shop work. These boys, by reason of their training in the school, would do their work better while they were in the shop. Such an arrangement should be welcomed by the manufacturers. The manufacturers of Massachusetts have repeatedly expressed to me and to the investigators of the Massachusetts commission that they would be willing to allow the boys who were at work in their factories opportunity to profit by such instruction if such schools. should be established. That such a school would mean a special school with special teachers is plainly evident. It would not do to bring into close school association such adult pupils with the younger pupils of the usual day school and the instructors would have to be men who, by reason of their trade skill and knowledge, would command the respect of trade members.

This brings us to the question: Why should industrial schools be independent schools? The aims of the industrial schools are wholly professional, while those of the present public schools are largely cultural. The methods which must be employed in the industrial schools in order to make them a success are totally different from those of the cultural schools, for at every step the immediate practical value of the matter taught must be made clearly evident and emphasized. Not only the teaching but also the supervision in such schools must of necessity be radically different from that of the cultural schools.

The training of teachers for these independent industrial schools may be effected in one of two ways: first, the training of skilled workmen to become teachers; second, the training of existing teachers in trade work so that they shall become skilled practical mechanics.

The courses of study and work in such schools will provide general industrial training as a foundation, will meet the needs of the youth for the local industries, and will put the youth in touch with actual commercial methods and work.

It was at first thought that the work of the Massachusetts commission would result in the establishment of technical high schools, which would have for their object the fitting of men for industries directly. Many people believed that the technical high school or manual-training school should have that for its main function—the fitting of men for industries and trades; but after a very thoro study of the situation in foreign countries, in Massachusetts, and in other states in this country, the Massachusetts commission has come decidedly to the conclusion that a technical high school, altho of value in our educational system, cannot, as now conducted, provide for the needs of youths who are to become the skilled workmen.

Now those schools reach the same boy, practically, that the high school reaches. A boy, if he is to pass their courses successfully, must have in