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REPORT 
 
 OF THE 
 
 Michigan State Commission on 
 
 Industrial and Agricultural 
 
 Education. 
 
 To the 
 
 Governor, Superit^tendent '■of Public Instruction, 
 and Commissioner of Labor. 
 
 Lansing, 
 December, 1910. 
 
 PUBLISHED BY THE COMMISSION 
 
APR 20 1311 
 
 iOKQll » 
 
TABLE OF CONTENTS 
 
 Letter of Transmittal 5 
 
 Introduction and Historical Statement 7-9 
 
 Legislative enactment — the law quoted — appointment of the 
 commission — organization — money for expenses — information 
 secured by visits and questionnaires — acknowledgments — re- 
 sults. 
 
 Definitions, Conclusions and Recommendations 10-12 
 
 Definitions — recommendations — township units and town- 
 ship high school — meaning of high school — introduction of 
 agricultural and home economics courses in high schools — 
 certification of teachers— state aid for agricultural and indus- 
 trial schools — state supervision — additional deputy superin- 
 tendent of public instruction. 
 
 Report of Labor Conditions 14-17 
 
 Limitations of the report — children out of school ; estimate 
 from labor and educational reports — wages — typical studies — 
 money value of trade instruction — record of Hebrew Tech- 
 nical School — apprentice schools — conclusions. 
 
 Report on Agricultural Education .* 18-32 
 
 Introduction— types of schools— state secondary schools — 
 county schools of agriculture— general observation on spe- 
 cial schools— public high school agriculture— high schools of 
 Michigan — rural schools— reasons for recommendations— con- 
 clusions. 
 
 Report on Industrial Education 33-50 
 
 Introduction— industrial conditions in Michigan— conditions 
 of industrial education— progress in other states— Massachu- 
 setts and New York systems— organization needed — two points 
 of view— schools required, elementary vocational schools, trade 
 schools, continuation schools — description of certain schools — 
 state co-operation needed— conclusions and recommendations 
 — recapitulation. 
 
 Present Condition of German Industrial Education. .51-59 
 
 Classes of schools— technical high schools— intermediate 
 
 technical _ schools — lower industrial schools — continuation 
 
 schools — industrial schools in Wuertemberg — industrial growth 
 
 of Germany— recognition of the value of industrial training. 
 
- APPENDICES 
 
 A. Statistical 61 
 
 Regarding Labor Conditions, Tables I A, IB. 
 Agricultural and Rural Schools, Tables 1 1- VI. 
 Manual Training and Trade Schools, Tables VII-XI. 
 
 B. Typical Courses of Study 72-90 
 
 B 1. Agricultural Courses 72-84 
 
 B 2. Industrial Courses 85-90 
 
 C. Authorities 91-95 
 
 1. Schools Visited by the Commission 91 
 
 2. Bibliography . . /. 92-95 
 
LETTER OF TRANSMITTAL 
 
 To His Excellency, the Governor of the State of Michigan; 
 the Superintendent of Public Instruction ; the State Com- 
 missioner of Labor : 
 
 Pursuant to the provisions of Act No. 228 of the Public 
 Acts of 1909, the commission appointed by Governor Fred M. 
 Warner to investigate the conditions of elementary, industrial 
 and agricultural education in the State of Michigan begs leave 
 to present the following report. 
 
 Respectfully submitted, 
 
 WALTER H. FRENCH, Chairman. 
 
 Lansing, Michigan, December 1, 1910. 
 
INTRODUCTION AND HISTORICAL STATEMENT. 
 
 At the annual meeting of the City Superintendents' Asso- 
 ciation, held in Lansing, April 21, 1909, a resolution was 
 adopted urging the legislature, then in session, to provide for 
 the appointment of a commission whose duty it should be to 
 investigate the subjects of industrial and agricultural educa- 
 tion in the state and make a report to the governor and the 
 legislature, with recommendations for statutes which would 
 improve existing conditions. The resolution above referred to 
 was duly presented to the governor and the members of the 
 legislature, and on April 27, 1909, Senator Taylor introduced 
 senate bill No. 310, which was enacted into law as Act No. 228 
 of the Public Acts of 1909, which is as follows : 
 
 "AN ACT 
 To provide for a State commission on industrial education, including 
 elementary training in agriculture. 
 
 The People of the State of Michigan enact : 
 
 Section 1. The Governor of the State of Michigan, by and 
 with the consent of the Senate, is hereby empowered to 
 appoint a commission of not less than five nor more than 
 seven members, to be known as the Michigan Commission on 
 Industrial and Agricultural Education. 
 
 Section 2. This commission, immediately after appoint- 
 ment, shall organize by choosing from its own membership a 
 chairman and a secretary. 
 
 Section 3. It shall he the duty of this commission to make 
 a careful study of the conditions of elementary, industrial and 
 agricultural education, whether under public school or other 
 auspices, including the study of conditions of labor as they 
 affect children between the ages of fourteen and eighteen ; and 
 it shall further be the duty of this commission to present a 
 report showing these conditions, with recommendations for 
 such a plan of elementary, industrial and agricultural train- 
 ing in connection with the public schools of the state as shall, 
 in their judgment, best meet the conditions shown to exist; 
 this report to be rendered in triplicate to the Governor, the 
 State Superintendent of Public Instruction and the State Com- 
 missioner of Labor, on or before January one, nineteen hun- 
 dred eleven. 
 
 Section 4. The members of this commission shall serve 
 without pay, and the commission shall maintain its organiza- 
 tion until July one, nineteen hundred eleven, when said com- 
 mission shall expire by limitation, unless renewed by subse- 
 quent act of the Legislature." 
 
Pursuant to this resolution, and shortly after the adjourn- 
 ment of the legislature, Governor Fred M. Warner appointed 
 a commission of seven members, as follows : 
 WELLINGTON E. BUET, SAGINAW; 
 SHATTUCK O. HAETWELL, KALAMAZOO: 
 H. E. KEATZ, CALUMET; 
 GEOEGE A. McGEE, CADILLAC; 
 CHAELES H. JOHNSON, DETEOIT; 
 EBEE W. YOST, TEENTON; 
 WALTEE H. FEENCH, LANSING. 
 
 The members of the commission, having received formal 
 notification of their appointment from the Governor, met in 
 Saginaw on October 28, and elected Walter H. French as 
 chairman and Shattuck O. Hartwell as secretary. 
 
 The commission decided that the method of investigation 
 should include personal visits and the use of questionnaires. 
 
 The entire commission visited the Burt Manual Training 
 School at Saginaw and examined carefully the methods, equip- 
 ment and buildings, and also gave especial attention to the 
 work of the trade school, then recently instituted. After hav- 
 ing examined carefully the manual training and trade schools, 
 the commission held a regular session and proceeded to select 
 subcommittees who should consider special phases of the work 
 to be done. The committees were as follows: 
 
 Industrial and Trade Schools — S. O. Hartwell, G. A. 
 McGee, W. R. Burt, H. E. Kratz. 
 
 Child Labor Conditions — Charles H. Johnson, E. W. Yost. 
 
 Agricultural Education— W. H. French, W. R. Burt, E. W. 
 Yost. 
 
 Rural Education— E. W. Yost, W. H. French, S. O. Hart- 
 well. 
 
 The chairman and secretary presented the forms for the 
 several questionnaires which were to be used, and these were 
 approved by the commission. 
 
 At the meeting of the State Teachers' Association in 1909 
 the Association voted to place at the disposal of the commis- 
 sion the sum of five hundred dollars to be used for necessary 
 expenses for traveling and the printing of the report. Friends 
 interested in agricultural and industrial education added five 
 hundred dollars, so that the commission has had a fund of 
 one thousand dollars for necessary expenses, which have been 
 kept within that sum. 
 
 Questionnaires were sent to superintendents of schools, 
 county commissioners, rural teachers, trade schools and tech- 
 nical schools and through them a large fund of information 
 was secured. 
 
 The several committees appointed proceeded with their 
 investigations. The committee on agricultural education vis- 
 ited county agricultural schools in Wisconsin, Michigan and 
 Minnesota ; also visited the state secondary schools of agri- 
 
 8 
 
culture in Minnesota. The members of the committee on 
 industrial education visited a large number of schools, includ- 
 ing the Hackley Manual Training School, Muskegon ; the pub- 
 lic schools of Cincinnati, Ohio; Rochester, N. Y.; Worcester, 
 Fitchburg and Springfield, Mass., and the Stout Manual 
 Training School, at Menomonie, Wis. 
 
 In July, 1909, Mr. H. E. Kratz, of Calumet, having decided 
 to leave the state, placed his resignation in the hands of the 
 Governor, and the Governor immediately appointed Superin- 
 tendent Fred A. Jeffers, of Painesdale, to take his place. 
 
 The commission has been materially assisted by friends in 
 other states and by means of public documents published in 
 Michigan and elsewhere. The greatest courtesy has been 
 show^n visiting individuals and committees, and for all these 
 kindnesses the commission desires to make grateful acknowl- 
 edgment. We wish especially to extend our thanks to Super- 
 intendent E. C. Warriner, of Saginaw, for many suggestions. 
 and for the paper on German industrial education which is 
 published as a part of this report. We desire to make special 
 acknowledgment, also, to Superintendent Perry, of the Mil- 
 waukee School of Trades ; Mr. Samuel F. Hubbard, of Boston ; 
 Hon. L. D. Han^ey, of Menomonie, Wis.; Prof. D. D. Mayne, 
 of St. Anthony's Park, Minn. ; Mr. Lewis A. Wilson, of Roch- 
 ester, N. Y., and "Dr. F, A. Mannv. o f Kalamazoo, for informa- 
 tion and helpful suggestions given. 
 
 The commission has not attempted an original study of the 
 general questions of agricultural and industrial education. In 
 the intense discussion of the last five years, some of the funda- 
 mental questions have been settled. We have made liberal 
 use of the studies and experience of other committees in other 
 states, with one aim in view — namely, to present fairly the 
 present status and the present needs of the State of Michigan 
 in the matter of agricultural and industrial training. 
 
 Nor do we claim that this is a final word on industrial 
 training in Michigan. We are now in a transition stage in 
 educational matters, especially as relating to public education. 
 This condition affects not only Michigan, but the entire coun- 
 try. The period in which the investigation could take place 
 has been limited, and subjects which might have been touched 
 upon we have been unable to reach for lack of time. We 
 respectfully submit our findings, and urge the enactment of 
 such laws as will encourage and hasten a readjustment of pub- 
 lic education to meet the growing needs of an agricultural and 
 industrial state. '^ WALTER H. FRENCH, 
 
 SHATTUCK O. HARTWELL, 
 WELLINGTON R. BURT, 
 GEORGE A. McGEE, 
 FRED A. JEFFERS, 
 CHARLES J. JOHNSON. 
 EBER W. YOST, Commission. 
 
DEFINITIONS, CONCLUSIONS AND RECOMMENDA- 
 TIONS. 
 
 I. DEFINITIONS. 
 
 A difficulty at the present stage of discussion in this branch 
 of education is the varying nomenclature and the consequent 
 looseness in the use of terms. Farming- is as much an indus- 
 try as are the trades, but present usage has so narrowed 
 "industrial education" that the term does not include agri- 
 cultural education. We have endeavored in this report to 
 use each of these terms in the specific and narrower sense. 
 In regard to different kinds of schools also there is 'a vague 
 Terminology. We shall hold to the following definitions : 
 
 Elementary industrial or agricultural schools or courses 
 are those established for pupils below sixteen years of age, 
 admission to which does not require completion of the regu- 
 lar elementary grades. Most of the so-called vocational schools 
 and short courses would come under this heading. Manual train- 
 ing schools as at present organized are not included in this 
 definition. 
 
