The worker and the state; a study of education for industrial workers

Contents

PAGE

Introduction . •. i., ;. :. i.i i.: . . u-. u d . ■.. xiii

Dependence upon the past — No present path leads to craftsmanship — The call of industry — iHandwork as a handmaid — Manual vs. industrial training — Some definite needs — Intelligence, adaptability and appreciation — Arousing the social consciousness — Typical state movements — Significance of national appropriations — A popular movement — Evolution not revolution — Present contentions — An earnest attempt — A new conception.

II The Educational Significance Of Modern Industry . . 25

Industrialism at every point — Our slave or its slave? — Tremendous possibilities — Main system of industry — Have we industrial feudalism ? — Housework stage — Beginning of the wage system — The guild movement — Commission system starts — Coming of the industrial revolution — Dependence upon the capitalist — A record of misery — Agitation begins — A voice of protest — A process of adaptation — Secret of the factory's strength — Every factor utilized — A mighty increase in volume — Differentiation of labor — Where have we erred? — The point of attack — The gate of opportunity — Avoiding wasted energy — Development of social conscience — Pay back to the workers — Relation

V

VI CONTENTS

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of the worker to the whole — Economic basis for culture — Industrial freedom — Offsetting the monotony — Standing for the best.

Ill

Two classes of vocations — Women have always worked — Begin to work in the factory — Past and present — An entering wedge — Breaking down old lines — A weak position — A new occupation — From home to factory — Men and women — The sweat shop — Where will it end ? — Industrial training necessary — Study of women's occupations — • Claims of society — An experiment station — Meeting working conditions — Which shall it be ? — Importance of the home — Home-keeping a profession — Extension of the public school — Lack of industrial spirit — The servant question — Call of the factory and store — Problem of service — Vocation and homemaking — Need of readjustment — The family budget — Animals vs. people — The chemistry of living — A well dressed woman — A study of textiles — Connection with other studies — The house we live in — The dignity of it all — Wage earning and homemaking — The two-fold purpose.

IV Education For The Wasted Years . .110

Attitude of the boy — Unprofitable work — The inevitable result — Attitude of parents — The depth of the problem — Leaving school — Simplification and elimination — Choice of vocation — Types of children — Cultural vs. vocational — Social significance — General aim — Length of course — Arousing industrial interests — Scheme of instruction — The " bookwork " — The " practical

CONTENTS vii

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work " — A record of graduates — An experiment with girls — An end to bring about.

V

Work dignified — Genuine respect for labor — Educational point of view — An economic consideration — Our foreign trade — Raw materials vs. finished products — The raw product — The American spirit — The next step

— Factors in production — Adaptability of labor — An imaginary difficulty — Evolution of employments — What constitutes skill — A broad division — Job or vocation

— The public trade-school — School vs. shop — Distinct field — Requirements for admission — Manual training vs. trade training — An academic objection — The Williamson School of Trades — The objector answered.

VI

Education and labor — Danger of specialization — Public or private control — Place of the graduate — Time of entrance into trades — Supplemental training — Labor's first step — A definite program — Report of 1909 Committee — Position taken abroad — An important investigation — Labor and capital.

VII CO-OPERATIVE SYSTEM OF INDUSTRIAL TRAININa 211

Factory waste — Boy economy — The plan of operation — An educational innovation — Conflict of opinions — Advantages of both — Standpoint of equipment — Standpoint of teachers — Wasting time and money — Learn and earn — Cooperation between shop and school — Sentiment of trade unions — Application to other trades — viii CONTENTS

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An interesting experiment — A plan for high schools — The book studies — A valid objection — A better plan — Advantages — A summing up.

VIII

Passing of the old order — Early apprenticeship — Its decadence — Absence of personal relations — Revolution of industry — Attitude of employer — Attitude of employee — Attitude of boy — A natural death — Perpetuation of skill — Good, bad and indifferent — A modern system — School in the factory — Apprentice vs. foreman

— Remedying the evil — The result — Another phase — Well defined advantages — Facing the truth — Tradeunions and apprenticeship — A development occasioning apprehension — A discouraging note — The bearing upon industrial education — From fourteen to sixteen — The lesson to learn.

IX Supplemental Education In Its Relation To Industry . .318

Educational field — Agencies of supplemental education — Making up deficiencies — Personal advancement — Principles to be established — On an independent basis — Association with daily life — Contact with outside world — Credit for the work done — Evening schools for industrial workers — Vital needs — Teachers make the school

— The direct appeal — Flexible courses — Sequence of courses — Departmental system unsuitable — Classifications by vocations — Special text-books — What may be done — Advantage of the plan — Making a beginning.

CONTENTS ix

^ PAGE A DECLARATION OF PRINCIPLES 318

Nature of the problem — A chasm to be bridged — Selection of vacation — Conservation of children — A justifiable expense — No single solution — A look into the future — An organic relationship — A restratification — Articulation with labor laws — A new and important step — To work it out — The state and the nation — A vital point — Shall we isolate it ? — Confidence of all interests — Boy is the product — Suitable teachers — A bit of philosophy.

XI Peeface

ONCE in my youth I was struggling over the calking of a boat. A neighbor, rushed with the cares of a busy life, extended his assistance. At the completion of his half day of service I asked, with hesitancy, how I could repay him. He replied, *' Young man, if you ever have an opportunity to help anyone calk a boat, do it, for only by passing it along will my service become paid.''

Men and women, leaders in their chosen fields, have given me freely of their time, inspiration and counsel. If ''to repay" means *'to pass along," then I am more than glad to offer this book to the public.

Arthur D. Dean.

Albany, N. Y., May 4, 1910.

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