 A high school is a school having a four years' course of 
 study above the eighth grade. 
 
 Secondary industrial, agricultural or trade schools are 
 those equivalent in courses or age-demands to the ordinary 
 high schools — that is, they either cover with a four years' 
 course the age period of high school students (14 to 18) ; or, 
 if courses are shorter and intensive, they cover the latter 
 portion of the high school period (from age 16 to 18 or 19). 
 
 Continuation schools or courses are part-time schools or 
 courses designed to give workers, old or young, who are 
 already established in" the industries, a better knowledge of 
 the special industry and its relations to other activities. 
 These schools may "be either day or evening schools, though 
 under present conditions in this country day schools of this 
 type must be slow in development. 
 
 The following definitions are taken from the Report of the 
 Committee on the Place of Industries in Public Education 
 (N. E. A., July, 1910): 
 
 1. "The secondary technical school, or the technical high school, 
 is a school of secondary grade having the distinct |iur]iose of [pre- 
 paring its pupils for industrial leadership — that is, for positions in 
 industrial life requiring skill and technical knowledge and of 
 greater importance and responsibility than those of the skilled 
 mechanic. 
 
 2. "The trade school and the preparatory trade school are 
 schools which have for their definite jmrpose the prejiaring of boys 
 
 10 
 
or girls for entrance to the skilled meehanieal trades and which deal 
 with their pupils during a briefer course and allow for earlier 
 preparation for practical work than the technical high school. Such 
 schools place their greatest emphasis upon practical handwork in- 
 struction under conditions resembling as closely as possible those 
 prevailing in commercial practice." 
 
 The last definition will be somewhat modified, as shown 
 later in our discussion, since we would add that the reasons 
 for establishing- preparatory trade schools seem to relate 
 rather to g-eneral pedagogy than to the trade point of view. 
 Hence we shall preferably use the term elementary vocational 
 schools. 
 
 II. CONCLUSIONS AND EECOMMENDATIONS. 
 
 1. In view of the fact that in many rural districts of the 
 state the school population of single districts is so small and 
 fluctuating that the best school conditions cannot be main- 
 tained, we believe that a consolidation of these districts or 
 the organization of the districts in a geographical township 
 into one district will much better conserve educational in- 
 terests, give equal educational privileges and also tend to 
 economy in administration ; therefore the Commission would 
 respectfully recommend the enactment of a township district 
 law for the entire state with the provision for at least one 
 high school in each township. 
 
 2. The Commission would recommend the enactment of 
 a law providing that a high school within the meaning of the 
 statute shall consist of four years of work beyond the eighth 
 
 grade. 
 
 These recommendations are made because we believe these things 
 are needed to secure more favorable conditions for success under 
 the recommendations which follow. 
 
 3. The Commission would respectfully recommend the 
 introduction as soon as -possible of courses in agriculture, 
 manual training, and home economics in all high schools of 
 the state. 
 
 4. The Commission recommends that the general school* 
 laws be so amended that any village or city having a popu- 
 lation of five thousand or more may establish trade depart- 
 ments in connection with the public school system, also may 
 provide for continuation schools. 
 
 5. We recommend that a law be enacted providing for 
 the certification of all teachers of agricultural and industrial 
 subjects. 
 
 6. State supervision of all agricultural and industrial 
 courses in the public schools should be provided by law. 
 
 7. We recommend the enactment of a law providing for 
 a limited amount of state aid for schools which introduce high 
 school courses in agriculture and home economics, or trade 
 schools, or continuation schools, according to the following 
 
 n 
 
general plan ; and that this state aid should not be more than 
 $500 for each course, or teacher employed. 
 
 a. The law granting state aid should provide that the 
 total amount of state aid under the law should not ex- 
 ceed, for the first year, $30,000, for the second year $50,- 
 000, nor in any subsequent year $100,000. 
 
 b. The apportionment of state aid between courses in 
 agriculture and home economics on the one hand and 
 industrial courses on the other should be equal. 
 
 c. Schools applying for state aid must be duly certified 
 to the Auditor General by the Superintendent of Public 
 Instruction, the order and priority of certification to be 
 determined by statute. 
 
 d. Any high school in the state in any township or city 
 of less than 20,000 in population may be certified for state 
 aid for courses in agriculture and home economics to 
 the following amounts, viz. : five hundred dollars for the 
 first teacher employed and two hundred and fifty dollars 
 for each other teacher employed, provided that no school 
 district shall receive an allowance for these courses of 
 more than one thousand dollars in all. 
 
 e. Any city or village having a population of 5,000 or 
 more shall be entitled to state aid for establishment of 
 one or more of these schools, viz.: (1) an elementary 
 industrial school ; (2) a trade school for boys 16 years 
 or more of age ; (3) a trade school for girls 16 years or 
 more of age. Said city may be duly certified to receive 
 through its regular board of education state aid to the 
 amount of five hundred dollars for the first instructor and 
 two hundred and fifty dollars for each other instructor 
 employed, up to a limit of four instructors in all for these 
 schools or departments. 
 
 f. Cities with a population of 20,000 or more may in 
 the same way be certified for continuation schools of 
 trades up to a limit of $1,000 for three teachers employed 
 in said school. 
 
 g. Any schools drawing state aid under this law should, 
 for the purposes of this law, be under the supervision of 
 the state department of education, and for these pur- 
 poses an additional deputy superintendent should be 
 provided. 
 
 The reasons for the recommendations here made arc set 
 forth in the more detailed reports of the sub-committees. 
 
 W. H. FRENCH, 
 S. O. HARTWELL, 
 W. R. BURT, 
 G. A. McGEE, 
 F. A. JEFFERS. 
 C. H. JOHNSON, 
 E. W. YOST, 
 Commission on Elementary Indiistrial and Agricultural Education. 
 
 12 
 
REPORT OF SUB-COMMITTEE ON LABOR CON- 
 DITIONS. 
 
 C. H. JOHNSON, CHAIRMAN. 
 
 The act establishing- this commission included among its 
 duties "a careful study of the conditions of labor (in Michi- 
 gan) as they affect children between the ages of fourteen and 
 eighteen." The sub-committee to whom this part of the work 
 was assigned found it impossible fully to meet its task for 
 several reasons. 
 
 In the first place, the funds at the disposal of the sub- 
 committee were not sufficient to secure the employment of 
 expert assistants, and for a satisfactory study of this sort the 
 help of trained investigators is essential, unless the members 
 of the committee can give their entire time to the task. In 
 the second place, such information as could be secured through 
 the State Department of Labor, school officials, etc., was almost 
 wholly regarding boys and girls between fourteen and six- 
 teen years of age. And finally the necessity of relying largely 
 on volunteer helpers in securing data made any complete 
 canvass of the situation impracticable. 
 
 In view of these limitations the committee decided to 
 undertake a few typical studies as to child labor in certain 
 cities. The data gathered are suggestive but much less com- 
 plete than was desired. We wish, however, to express thanks 
 to the State Department of Labor for many courtesies and for 
 co-operation in gathering material. Questionnaires like the fol- 
 lowing were sent to the factory inspectors, who were asked to 
 interview five or more children in each of the factories where 
 children were employed : 
 
 Labor Condition of Boys and Girls 14 to 16 Years of Age. 
 
 1. Date 
 
 2. Name of firm employing children 
 
 3. Town where located 
 
 4. Goods manufactured or handled 
 
 5. Number of boys employed 
 
 6. Average weekly wages 
 
 7. Number of girls employed 
 
 8. Average weekly wages 
 
 Individual Canvass. 
 
 Name Native .... Foreign .... Last School attended. . . 
 
 If trade was taught in school would you have continued ? . . 
 Has your school fitted you for any particular line of work?. 
 
 13 
 
Girls. 
 
 Total. 
 
 1,661 
 
 4,045 
 
 1,407 
 
 4,153 
 
 The careful returns made by Inspector Sylvester Greusel for 
 Kalamazoo. Inspector Katherine Heath for Detroit, and Inspector 
 Frank Wood for Saginaw have made possible sonie type studies 
 for those cities. 
 
 The report of the Department published in 1910 gives the 
 following figures for children between the ages of fourteen and 
 sixteen found at work : 
 
 Bovs. 
 
 1908 2.384 
 
 1909 2,746 
 
 The figures for the forty leading cities of the state for 1909 
 are: boys 2,334, girls 1,340. leaving remainders for the rest 
 of the state of 412 boys and 67 girls. It is interesting to 
 observe that the 1909 figures for Detroit and Grand Rapids 
 are, respectively, 1,493 boys and 1,014 girls, and 213 boys and 
 107 girls employed. For the cities of Calumet, Houghton 
 and Iron Mountain no boys or girls under sixteen are reported. 
 In the list of forty cities just mentioned we do not find such 
 towns as South Haven, Frankfort, Hillsdale, Coldwater and 
 Niles. This simply means they are included in the balance of 
 the state, not that inspection was lacking. From these state- 
 ments two conclusions seem justifiable. Factory inspection 
 seems to be most carefully done in the larger cities, and for 
 the whole state we have no reliable figures to show the num- 
 ber of children between fourteen and sixteen either at work 
 or out of school. 
 
 We may secure a rough estimate from the educational 
 statistics for 1909. (Pp. 165-166. Report of State Superin- 
 tendent of Public Instruction, 1910.) These show the 1909 
 school census in Michigan to be 755.935, public school enroll- 
 ment 555.687; estimated enrollment, private and parochial 
 schools, 60,834, and per cent of attendance (public schools) 
 75, for an average of 8.9 months. The school census covers 
 the fifteen-year period from age 5 to age 19, inclusive. The 
 proportion of these enrollment figures to be allotted to any 
 two-year period would then be 100,792, 76.092, 8.112, respect- 
 ively. On average figures, therefore, 16.588 children fourteen 
 and fifteen years of age are apparently not attending school. 
 But we know that averag;e figures are unsafe ; we must note a 
 correction of these for the evident fact that the number of 
 children of age fifteen is smaller than the number of age 
 five or age six, hence the fraction 2/15 gives us too large an 
 estimate. But. on the other hand, the tendency to leave 
 school acts much more heavily for the years above thirteen. 
 We conclude, then, that a conservative estimate of the num- 
 ber of children between the ages of fourteen and sixteen not 
 in school is from 10,000 to 12,000. For the state this com- 
 pares favorably with the figures given for Massachusetts by 
 
 14 
 
the Douglas Commission of 1905 in their well known study on 
 this point (25,000; see p. 25, Senate Doc. 349, Mass., 1906). 
 It should compare favorably, for Michigan is not so thor- 
 oughly organized in industrial lines and our limit for 
 compulsory school attendance is sixteen years, while in Massa- 
 chusetts the limit is fourteen years ; and we believe that the 
 compulsory education law is fairly enforced throughout the 
 state. But at best the fact that 5,000 children a year leave 
 school, give up the chance for further training, and without 
 preparation enter the ranks of labor — or else become idlers — 
 is a fact worthy of serious attention. 
 
 When we consider wages we shall doubtless find the fig- 
 ures at hand more nearly true for average conditions. The 
 Department of Labor gives the average weekly wage for boys 
 in 1908 as $5.04, in 1909 $5.24; while girls earned respectively 
 $4.14 and $4.26. The investigation in three cities for 1909 
 showed the lowest shop wages, for boys, $4.50, the highest 
 $8.10— the average $7.81 in Detroit, $5.60 in Kalamazoo, $5.43 
 in Saginaw. For girls the lowest shop wage was $4.80, the 
 highest $8.50; and the average in Detroit $6.23, in Kalamazoo 
 $6.15, and in Saginaw $5.14. 
 
 As has been said, we have for Michigan no established 
 figures for the years sixteen to eighteen, but so far as we 
 have learned conditions, from observation and through con- 
 ference with laborers and employers, we find the evidence 
 sustaining the facts shown in other states. There is, for 
 those children who have started as unskilled toilers at four- 
 teen or fifteen, very slight chance to secure, as adults, either 
 skilled labor or a reasonable wage advance^ Under present 
 conditions of industrial training in this state they are pre- 
 destined to mediocrity of work and wage. 
 
 In the typical studies mentioned, which will be found in 
 Appendix A, we asked the opinions of the children them- 
 selves regarding the training for industrial work received 
 through the schools. The information is too slight for us 
 to draw definite conclusions. This much may be said. The 
 three cities mentioned are not only industrial centers but have 
 well developed manual training departments in their public 
 schools. The total number of boys reporting was 166, of 
 girls 653. Of these, 54 boys and 82 girls reported valuable 
 assistance gained through the school for their manual labor. 
 Thirty-two boys and 70 girls declared that they had not been 
 fitted for any occupation. The rest apparently were silent, 
 except that 55 boys and 62 girls declared that they would 
 have remained in school if they could have secured trade 
 instruction. From this it seems evident that in these cities 
 the present school instruction, does not look strongly toward 
 special efficiency in trades. If this is a fact for cities with 
 good manual training schools it must be a fact of great weight 
 
 15 
 
in those communities in which no such schools are provided. 
 Several investigations have been made on the money value 
 of trade and technical training. We quote one of them : 
 
 "James M. Dodge, president of the American Society of Mechan- 
 ical Engineers, sets forth the value of a trade school education. Mr. 
 Dodge urges that an untrained boy of sixteen, in good health, repre- 
 sents a potential value of $3,000.00 on entering a trade school or 
 shop — that is, he is worth to his employer 5 per cent of $3,000.00, 
 or $150.00 a year; that the shop taught lad in nine years has in- 
 creased this potential value at the rate of $1,300.00 per annum, while 
 the trade-school man's investment in himself has been at the rate 
 of $2,100.00 per annum. The untrained lad will earn $15.00 per 
 week at 24 years of age (and only 5 per cent of this class ever earn 
 any more), while the graduate of the trade school reaches this 
 earning capacity between 20 and 21, and is getting $20.00 a week 
 before he is 24, with unlimited possibilities for the future. Mr. 
 Dodge urges, backing his arguments by facts and figures, that the 
 best investment any boy can make is to 'invest himself by increas- 
 ing his own potential value. This result, Mr. Dodge points out, is 
 gained most thoroughly and effectively by training. ' ' 
 
 ("The Money Value of Training," St. Nicholas, Nov., 1904. 
 Quoted in Gillette, Vocational Education, p. 33.) 
 
 Such computations are verified by experience. The record 
 for twenty-five years made by the Hebrew Technical Insti- 
 tute of New York City is convincing. This school takes boys 
 of fourteen for a three years' course. "It aims to train them 
 for the mechanical and technical trades in such a way as will 
 give them a good preparation for such positions as skilled 
 artisans, pattern makers, foremen in woodworking and iron- 
 working shops and in the various electrical industries, and 
 as draftsmen in architects' offices." 
 
 At the twenty-fifth anniversary of the school, in 1909, these 
 
 facts were shown : 
 
 Av. weekly 
 
 No. living. income. 
 
 Graduates employed 1 year (class 1908) 81 $ 7.25 
 
 Graduates employed 5 years (class 1904) 62 18.00 
 
 Graduates employed 10 "years (class 1899) 27 29.00 
 
 Graduates employed 20 years (class 1889) 16 40.00 
 
 The average wage of the graduates of more than ten years' 
 standing is $38.58 per week.* 
 
 No such opportunities for industrial progress are at pres- 
 ent given in Michigan. The boys and girls who leave school be- 
 fore they are sixteen years of age almost inevitablv remain in the 
 lower industrial classes. There has been little effort to train 
 them industrially. We have seen this to be true so far as the 
 school systems go. It is practically true for all the great 
 industries. Manufacturers in every line complain that a large 
 proportion of the men who come to them as journeymen are 
 lacking in skill and mechanical knowledge. They have gained 
 a bit of experience in one shop, gone to another and gained a 
 
 * For a complete table see Dean's "The Worker and the State," pp. 138-140. 
 
 16 
 
bit more, and graduated from a short term of work in the 
 third with the title of mechanic. It is only fair to say that the 
 men themselves are often as troubled by these conditions as 
 are their employers. 
 
 Occasionally a great industry will establish apprentice 
 schools of its own. We know of only three such in Michigan — 
 the apprentice schools of the Packard and Cadillac automo- 
 bile companies in Detroit, and the Grand Trunk railway 
 apprentice school at Battle Creek. These three schools pre- 
 pare a few boys as draftsmen or machinists. In general terms, 
 adequate training for this class of laborers has not begun. If 
 our estimate of the number of children each year forced pre- 
 maturely into the industrial ranks is correct, we believe that 
 the need is evident of thorough planning for a training equiva- 
 lent to the continuation schools of Germany. 
 
 The whole question of labor conditions deserves more thor- 
 ough study. But we are sure that later investigation will only 
 strengthen the conclusion that careful industrial training is de- 
 manded as a means of advancement for workers and as a matter 
 of economy for the state. 
 
 17 
 
REPORT OF SUB-COMMITTEE ON RURAL AND 
 AGRICULTURAL EDUCATION. 
 
 W. H. FEENCH, CHAIRMAN. 
 
 The investigation of the subject of agricultural education 
 has been made by special visitations of a sub-committee, 
 together w^ith questionnaires submitted to various agricultural 
 schools and institutions. In many instances it has been found 
 impossible to secure absolutely accurate information. This is 
 particularly true in what may be termed the new field of high 
 school agriculture. 
 
 We find five types of agricultural schools and institutions 
 in the United States : 
 
 (a) The college of agriculture and mechanic arts. 
 
 (b) The state secondary school of agriculture. 
 
 (c) The congressional district secondary school of 
 
 agriculture. 
 
 (d) The county school of agriculture. 
 
 (e) Public high schools of agricultvire. 
 
 There is another variety of agricultural school which con- 
 forms practically to the state type such as is found in certain 
 schools in Tennessee and New York, sometimes called 
 "attached schools." 
 
 The first kind may be called the college type ; such insti- 
 tutions were established under the land grant acts of Congress 
 and are generally known as the land grant colleges. Their 
 special function has been to give instruction of college grade 
 in agriculture and the mechanic arts, and the graduates of 
 these institutions have become leaders in the agricultural and 
 mechanical world. 
 
 The second type, which may be called state secondary 
 schools, are either connected with the state school of agri- 
 culture, as at St. Anthony's Park, Minnesota, or attached to 
 special preparatory schools, like x\lfred University in New 
 York. The purpose in the minds of those who manage this 
 class of schools is to train farmers, and this may be said also 
 of the congressional district type, found in Georgia, Alabama 
 and Oklahoma. 
 
 The county type, as shown in the county schools of agri- 
 culture of Wisconsin and Michigan, are special secondary 
 schools having a two-year course of study and admitting 
 students from the eighth grade. The underlying principle of 
 these schools is to bring instruction in elementary agricul- 
 ture as close to the people as possible, to establish the funda- 
 mental principles of the various subjects and to train young 
 men and women for a successful career on the farm. 
 
 18 
 
In the public high school type of agricultural school we 
 find several plans — one the introduction of a one-year course 
 in elementary agriculture into the regular high school cur- 
 riculum, as in Nebraska, Ohio, and some other states; the 
 other the introduction of a course of study in agriculture con- 
 sisting of four units which continue through the several 
 grades of the high school as an elective subject. Such schools 
 are found in Michigan, Minnesota, New York, and a few 
 other states. 
 
 So much may be said by way of general introduction. The 
 result of the investigation of the Commission by the use of 
 questionnaires will be found in tabulated form in another 
 part of this report. 
 
 STATE SECONDARY SCHOOLS. 
 
 The state secondary school of agriculture at St. Anthony's 
 Park, Minnesota, together with the county schools of agri- 
 culture of Dunn, Marathon and Menomonie counties in Wis- 
 consin, and Menominee county in Michigan, were visited 
 by a sub-committee. The State School of Agriculture at 
 St. Anthony's Park presents a three years' course of six 
 months in each year for both young men and young women. 
 The subjects offered include domestic science and domestic 
 art ana drawing for the women, and soils, crops, fertilizers, 
 drainage, farm mechanics, live stock, dairying, entomology 
 and horticulture for the men. The young women are allowed 
 to take certain of the courses in dairying, horticulture and 
 gardening, and every effort is made to make the work simple 
 and practical according to the purpose above stated, which 
 is to render such service as will produce intelligent farmers 
 and farmers' wives. There are two other schools of similar 
 character in the state of Minnesota. The general grade of 
 instruction given is about midway between that of the col- 
 lege of agriculture and the county or public high school work 
 in agriculture. The attendance at St. Anthony's Park during 
 the current year is 500 young men and 200 young women. 
 
 The school opens late in the fall and closes early in the 
 spring, the students returning to their own homes to prac- 
 tice the rules and theories which have been presented to them 
 during the school year. No tuition is charged, but regular 
 laboratory fees are required. The entrance requirements are 
 elastic, but the young people are supposed to have completed 
 the eighth grade and to be at least sixteen years of age. 
 
 This school at St. Anthony's Park is attached to the State 
 School of Agriculture and State University and therefore is 
 particularly well equipped for its work. The two other sim- 
 ilar schools in Minnesota attempt to do the same grade of 
 work, but of course have not the same opportunity and equip- 
 ment. The work is entirely of a practical nature, and Dr. 
 
 19 
 
Mayne, the head of this department, reports that a very large 
 percentage of the boys return to farming as a permanent 
 occupation. A few take special interest and continue their 
 work in the regular collegiate course. It should be noticed 
 in passing that schools of this character not attached to well 
 equipped institutions must spend considerable sums for a 
 plant and for equipment, otherwise the work would be limited. 
 The special committee had no opportunity to visit any of 
 the congressional district schools, but from reports received 
 from them we learned that they are elementary in character. 
 Students are permitted to enter from the eighth grade and 
 receive two years of instruction. These schools are fairly 
 well equipped with apparatus and with trained instructors 
 and are designed to prepare young men for all ordinary farm- 
 ing operations and to give them some insight into the science 
 of agriculture so that they may be reasonably skillful in 
 conducting the affairs of the farm. Typical courses of study 
 such as are found in these schools are given in another part 
 of this report and the character of the institution can be 
 judged somewhat from them.* 
 
 COUNTY SCHOOLS OF AGEICULTURE. 
 
 The law authorizing county schools of agriculture in Wis- 
 consin was passed in 1902. At first two schools were author- 
 ized and later the law was made general and the expense 
 for supporting the school is borne both by the county and 
 the state, the state paying four thousand dollars annually and 
 the county the balance. The typical courses of study will be 
 found in the appendix. At the present time there are but 
 six of these schools in operation. The average attendance 
 of boys ranges about thirty and the average attendance of 
 girls slightly above this. The investigation showed that a 
 large percentage of the boys come from the farms, while a 
 large percentage of the girls come from the city or village 
 where the school is located, the course for the girls being 
 domestic science, domestic art and manual training. 
 
 The Dunn County School 
 
 located at Menomonie, was organized in 1902. The school 
 population of the county is 7,000. The number of boys en- 
 rolled during the current year, 47 ; number of girls enrolled, 46. 
 The entrance requirements are completion of the eighth grade 
 and the minimum age sixteen years. The annual cost of this 
 school is $11,000, of which the state pays $4,000 and the 
 county the remainder. The school is nicely accommodated 
 in a fine two-story building, which is equipped with a con- 
 siderable quantity of apparatus. The value of the apparatus 
 and equipment is estimated at $10,000 and the value of the 
 
 • Appendix B, 1. 
 
 20 
 
library at $1,000. Besides laboratory equipment, this school 
 possesses twelve well-bred cows and some other live stock. 
 There are four instructors, two of whom are graduates of 
 agricultural colleges and two are graduates of special tech- 
 nical schools ; these latter instructors have charge of the 
 manual training and domestic science. The present value of 
 the entire plant is estimated at $36,000. There is no land 
 connected with the school, but negotiations are under way 
 to secure a small farm. The length of the course is two years 
 of thirty-two weeks each. During the past eight years nearly 
 two hundred students have been, graduated from the school. 
 In addition to the regular agricultural subjects, some in- 
 struction is given in English, arithmetic, bookkeeping, 
 history, physics, and chemistry. Twenty of the students dur- 
 ing the current year are non-residents of Dunn County. The 
 expense per student for board and room runs from $3.50 to 
 $4.50 per week. The manual training shop is equipped with 
 tools and benches and the work is confined to practical exer- 
 cises. A course in blacksmithing is given during twenty- 
 four weeks, two hours a day. The average age of the present 
 enrollment is nineteen years. During the winter months each 
 year a short course of several weeks is given for the farmers 
 of the county. These short courses will include dairying, 
 poultry husbandry, corn raising, and domestic science. Spe- 
 cial lecturers are employed for this work. 
 
 Marathon County Agricultural School, Wausau, Wis. 
 
 This was the first school established under the law of 
 Wisconsin authorizing county schools of agriculture. The 
 school is located on a plat of ground containing about seven 
 acres. The school population of the county is about 15,000 
 and there are sixteen villages and cities in the county main- 
 taining high schools. The number of boys enrolled, 17; the 
 number of girls, 32. The ages of students range from four- 
 teen to twenty. The annual cost of this school is about $7,000 
 and its revenues are derived from the same sources as the 
 Dunn county school. The value of the plant is about $40,000. 
 The equipment is valued at $2,500, and the library at $1,000. 
 The course of study is practically the same as in Dunn county 
 and three regular instructors are employed. The superin- 
 tendent stated that 50 per cent of the girls usually come 
 from the villages and city. It was estimated that at least 
 90 per cent of the boys return to the farm. On inquiry we 
 found that the people of the county are not particularly in- 
 terested in higher education. Very few children from the 
 county are attending high schools or college. The expense 
 of students for room and board here runs from three to four 
 dollars per week. This school has graduated 56 students 
 during its existence and there are thirteen in the graduating 
 
 21 
 
class of the current year. Short courses are conducted the 
 same as in the Dunn county school. 
 
 The equipment in these county schools of agriculture 
 consists of a limited amount of apparatus for physics, chem- 
 istry and soils, the ordinary equipment for a manual training 
 shop, and cream separators, Babcock tester and other appa- 
 ratus for work in dairying. There is sufficient equipment for 
 practical elementary instruction in the several agricultural 
 subjects. 
 
 The other four county schools of agriculture in Wisconsin 
 have practically the same courses of study and are managed 
 in a similar way. The two mentioned are the oldest and are 
 selected as being typical of what the county school of agri- 
 culture could be. 
 
 The population of these counties is largely German and 
 Scandinavian. It was found that in these counties a very 
 small percentage of young people from the rural districts 
 attend the public high schools, their education practically 
 being completed in the rural schools so that in almost every 
 case the young people who attend the county school of agri- 
 culture wouldnot have attended any school beyond the rural 
 school had it not been for this special opportunity. The 
 average per capita cost per student in these schools ranged 
 about $130 per year and the number of students attending, 
 as above stated, would come from an average school popu- 
 lation of about 8,500 children, so that the number attending 
 these special schools is very small as compared with the 
 school population of the county. However, from the state- 
 ment just made, that few of these young people would have 
 attended any institution of learning other than the rural 
 school, it would seem that the special county school of agri- 
 culture does perform an important function in the educational 
 system of the counties where located as well as in the state. 
 
 Menominee County Agricultural School, Menominee, Mich. 
 
 This school was established under a special act of the 
 legislature in 1907. The law authorized the board of super- 
 visors to appropriate money for the organization of the 
 county school of agriculture and domestic economy. The 
 issuance of bonds in order to raise the necessary money was 
 made subject to the vote of the electors of the county. The 
 board of control consists of five members, one of whom is the 
 county commissioner of schools. The board has the usual 
 powers given to boards of education and the law makes it 
 possible that two or more counties may unite in establishing 
 such a school. Under the original act the county was re- 
 quired to provide buildings and equipment and maintain the 
 school. This law was amended in 1909 in such a way that 
 the state now provides two-thirds of the expense for its man- 
 
 22 
 
agemeut and not to exceed four thousand dollars in any 
 year. The city of Menominee donated 107 acres of land to 
 the county and the original appropriation for buildings was 
 $20,000. The entire population of the county is 38,000 and 
 the school population 9,000, about one-half of which is in 
 the city of Menominee. The entrance requirements are placed 
 at completion of the eighth grade, but are somewhat elastic 
 for older students. Number of boys enrolled during the cur- 
 rent year, 18; number of girls, 38. The annual cost of the 
 school is about $7,500; the present value of the plant is esti- 
 mated at $65,000, the apparatus at $1,000, and the library at 
 $300. The school has graduated 18 students and 11 com- 
 pleted the course in June, 1910, three of whom were boys. 
 The length of the course is two years of nine months each, 
 and three regular instructors are employed. The school is 
 wdl equipped for manual training and domestic science work 
 and has a fair equipment for agricultural work. The appa- 
 ratus for instruction in dairying is particularly good. The 
 institution owns several cows, horses, and other live stock and 
 poultry, and the laboratory work is supplemented by observa- 
 tions on nearby farms. During the current year a short 
 course for farmers was conducted through eight sessions with 
 special lectures. The superintendent estimated that about 
 500 farmers attended these courses. During the past year a 
 dormitory has been constructed which will accommodate all 
 of the students. The expense per student for room and board 
 is about $3.50 a week. 
 
 The population of Menominee county is largely foreign. 
 There are several graded and high schools but very few chil- 
 dren from the rural districts attend them. The county com- 
 missioner of schools stated that in his judgment very "few of 
 the children who attend the county school would be in school 
 anywhere were it not for this institution. The instruction in 
 the several departments is excellent, the purpose being to 
 train young men and women for actual life on the farm. 
 
 GENERAL OBSERVATIONS ON SPECIAL SCHOOLS. 
 
 The investigations of the committee and the answers to 
 questionnaires show that it is the purpose of those in charge 
 of these schools to provide elementary training which shall 
 interest young people in agriculture and if possible train them 
 for the vocation of farming. We have shown that in the 
 counties where these special schools are established the rural 
 people are not generally inclined to high schools and to sec- 
 ondary instruction. They seem to be interested only in their 
 vocation and in the business of making a living; as soon as 
 the child is old enough to work, the need for education prac- 
 tically ceases in the eyes of these people. Under these cir- 
 cumstances the special school seems to attract some attention 
 
 23 
 
and evidently does a much needed work. It would seem that 
 both in Wisconsin and Michigan the policy of establishing 
 special secondary schools was inaugurated before any effort 
 was made to introduce vocational courses into the public 
 schools. The figures given above show that about 1 per cent 
 of the pupils of Dunn county and three-tenths of 1 per cent 
 of the pupils of Marathon county attend these schools. In 
 Menominee county, Michigan, the attendance is approxi- 
 mately six-tenths of 1 per cent. The annual expense for each 
 school averages about $7,500. When we consider the num- 
 ber of school children, the number of high schools and the 
 results so far secured from the special school it is pertinent 
 to consider whether it would not be better educational and 
 business policy to make a strong eft'ort to interest the people 
 more thoroughly in the public schools, and especially in the 
 high schools, and introduce therein special or vocational 
 courses rather than to organize a separate and special educa- 
 tional system for secondary vocational instruction. 
 
 PUBLIC HIGH SCHOOL AGRICULTUEE. 
 
 The typical cases of this class of schools are found in 
 Minnesota and Michigan, and through questionnaires we se- 
 cured information from the schools at Albert Lea, Canby, 
 Glencoe, Lewiston, and Red Wing, in Minnesota. There 
 are ten high schools giving regular courses in agriculture with 
 special instructors for these subjects. We shall compare the 
 schools in Michigan with those mentioned above in Minnesota. 
 By reference to the tables it will be found that these places in 
 Minnesota range in population from 900 to 12,000. The enroll- 
 ment in the high schools ranges from 34 to 243. The number 
 of boys fourteen to nineteen enrolled ranges from 18 to 90, 
 and the number of boys taking agriculture ranges from 17 
 to 39. The course in agriculture pursued in these schools 
 includes botany, farm crops, carpentering, horticulture, poul- 
 try, blacksmithing, entomology, and live stock. The reports 
 show that in each case there is a small tract of land for the 
 use of the school and that the agricultural instruction is given 
 at comparatively slight extra cost; but it should be noted 
 that the figures given in the table include as extra cost the 
 purchase price of land, which would become a permanent 
 improvement and ought not to be charged to annual per 
 capita cost. 
 
 The instruction in each of the ten schools mentioned above 
 is given by one special instructor in agriculture and in addi- 
 tion to the regular work done in the school a special short 
 course is presented during the winter months for the farmers 
 of the surrounding community. The tables indicate that the 
 attendance at these courses was good. The subjects presented 
 
 24 
 
were such as to reach especially the conditions in each case. 
 It is too early to judge definitely of the effect of this instruc- 
 tion, but if the policy is continued we may safely predict that 
 it will become a strong educational and industrial factor in 
 each community. 
 
 The state of Minnesota has taken advanced ground in re- 
 gard to industrial education. The Putnam Act, passed by 
 their last legislature, provides for the introduction of courses 
 in agriculture, manual training and domestic economy in the 
 high schools of the state, in graded and consolidated schools, 
 and authorizes rural schools in the vicinity of such schools 
 to become associated with the high schools for the purpose of 
 receiving instruction in these special courses. The law pro- 
 vides that the instruction in these courses shall be free to all 
 residents of the state, and that instruction shall be given in all 
 the subjects pertaining to agriculture and domestic economy; 
 also that trained instructors shall be employed and that each 
 school must own a tract of at least five acres of land. The 
 state appropriates an amount equal to two-thirds of the actual 
 expense of this special instruction, but the appropriation can- 
 not exceed $2,500 per year for any school and not more than 
 ten schools can be established the first year nor more than 
 ten additional in each succeeding year. It is too early to deter- 
 mine the absolute value of this departure in education, but it 
 is the clear purpose of the people of Minnesota to have the 
 so-called practical or vocational subjects within the reach of 
 every child in the state, and it remains for the schools and 
 teachers to present this kind of instruction in such a way 
 that it shall commend itself to the people of the state. From 
 every county in Minnesota where agriculture has been intro- 
 duced in the high school courses of study we received ex- 
 tremely favorable reports concerning the work — from teachers, 
 students and farmers — thus showing that the work is appre- 
 ciated, that the attendance is increased, and that its value is 
 discoverable even though the schools have been in operation 
 such a short time. 
 
 HIGH SCHOOLS OF MICHIGAN. 
 
 During the current year regular courses in agriculture will 
 be given in eleven high schools of Michigan. The subjects 
 included are agricultural botany, farm crops and horticulture, 
 live stock, dair3dng, soils, poultry, live stock improvement and 
 feeding, farm management and farm mechanics. These sub- 
 jects are organized as units in each year of the high school 
 course — agricultural botany being given in the ninth grade ; 
 farm crops, elementary soils, horticulture and insect life of 
 the farm in the tenth grade ; live stock, dairying, and soils in 
 the eleventh grade ; live stock improvement and feeding, poul- 
 try and farm management in the twelfth grade, the combina- 
 
 25 
 
tion for each grade counting as a single unit and the entire 
 work being elective. 
 
 Reference to the courses appended hereto will give a com- 
 parison of the character of the courses in the dififerent states. 
 From the Michigan figures it will be noted that the popu- 
 lation of the district ranges from 650 to 6,000, thus making 
 the high schools of Michigan compare very favorably with 
 those mentioned above in the state of Minnesota. The en- 
 rollment in these high schools ranges from 67 to 280, and the 
 number of non-resident students attending from 26 to 80. The 
 number of boys enrolled in these high schools ranges from 
 29 to 133 and the extra cost of instruction in agriculture from 
 nothing to $400 per year.* The amount of land used for 
 experimental purposes is small, in some cases no land at all 
 having been used, but it should be stated in this connection 
 that observation and work on the home farms supplement 
 the work of the school. The tables above referred to give a 
 list of special experiments performed by the students together 
 with items observed on their trips to neighboring farms. A 
 considerable part of the regular equipment for work in botany, 
 ph3'sics, and chemistry is utilized for experiments in agri- 
 culture. Each school has provided additional special equip- 
 ment at comparatively small expense for work in soil tem- 
 peratures, soil testing, seed testing, plant propagation, and 
 dairying. The work in farm machinery and farm mechanics 
 is presented by careful observations and work on the prem- 
 ises of some dealer in agricultural implements, also in black- 
 smith shops. Special observation and experimental Avork has 
 been done in almost every case concerning' farm crops, espe- 
 cially corn, potatoes, and legumes. Thus it will be seen that 
 laboratory facilities are provided at comparatively small ex- 
 pense. The regular library has been supplemented by the 
 purchase of farm papers and magazines and reference works 
 on the various agricultural subjects. This material is not only 
 for the use of students in school but can be drawn upon by 
 the parents at home if desired. The instruction is given by 
 graduates from the Agricultural College. 
 
 In connection with the work in the high school, extension 
 courses are presented during the winter months for the farm- 
 ers of the surroimding community, the regular instructor 
 in agriculture taking a large part in this work. Lecturers 
 from the Agricultural College are provided, if requested. The 
 tables heretofore mentioned show that the number of lec- 
 tures averaged seven in each place and that the attendance 
 ranged from fifteen to sixty farmers during the entire course. 
 
 ♦In explanation of the extra expense it is proper to say tliat in ono or two 
 cases the special teacher of agriculture tavight the regular sciences in the high 
 school and therefore the expense for instruction was not increased over what it 
 would have been had a regular science teacher been employed, who did not teach 
 agriculture. 
 
 26 
 
This instruction is designed not only to assist the farmer but 
 to interest him in the general work of education and make 
 him a partner with his son in education as well as vocation. 
 
 The effects of this work after two years of experience are 
 found to be good. Great interest has been stimulated in the 
 school and in the general welfare of the community. In 
 every case the attendance at the high school has increased, 
 and the high school authorities attribute the increase almost 
 entirely to the introduction of the agricultural courses, the 
 increase in attendance coming largely from the rural districts. 
 
 The general plan of agricultural work in the Michigan and 
 Minnesota high schools is to emphasize the four leading phases 
 of agriculture, plant life, animal life, soil fertility and farm man- 
 agement, and in doing this the farms and farming appur- 
 tenances of the surrounding community are utilized in con- 
 nection with laboratory experiments in the schoolroom. The 
 attitude of students and patrons of the schools is thus far 
 extremely favorable. The work of introducing agriculture 
 into the high schools of Michigan was begun in the fall of 
 1908 with one high school. 
 
 It is proper to call attention to the fact that the work done 
 in Michigan by way of introducing agriculture into the pub- 
 lic high schools has been accomplished thus far without the 
 stimulus of state aid. The credit is entirely due to the Michi- 
 gan Agricultural College and its interest in the public schools 
 has been manifested in this way. The college created a de- 
 partment of agricultural education and one of the features 
 of the work of that department is to assist in the introduc- 
 tion of agricultural courses in the public schools. 
 
 EUEAL SCHOOLS. 
 
 In addition to personal inspection, questionnaires were 
 submitted to county commissioners of schools of four typical 
 counties of Michigan — Branch, Ionia, Muskegon and Sagi- 
 naw — with the request that the commissioner should make 
 personal investigation, and report the conditions of his county 
 according to the questionnaire. He was further requested to 
 give statistical information from a typical township in his 
 county. The aim of the questionnaire was to determine the 
 educational and labor conditions of rural districts. Accord- 
 ingly we secured the school census of boys in rural districts 
 fourteen to nineteen years of age, the enrollment in school 
 of the same ages and the number of boys employed on farms. 
 We desired to secure information, also, as to the number of 
 boys between the ages of fourteen and nineteen who leave 
 the farm permanently each year and go to the city for em- 
 ployment, also the attendance at high school. The county 
 commissioner was also requested to secure practically the 
 same information from a typical township in his county, with 
 
 27 
 
the added information as to the number of boys in the town- 
 ship who intended to remain on the farm and who have had 
 no special instruction in agriculture ; also the average wage for 
 farm labor. 
 
 Reference to the statistical tables will show that the school 
 population in the above named coimties, exclusive of villages 
 and cities, ranges from 765 to 1,956; that the enrollment of 
 boys fourteen to nineteen years in rural schools ranged from 
 282 in Muskegon county to 489 in Saginaw county, and it 
 should be noted that this number was made up almost en- 
 tirely of boys from fourteen to sixteen, inclusive. Very few 
 boys over sixteen years of age attend the rural schools. It 
 is reported that the number of boys fourteen to nineteen 
 years of age regularly employed on the farm in the fore- 
 going counties ranged from 103 in Ionia county to 950 in 
 Saginaw county. At the same time it should be noted that 
 the number of boys fourteen to nineteen attending high 
 schools in these counties ranged from 34 in Muskegon county 
 to 277 in Branch county, and that the number of boys pre- 
 paring for college ranged from 15 in Saginaw county to 100 
 in Branch county. 
 
 The information found in the tables from the typical town- 
 ships shows that in Guard township of Ionia county there 
 were 48 boys in the rural school census fourteen to nineteen 
 years of age, 33 in Berlin (Ionia county), 46 in White River 
 (Muskegon county), and 50 in Tittabawassee (Saginaw 
 county), and of this number 31 attended rural schools in 
 Guard township, 10 in Berlin, 12 in White River, 10 in 
 Tittabawassee ; from the same townships the number of 
 boys fourteen to nineteen attending high school was 7 in 
 Guard, 4 in Berlin, 4 in White River, 5 in Tittabawassee. It 
 will be noted, too, that the number of boys of the same ages 
 who intended to remain on the farm and who have had no 
 special instruction in agriculture was 10 in Guard township, 
 15 in Berlin, 25 in White River, and 28 in Tittabawassee, 
 and that the wage at farm labor in these townships averaged 
 a little less than twenty dollars per month. 
 
 The one-room school has performed a large part of the 
 education of the people in the past, but with the changed 
 conditions in the country and improvements in all forms of 
 industry, and especially in agriculture, such a school has be- 
 come less and less able to meet the needs of the present 
 generation in preparing it for life's duties. In these schools 
 we find a very small amount of apparatus, small school 
 yards and only one instructor, and it is therefore practically 
 impossible for the rural school to enter upon the field of voca- 
 tional instruction. The most that it can possibly do is 
 through the introduction of elementary forms of hand work, 
 domestic art, nature study, and the elements of agriculture 
 
 28 
 
to develop a respect for vocation. All these subjects must 
 be taught as incidental because of the absolute necessity of 
 training the children in what may be called the regular or 
 academic subjects, such training being designed to give them 
 the power to gather thought from the printed page and to 
 make such computations as are necessary in the everyday 
 affairs of life. Of these things the rural school should give 
 to each child a very definite possession. If the rural school 
 does its elementary work well it may have served its pur- 
 pose, but it can not and will not fully meet the needs of the 
 rural population. 
 
 From the information given above in regard to the effect 
 of agricultural courses in public high schools, where it has 
 been shown conclusively that the introduction of such courses 
 increases the attendance in the high school, especially of boys 
 fourteen to nineteen, years of age, we may conclude that if 
 in all rural townships there were high schools presenting 
 courses in agriculture an opportunity would be afforded to 
 those boys who intend to remain on the farm to receive 
 special agricultural instruction and at the same time a larger 
 number of them would be attending school and securing much 
 needed information. These conclusions convince us of the 
 desirability of establishing township high schools wherever 
 high schools are not already accessible to all rural children. 
 For this reason we have introduced in our recommendations 
 a provision for township schools and high schools. 
 
 The vital statistics shown by the government census indi- 
 cate most conclusively that the daily or monthly wage of a 
 man increases almost directly in proportion to the amount 
 of his educational training and particularly in regard to the 
 amount of technical instruction or training which he may 
 have received. This being true, we may conclude that these 
 same boys in these rural townships, when compelled to earn 
 their living, could, through the special instruction possible in 
 high schools, prepare themselves for a higher present wage 
 and of course a proportionately increased wage through life. 
 Thus, from the money standpoint alone, it can be seen from 
 the figures submitted herewith that special agricultural and 
 industrial instruction is valuable and will promote the wel- 
 fare of the rural community. 
 
 EEASONS. 
 
 The following reasons may be given for introducing agri- 
 cultural courses into public high schools : 
 
 1. The student body is annually recruited from the rural 
 population. 
 
 2. The courses of study are easily modified. 
 
 3. Laboratories and equipment need only slight modi- 
 fication. 
 
 29 
 
4. They cannot injure the special schools because they 
 do not give the same class of instruction. 
 
 5. Agriculture is a vocational subject for those intending 
 to live on the farm and a cultural subject for all others. Not 
 the subject but its use determines its value. 
 
 6. There is a distinct gain in the value of the work done 
 in the other sciences presented in the high school because of 
 opportunity for practical application through agriculture, and 
 thus the training will become a vital part in the mental 
 equipment of each student, and he will be led to inquire and 
 experiment for himself. 
 
 7. Students are encouraged to receive this agricultural 
 instruction in their own school, thus saving the expense of 
 living away from home. 
 
 8. Agriculture can be taught in the high school without 
 the necessity of duplicating subjects and equipment, as would 
 be necessary in the special school. 
 
 9. The results are practical so far as actual farm opera- 
 tions are concerned. 
 
 10. It has been shown that this instruction develops the 
 thinking and judging powers of the student as thoroughly 
 as any other subject taught in the school. 
 
 11. Agriculture, like other industries, must be taught as 
 a science and as an art in itself and not as related to other 
 subjects or sciences. 
 
 12. The presentation of agriculture as a subject of study 
 raises it at once to the same plane as other subjects taught 
 in the school and dignifies both the science and the art. 
 
 CONCLUSIONS. 
 
 In considering any plan of complete industrial education 
 we must include agriculture. From the investigations 
 already made it appears that there is a two-fold problem in all 
 industrial education: (a) To so teach applied science that 
 we do not weaken its power as a tool for research ; (b) to so 
 modify our courses of study that we do not lessen their 
 real school value, or what may be termed their cultural and 
 disciplinary value, and yet at the same time benefit the indus- 
 trial classes. 
 
 The fault in our present system of education is largely in 
 its traditions, not in its ideals. We must cherish high 
 ideals but it is perfectly proper to remove and destroy tradi- 
 tions which have become outgrown. It is claimed by sorne 
 that the introduction of industrial courses into the public 
 schools will commercialize them. It does not occur to us 
 that this is an argument, because if there is any such danger, 
 and we realize it, the means will be found to avoid such 
 results. Without doubt, mistakes will be made in this new 
 movement, because no uniform definite plans are in opera- 
 
 30 
 
tion and the time which has been given to the test is insuffi- 
 cient to determine absolute results. 
 
 Of th6 types of schools mentioned at the beginning of 
 this discussion, the state or college type has, without ques- 
 tion, demonstrated its value and performed its function. It 
 does not appear that we need more agricultural institutions 
 of college grade, but the moment we get away from the 
 college grade we find ourselves on uncertain ground because 
 we have as yet found no absolute definition of secondary 
 agriculture. From the types of schools mentioned it would 
 appear that the college type would rank first and that the 
 special state school would rank second, the congressional 
 district school or attached school third, the county school 
 of agriculture fourth, and public high school agriculture fifth. 
 Yet we find all of these subordinate institutions claiming to 
 give instruction in secondary agriculture and our nomenclature 
 immediately becomes confusing. The results of the investi- 
 gation show conclusively that the same grade of agriculture 
 is not and can not be taught in the public high school or 
 special county school as can be taught in the special state or 
 congressional district school. 
 
 It seems to be clear : 
 
 (a) That industrial education should provide for training 
 the boy in manual arts and agriculture and the girl in domestic 
 economy. 
 
 _(b) That the elementary schools or rural school cannot 
 train for vocations because of their limitations, but that they 
 can give certain instruction which shall result in at least a 
 respect for the several vocations. 
 
 (c) Industrial training in its narrow sense is not so 
 important for rural schools because country children still 
 have a chance to learn of certain industries at home and 
 children may be given school credit for industrial tasks per- 
 formed a.x home. 
 
 (d) Secondary agricultural education is here to stay be- 
 cause economic conditions demand it, and public schools 
 supported by public taxation should serve the public ; they 
 can do this best by at least presenting enough of agricultural 
 training so that young people may learn to do things and 
 at the same time discover their own vocational traits or 
 tendencies. 
 
 (e) Only a small per cent of our high school graduates 
 enter college, therefore the high school course of study must 
 ofi^er at least two fields or prepare for two fields: (1) higher 
 training; (2) practical life. 
 
 (f) The public high schools in the last twenty-five years 
 have made rapid improvement and have come into popular 
 favor. This is shown by the fact that the attendance in that 
 
 31 
 
time has more than quadrupled and that the percentage of 
 boys enrolled in high schools has increased by nearly the 
 same ratio. Therefore the present demand of the people that 
 these high schools shall attach certain subjects must be heard 
 and observed. 
 
 (g) Probably the quickest way to secure agricultural in- 
 struction of secondary grade is through the establishment of 
 special schools. The foregoing discussion, however, shows 
 that the establishment of such schools will necessitate the 
 duplication of buildings, equipment and instruction to a 
 very large extent and thus ultimately make the expense at- 
 tending such schools very great, if not beyond the limit of 
 public taxation. 
 
 To summarize, therefore, we may say that: 
 
 (1) The state colleges of agriculture and mechanic arts 
 are fulfilling their mission. 
 
 (2) That special secondary schools of agriculture of the 
 state and county type may serve the public best in certain 
 localities but with a comparatively high per capita cost. 
 
 (3) That the secondary agricultural high school of the 
 public type may serve practically all of the people of any 
 county or state with a moderate expenditure for buildings, 
 equipment and instruction. 
 
 (4) Secondary courses in agriculture should emphasize 
 four fundamental units: (1) plant life; (2) animal life; (3) 
 soils; (4) business agriculture; and regular courses in these 
 subjects should be made a single unit in each year of the 
 regular high school course. 
 
 " In Appendix B will be found typical courses of study in special 
 secondary agricultural schools, also in public high schools, 
 which will be interesting by way of comparison. 
 
 32 
 
REPORT OF THE SUB-COMMITTEE ON ELEMENT- 
 ARY INDUSTRIAL EDUCATION. 
 
 S. O. HAETWELL, CHAIEMAN. 
 
 Industrial training, in its beginnings and in the realization 
 of its needs, is not so new a subject as we may think. It is 
 as old as the industries themselves. But as new occasions 
 teach new duties, so the readjustments of society bring to 
 words new meanings. The industries, as we now use these 
 words, are essentially modern, at once the realization and the 
 product of those immense forces that are the truisms of mod- 
 ern life though of most recent application, transportation by 
 power, and transported power. These have made possible 
 the factory system, the mechanical development, and the 
 minute subdivision of labor, which make the industries of 
 today an entirely different thing from their parent occupa- 
 tions of a century ago. So industrial education in the more 
 restricted present use of the phrase is a comparatively new 
 topic ; elementary industrial education is still younger. We 
 might find in the history of the last century many investi- 
 g"ators and some experiments, but popular discussion has 
 been, in this country, a matter of the last decade. Yet it has 
 spread so widely and rapidly that fundamental arguments are 
 well understood. 
 
 It is needless now to enlarge upon the need for supple- 
 menting the present education of the schools with training 
 that shall increase the practical efficiency of all classes of 
 hand workers. The desirability of such training has long 
 been admitted ; that it is necessary in the United States, if 
 our laborers are to maintain a respectable position in the 
 various crafts, has been clearly demonstrated by many 
 disputants. The right, the duty, indeed the privilege of the 
 public to maintain such training as an integral part of its 
 general S3'stem of education may still need supporters but 
 has passed the point of requiring argumentative proof. It 
 is the duty of this committee to consider the general ques- 
 tion as it relates to Michigan. 
 
 INDUSTEIAL CONDITIONS. 
 
 Michigan may still rank as an agricultural state and in 
 our belief has possibilities in agriculture far above any yet 
 attained, but it needs only a casual view to show that in its 
 combination of the three great activities — agriculture, manu- 
 facturing, and mining — it is in many respects unique among 
 the states. Already its diversified commercial interests have 
 
 33 
 
linked the productive energies of the state with ahiiost all 
 lines of industry, and the chances for growth and progress in 
 many departments of manufacturing are as great as the 
 chances of improvement in the tilling of the soil. 
 
 While no longer in the central wheat belt, the state is 
 still a large producer of the staple grains — wheat, corn, and 
 oats. Its fruit is known all over the country and the industry 
 of fruit raising seems just now to be entering on a second 
 period of growth. Michigan potatoes reach the markets of 
 Florida and Cuba, and Michigan beans are largely consumed 
 in Boston. In mining one has but to mention Calumet and 
 Hecla to know something of the great record of the state in 
 the production of copper. The iron mines of the Northern 
 Peninsula, the coal mines of the Saginaw Valley, and the 
 salt Avells found at many points of the lake coast from Delray 
 to Manistee exemplify the prominence Michigan has as a 
 producer of minerals. Of silver and gold its rocks seem to 
 contain little, but the store of wealth already realized through 
 its minerals and metals is enormous — and the tale is not yet 
 told. 
 
 In manufacturing there is a great range of staple products 
 and a chance for development that is still greater. Michigan 
 is at present manufacturing half of the annual output of auto- 
 mobiles in the United States. Detroit has great stove foun- 
 dries, great car shops, and ship yards. In spite of the neces- 
 sity for carrying much of the raw material from distant 
 states. Grand Rapids still holds a leading place in the manu- 
 facture of furniture. The Kalamazoo Valley is as noted 
 throughout the west for the paper industry as Holyoke is in 
 the east. Battle Creek sends threshing machines and cereals 
 around the world. All sorts of manufactured wood, from 
 matches and pie plates to buggies and billiard tables, are here 
 produced, and work in metal is growing fast. The central 
 situation of the state, with great markets east and west and 
 great stores of its raw materials to the north and south, in- 
 creases its chance for productive development. The state is 
 a center for the development of electricity from water power, 
 while its transportation routes and connections, whether by 
 water or rail, furnish unrivaled chance for a mercantile growth 
 far above anything yet attained. The greatest present draw- 
 back we share with other industrial states — the lack of a 
 number of skilled artisans sufficient to increase to fuller 
 capacity the present activity of its typical manufacturing 
 centers. Steady growth can be maintained only through sys- 
 tematic training of handicraftsmen. To realize the neces- 
 sities of Michigan in the general question of industrial educa- 
 tion one has only to take the map and pick out for himself 
 the centers of manufacturing already developed and the cen- 
 ters of power waiting for work to do. Then he may study any 
 
 34 
 
one of them and find out that capital is waiting for invest- 
 ment in the skih and character of helpers. This does not mean 
 that we have not at present a high class of labor; it means 
 that this state, like others, has not enough skilled laborers 
 to fill its needs. And at present little is being done to insure 
 the succession of skilled artisans. 
 
 CONDITIONS OF INDUSTEIAL EDUCATION. 
 
 Some of the grounds for the judgments here briefly stated 
 are shown in the appendix, where the statistics gathered by 
 the committee are given, with a brief report of schools visited. 
 In summary, we may say that, so far as technical education 
 in its higher departments is concerned, the state has been in 
 some respects a pioneer, and technical training under public 
 auspices is already well developed. The Michigan Agricul- 
 tural College was the first state agricultural college estab- 
 lished and its influence is still felt throughout the country. 
 The Michigan Mining School has a national reputation, as 
 have the engineering departments of the University and of the 
 Agricultural College. But practically all the work of these 
 institutions is of college grade. Few or none of their gradu- 
 ates, to use the well-worn metaphor, enter the ranks of 
 industry. They are captains and engineers. When it comes 
 to the training of subalterns and the instruction of privates 
 in the armies of skilled labor the state of Michigan is doing 
 nothing and its local communities little more. Manual train- 
 ing as a part of the school curriculum is well established in 
 the cities of the state but, as has been frequently shown, it 
 does not meet this problem. Well equipped manual training 
 high schools at Muskegon, Saginaw, Ishpeming, Calumet and 
 a few other cities are furnishing some foremen in industrial 
 lines, but they send comparatively few people into the trades. 
 A study of the graduating list of the Kalamazoo High School 
 shows that 26 per cent of the graduates of the last five years 
 have shaped their courses in higher institutions through their 
 interest in manual training, but it shows only forty people 
 out of the list of 343 at present engaged in any line of skilled 
 manual labor other than teaching the manual arts. This may 
 be taken as typical of the other manual training courses. Of 
 trade schools there is just a beginning. Through the interest 
 and generosity of Honorable W. R. Burt, East Saginaw estab- 
 lished in 1910 a trade class for boys and there are now thirty- 
 two boys in the first two years of its four-year course. The 
 late Honorable Arthur Hill left a generous bequest for the 
 establishment of a trade school and technical high school in 
 West Saginaw. In a pamphlet published this year Superin- 
 tendent Philip Huber gives the following recommendations 
 regarding courses to be established as soon as the building is 
 completed : 
 
 35 
 
"The aim of the school is — 
 
 1. To prepare youth of both sexes for a definite voca- 
 tion and for efficient industrial citizenship. 
 
 2. To give the boys between the ages of fourteen and 
 sixteen an opportunity to learn the elements of trade, and 
 to increase their earning capacity — a training which they 
 could not hope to acquire if they started to work as 
 unskilled apprentices. 
 
 3. To help men and women already engaged in a vo- 
 cation to better their condition by increasing their 
 technical knowledge and skill." 
 
 Ishpeming reports trade classes in carpentry and painting 
 in connection with its manual training school. Muskegon 
 gives a valuable technical training in its high school, but, 
 except in printing, has no well defined trade courses. Eve- 
 ning" schools giving some trade subjects have been developed 
 by the public schools in several of the cities in both penin- 
 sulas ; but these cannot, in the nature of the case, meet the 
 main problem. 
 
 The Y. M. C. A. in 1909 reported four centers in the state 
 where instruction in industrial and technical subjects is given 
 under its auspices, viz. : Detroit, Grand Rapids, Jackson and 
 Lansing. At Detroit the Y. M. C. A. has established a day 
 school under the name of the Detroit Technical Institute, 
 which has this year been incorporated as a separate institu- 
 tion. It has six departments besides the summer school and 
 night school. Two of these are the trade school and engineer- 
 ing department, in which a co-operative course has been be- 
 gun. In November, 1910, there were enrolled in the plumb- 
 ing class -25; in watchmaking, 14; engraving, 10; gas-engine 
 class, 26; mechanical drawing, 125; architecture, 45; co-opera- 
 tive engineering, 26; classes in pharmacy and commercial 
 work enroll 10 and 26 students respectively. These students 
 range from eighteen to twenty-eight years of age and pay 
 tuition ranging from $20 to $100 per term. There are twenty- 
 six boys under eighteen employed during the day who are 
 taking night school work in eighth grade studies. 
 
 Probably the most authoritative list of industrial schools 
 yet made is found in Bulletin No. 11 of the National Society 
 for the Promotion of Industrial Education, in which the 
 schools are classified as follows : 
 
 1. Intermediate Industrial, Preparatory Trade or Voca- 
 tional Schools. 
 
 2. Trade Schools (Day Courses). 
 
 3. Technical Schools (Day Courses). 
 
 4. Apprenticeship Schools. 
 
 5. Evening Schools, giving (a) Technical and (b) Prac- 
 tical Shop Courses. 
 
 6. Part Time Schools. 
 
 36 
 
7. Trade Schools for Colored Races. 
 
 8. Correspondence Schools. 
 
 Under the first heading twelve schools are described, of 
 which one is in Columbus, Ga. ; three are in Massachusetts, 
 and eight in the State of New York. Of public trade schools 
 nine are listed, in six different states (all established since 
 1905). Twenty-one trade schools on private foundation are 
 described, of which six are in Greater New York, while the 
 remaining fifteen are scattered in nine other states. Of the 
 six public technical schools, four are in Massachusetts, while 
 ten supported by private funds are divided among seven states. 
 In the sixth subdivision three part-time schools are mentioned, 
 two in Massachusetts, one in Cincinnati, Ohio. These are the 
 groups of special interest in this discussion. Of the sixty-one 
 schools included, New York, Massachusetts and Pennsylvania 
 together have thirty-eight, and our neighboring states — Ohio, 
 Indiana, Illinois, Wisconsin — each have one or more. Michi- 
 gan has none. In fact, the only mention of Michigan is in 
 connection with Y. M. C. A. schools. 
 
 Evidently the beginnings we have described have been too 
 recent or too slight to secure attention of the compilers, who 
 also would undoubtedly class four of the excellent schools we 
 have mentioned (at Muskegon, Saginaw, Calumet and Ish- 
 peming) as manual training schools, now carefully differen- 
 tiated from trade schools and not classified in the lists quoted. 
 
 Hence it is fair to say that so far practically nothing has 
 been done in Michigan in elementary trade instruction. By 
 the census figures just published Michigan takes rank among 
 the states as eighth in population. Of these eight states Texas 
 and Michigan are the only ones having no trade-schools. Yet 
 the growth of population in Michigan, as in most of the states, 
 is largely in industrial centers. Leaving these out of consid- 
 eration, the increase of population in the state in the last 
 decade would be barely 3 per cent. Certainly there is as yet 
 no industrial training commensurable either with the school 
 enrollment or the industrial needs of the state. The chance 
 for immediate progress seems to lie in the co-operation of the 
 state legislative and educational authorities with the com- 
 munities now ready to attack the problem. 
 
 PEOGRESS IN OTHER STATES. 
 
 Let us consider somewhat carefully what has already been 
 accomplished in other states. The movement along its pres- 
 ent lines is distinctly one of the last ten years. In Bulletin 
 No. 12, just issued by the National Society for the Promotion 
 of Industrial Education, Dr. E. C. Elliott reports : 
 
 "Of the 29 states legislating with respect to practical activities 
 of any type, 2.5 have enacted their present provisions since 1900. 
 Of the 11 states providing for industrial and trade training, all have 
 
 37 
 
enacted their present provisions since 1902. The first commission 
 for the study of industrial and technical education, in whose vfake 
 more than a half-dozen others have followed, was not appointed until 
 1905. No other educational movement, calling for large expenditures 
 and involving sweeping changes in curriculum and method, has 
 received such prompt legislative recognition as has the demand for 
 practical and trade training.''* 
 
 This rapid progress does not of itself prove the validity of 
 the arg-ument for industrial and secondary technical training, 
 but that argument need not be presented here.t We shall take 
 for granted these contentions: first, that such training 
 is profitable alike to the individual and the state; second, 
 that it is a fundamental part of the broader social edu- 
 cation which is gradually enlarging our individualistic concep- 
 tions of public school work; and, third, that it is entirely with- 
 in the province of our present public systems. So the nar- 
 rower question at present before us is how best to organize an 
 effective state approval and support. 
 
 The evident need which has stimulated the recent advance 
 noted by Dr. Elliott is stated tersely in a recent report : 
 
 "In New York city approximately 37 per cent of the 
 population are engaged in mechanical and industrial work ; 
 37 per cent in business ; 19 per cent in domestic service, 
 and 5 per cent in the learned professions, and undoubtedly 
 other large cities of our country would show similar dis- 
 tribution. There are many schools for the 5 per cent in 
 the learned professions and there should not be fewer; 
 but aside from engineering schools of college grade, there 
 are but few containing thorough practical courses for the 
 37 per cent engaged in mechanical or industrial work." 
 (Report of N. E. A. Committee, 1910, p. 100.) 
 The first state seriously to undertake action was Massa- 
 chusetts, and the report of the Douglas Commission of 1905 is 
 still one of the most valuable documents on industrial educa- 
 tion. The plans undertaken by the second commission organ- 
 ized imder the Legislative Act of 1906 (Chapter 505) have 
 been considerably modified, and the commission itself has 
 since been merged in the State Board of Education. But the 
 chief features of the system first started remain. Schools 
 organized under general state supervision and a control partly 
 state and partly "local, but independent of the regular local 
 boards of education, receive state aid to the extent of half the 
 expense of maintenance, though the whole cost must first 
 be raised by local taxation in addition to the taxes assessed 
 for or through the usual system of public schools. 
 
 * The bullentins of this societv will hereafter be referred to as Bulletin Number 
 I. II. etc. " , . . - 1^ 
 
 For a skeptic, or for one wishing to review the mam arsumont. we would 
 suggest the followinc: books and reports a.s informing; and snsgestive : Report 
 of Massachusetts Commission. 1900 : Beginnings of Industrial Education. Paul 
 nanus : Education for Efficiency. Eugene Davenport : Report of the Committee on 
 the Place of Industries in Public Education. N. E. A.. 1010: The Worker and 
 the State, Arthur D. Dean ; Vocationnl Education, David Snedden. 
 
 38 
 
"All cities and towns may provide independent indus- 
 trial schools for instruction in the principles of agricul- 
 ture and the domestic and mechanic arts, but attendance 
 upon such schools of children under fourteen years of age 
 shall not take the place of attendance upon public schools 
 as required by law. In addition to these industrial schools, 
 cities and towns may provide for evening courses for per- 
 sons already employed in trades, and they may also pro- 
 vide, in the industrial schools and evening schools herein 
 authorized, for the instruction in part-time classes of chil- 
 dren between the ages of fourteen and eighteen years who 
 may be employed during the remainder of the day, to the 
 end that instruction in the principles and the practice of 
 the arts may go on altogether." (Mass. Law as quoted in 
 Bulletin No. 12.) 
 
 Under this plan notable beginnings have been made in es- 
 tablishing trade schools. The report of the State Board of 
 Education, issued in January, 1910, shows a list of seventeen 
 schools in sixteen Massachusetts cities and towns organized 
 in this w^ay. We should add that there were previously the 
 state textile schools, established by legislative act in the 
 nineties at the cities of Fall River, Lowell and New Bedford. 
 It should also be noted that several communities in which gen- 
 eral school sentiment is most progressive have preferred to 
 organize similar work under their local boards of education. 
 At Newton and Springfield the technical high schools, while 
 not distinctly trade schools, are emphasizing the fundamental 
 work of carpentry and the mechanical trades for boys, and of 
 the domestic arts for girls. Springfield has had for several 
 years an effective evening public school of trades, and in 1909 
 established an elementary industrial class, which now includes 
 about eighty boys. The school authorities of Chicopee go 
 further and maintain that vocational courses should be an in- 
 tegral part of the ordinary high school. They have shop 
 courses in cabinetmaking and machine work, which are taken 
 by all the boys of the first two high school grades. Fitchburg 
 has developed an effective trade course on a special part-time 
 plan, which we shall discuss later. 
 
 Connecticut, under laws passed in 1909, has established two 
 state trade schools, at Bridgeport and New Britain. They are 
 under state control and paid for by state funds, though at both 
 places local aid is promised. The cost to the state is not to ex- 
 ceed $50,000 a year. The "independency" shown in these two 
 states has come partly from local conditions and partly from a 
 feeling that this movement in purpose and content was too foreign 
 to the training and point of view of the "school-men" con- 
 ducting public education to be fairly administered by them. 
 On the other hand, some of the school-men have combated the 
 
 39 
 
movement, believing it a manufacturers' scheme to secure 
 recruits for factory exploitation. Perhaps it is unwise for any 
 progressive movement to sift too closely its adherents ; some 
 are always seeking selfish advantage. But we believe this 
 problem is bigger than any question of manufacturer's profits 
 or of factory labor as a commodity. It is as vital to the state as 
 any other department of public education. Indeed, the problem 
 will not be fully met until the occupations as a part of educa- 
 tion are recognized in the content of lower grade instruction. 
 • We firmly believe that more can be done through union with the 
 present organization of public education than by separation.* 
 At least Michigan conditions are favorable to a unified organi- 
 zation. Therefore, we shall find more of value in the plans un- 
 dertaken in New York, Wisconsin, and Ohio, the remaining 
 states which have completed effective state legislation on this 
 subject. 
 
 Michigan finds a New York ancestry for many of its peo- 
 ple, customs and political units ; we may secure valuable hints 
 from the system of industrial training authorized in that state 
 in the laws of 1908 and 1910. It is a method of partial state 
 support and control, or, looking at it from the local point of 
 view, a method of state aid. Local authorities are given the 
 power to establish, conduct and maintain trade and industrial 
 schools. The course of study must be approved by the Com- 
 missioner of Education. The schools are of three types : 
 
 a — Those giving general industrial training, 
 b — Those giving trade training. 
 
 c — Those giving training in agriculture, mechanical arts 
 and home-making. 
 
 The schools are supported by local taxation and are under 
 the direction of the general board of education, which has the 
 appointment also of an advisory committee representing the 
 industries taught. The state repays the school district $500 
 annually for the first teacher and $200 annually for each addi- 
 tional teacher. It will be seen that this method prevents any 
 attempt to exploit the state treasury by starting schools where 
 they are not needed, as the local expense would be too great. 
 In the day schools provision at present is made only for chil- 
 dren who have not yet left the public schools. For the ele- 
 mentary industrial schools pupils must be fourteen years of 
 age or grammar school graduates. For entrance into the trade 
 schools pupils must be sixteen years of age. The State of 
 New York has a carefully organized state department of edu- 
 cation, and the supervisory work of that department means 
 more than in some of the other states. It is interesting to note 
 that both in Massachusetts and New York one assistant com- 
 
 *In fact the division of local control prior to the a^e of specialization 
 seems to us to come from a false theory of education. 
 
 4C 
 
missioner (under that or some other title) has direct charge 
 of the supervision and development of these industrial schools 
 throughout the state. 
 
 In point of legal sanction, Wisconsin and Ohio have gone 
 further than Michigan, though agricultural schools have made 
 as much progress here as in Wisconsin. On the trade side 
 little seems to have been done in either state. Milwaukee has 
 a fine trade school, with excellent equipment and an unusually 
 strong teaching force; but its cost, considering the numbers 
 reached, would make its plan prohibitive in any but large 
 cities. Wisconsin also has a most valuable institution m the 
 Stout School in Menomonie; while in Ohio, Cleveland has 
 developed a fine technical high school. But neither of these 
 seems more typical than the schools at Muskegon and Sagi- 
 naw, which have been developed through the co-operation of 
 philanthropists with local educational authorities. 
 
 It will be seen, therefore, that so far as we may use the 
 experience of others, the commission believes a modification 
 of the New York plan better adapted to Michigan conditions 
 than any of the other systems yet devised. 
 
 ORGANIZATION NEEDED. 
 Any successful plan must be founded upon sound theory. 
 When we come to consider the general question two points of 
 view, in the way of school demands, are at once evident. 
 
 I. Through the separate occupations there is the demand 
 of society for efficient workers. Steadily the work of the world 
 is being classified and the classes subdivided until the puzzle 
 seems frequentlv to be how to secure proper efficiency without 
 making too rigid a stratification of social groups. If we may 
 suggest a personal view — we believe that the solution of this 
 problem must be found in dignifying efficiency, whether man- 
 ual or mental, and that here arises one of the greatest responsi- 
 bilities of the public schools. The work of the world must be 
 done; to be done it must be classified and apportioned, and to 
 be done satisfactorily we must secure for each kind of work 
 trained and willing workers. Training for work means education, 
 at least it means a part of education which few at present are 
 getting ; and willing workers in certain callings will not, in large 
 numbers, appear until through education we shall have estab- 
 lished a sentiment that efficient labor dignifies itself. It is 
 not the province of the public school to direct into one or a 
 few of the channels of human action all of its best product 
 The schools have not meant to do this, but their inherited 
 traditions, their organization and present courses make this 
 hard to avoid. The complete solution will come only, to quote 
 a recent writer, when "It will be possible for anyone to receive 
 instruction in any subject at any time. Nothing less can be 
 acceptable in an American democracy." 
 
 Our skilled trades are essential to our civilization: and prog- 
 
 41 
 
ress. If they are to hold their proper place and improve their 
 own conditions, they have a right to their share of well-trained 
 recruits. Upon some schools, then, public or private, there 
 lies the just claim that workers in the trades shall have equip- 
 ment similar in the points of maturity, training and intelli- 
 gence to the equipment of those whom we attempt to fit for 
 the so-called intellectual pursuits. We cannot escape the con- 
 viction that in. all of our states, and certainly in Michigan, 
 where public education has from the first been carefully 
 planned and provided, the responsibility lies largest on the 
 public schools. 
 
 The age at which special training should begin is the first 
 important point. If the skilled manual occupations are to get 
 their share of intelligence, no plan of industrial training which 
 brings the individual choice below sixteen or shoves into these 
 occupations pupils of irregular or slip-shod mental habits will 
 be fully satisfactory^ For secondary trade schools sixteen 
 years should be the low^est limit of age at which applicants 
 will be admitted. A lower limit would meet at the outset two 
 practical difficulties ; one, the antagonism of employers, for 
 they recognize the need of maturity in their recruits, and are 
 fast coming to appreciate the economic cost of immature labor- 
 ers. On the other hand, artisans themselves would be opposed, 
 since their constant sentiment is to prevent exploitation of 
 their children. If the remainder of the demand is to be met, 
 viz.. training and intelligence equivalent to that secured by 
 candidates for the professions and for business life, we must 
 have intensive trade courses whose content and method must 
 be largely under the direction of the trades involved. Instruc- 
 tion should be given by practical mechanics with attendant 
 shop practice, co-operative, or otherwise. In our judgment 
 such schools should be established under state plans and by 
 state aid and connected through their official boards with the 
 public schools on one side and the trades on the other. The 
 New York plan gives suggestions as to this possibility. 
 
 II. But the second point of view is just as imperative 
 when we look at the present conditions of elementary educa- 
 tion. 
 
 At present there lies upon us the necessity better to adapt 
 to productive citizenship those children who, either through 
 carelessness or lack of means, drop out of school at fourteen, 
 or even earlier. Once started among the unclassified, they 
 find it almost impossible to secure, even as adults, a foothold 
 in the skilled and gainful occupations. Of course, someone 
 must do this drudgery ; still the whole tendency of civilization 
 is to reduce the ratio of unclassified to skilled labor. "Some 
 parts of the domain of unreflective labor will long be left un- 
 touched, but the process is going forward. It is clear that, 
 while education is rendering the toilers dissatisfied with the 
 
 42 
 
humblest sorts of occupations, science is steadily sweeping 
 away these occupations." (The Worker and the State, p. 163.) 
 
 If we are to maintain public education in its widest sense, 
 we must plan to prepare for effective service those who now 
 are wholly unprepared. Thus we shall find in Michigan at 
 present, as elsewhere, the need of a kind of industrial schools, 
 possibly temporary, but just now most practical. We may 
 name them elementary industrial schools, or vocational 
 schools, as distinguished from the secondary trade schools 
 just mentioned. Their main intent would be to save for rea- 
 sonable efficiency pupils who otherwise would drop out of 
 school to become units of inefficiency. These schools should 
 take pupils at fourteen or older and give them the rudiments 
 of one or more of the fundamental occupations and some 
 knowledge of the wider problems of the industries. They 
 should not be asked to impart much technical skill, nor should 
 they be considered as trade feeders. 
 
 In our opinion there are many localities in Michigan in 
 which both kinds of schools just mentioned could be quickly 
 and effectively organized. In some the first kind could best 
 be started, in most the second. For the second, well estab- 
 lished with two or three courses, would straight-way be found 
 furnishing material for the more extensive work of the trade 
 school. A suggestion of the material at hand to be benefited 
 by such schools is found in the following record of school per- 
 mits issued in Kalamazoo during the school year of 1909-1910 
 and the first two months of 1910-1911. During the first period 
 162 applications were filed, falling into three classes : 
 
 First. Issued because applicant had completed Grade VIII 
 in school. 
 
 Second. Denied. 
 
 Third. Issued for cause. 
 
 The latter class is shown in the tables. 
 
 KALAMAZOO PUBLIC SCHOOLS. 
 
 Permits given September 1, 1909-June 1, 1910. 
 
 Lack 
 of School 
 Poor Interest 
 
 Bovs. Girls. Total. Health. Necessity, or Progress. 
 
 Age 14 12 15 27 3 24 ' 
 
 Age 15 48 36 84 1 73 10 
 
 Totals . . 60 51 111 4 97 10—111 
 
 Permits given September 1, 1910-November 8, 1910. 
 
 
 
 
 
 
 
 Lack 
 
 
 
 
 
 
 
 of School 
 
 
 
 
 
 Poor 
 
 
 Interest 
 
 
 Boys. 
 
 Girls. 
 
 Total. 
 
 Health. 
 
 Necessity. 
 
 or Progress. 
 
 ge 14.. 
 
 5 
 
 3 
 
 8 
 
 1 
 
 7 
 
 
 ge 15.. 
 
 . . 19 
 
 14 
 
 33 
 
 
 31 
 
 o 
 
 Totals 
 
 . . 24 
 
 17 
 
 41 
 43 
 
 1 
 
 38 
 
 2—41 
 
We have, then in an industrial city of favorable school con- 
 ditions 111 pupils stopping school in one school year, of whom 
 the large majority might have been induced to stay had a part- 
 time school given them a chance for self-support, or a voca- 
 tional school made clear to them the economy of perseverance. 
 Necessity is in these cases a flexible plea, and the prolific 
 "mother of invention"; yet, after all reasonable discounting, 
 that and lack of progress bar the road of school advancement, 
 indeed of life-opportunity, for too large a percentage of the 
 children of the state. Later charity and philanthropy cannot 
 overcome the loss thus imposed on society. Moreover, in this 
 state these schools can easily be adjusted to our present public 
 school S3^stem. This committee has received returns from 
 forty-seven cities and towns in the state in which manual train- 
 ing is already underway ; about a dozen have well-developed 
 high school courses and two or three have special ungraded 
 schools, as, for instance, Detroit, Grand Rapids and Kalama- 
 zoo, in which manual work is already emphasized, though not 
 organized on the trade basis. 
 
 Successful experiments in this field have been started in 
 several cities. Cincinnati, Ohio, and Fitchburg, Mass., have de- 
 veloped part-time systems easily adapted to large or small locali- 
 ties, in which certain industries are concentrated. Rochester, 
 N. Y., and Saginaw, Mich., illustrate practical ways of develop- 
 ing trade schools. At Cincinnati a public school instructor is in 
 charge of various groups, some two hundred boys in all, who are 
 employed as apprentices by different manufacturers ; their ap- 
 prenticeship is guarded to prevent exploitation, and to secure 
 practice in different kinds of shop work. These boys work in the 
 shop five and one-half days and go to school one-half day at the 
 same rate of pay. The instructor is peculiarly fitted for the 
 work, and those who have inspected the schools declare that 
 the results secured are remarkable. 
 
 Fitchburg, Mass., a "machinery town," has a plan of half- 
 time work that has two distinct advantages ; it gives a boy the 
 chance for a good amount of instruction in the theory, methods 
 and drawing needed for a special trade, and secures for him 
 practical shop work, under shop conditions, with up-to-date 
 machinery. The school also avoids the necessity for a costly 
 mechanical equipment that would rapidly depreciate. The boys 
 are directed in their shop work to some extent by the in- 
 structor and are assigned in practice to the different shops in 
 co-operation. Boy A spends this week in the shop, while boy 
 B is in the school ; on Saturday morning boy B goes to the 
 shop to find what work A is doing and where to take hold on 
 Monday morning. The second week boy A is in school and 
 boy B in the shop, and this alternation continues through the 
 school year of forty weeks, so that each bo}' secures twenty 
 
 44 
 
weeks of instruction and twenty weeks of practice. The boys 
 who persevere through the year have a chance to work during 
 the summer. The two shop years are preceded by one entire 
 year of academic work. The boys are paid a certain definite 
 wage per hour for work in the shop years and have an outlet 
 into the shop at the end of their course. 
 
 The Rochester Factory School, Rochester, N. Y., was estab- 
 lished in 1908. Its aim is to keep boys in school longer than they 
 would otherwise stay and give them instruction preparatory to 
 industrial life. The school is under the Board of Education of 
 the city of Rochester and the State Education Department, and 
 is supported by municipal funds and state appropriations under 
 the law of 1908. For purposes of instruction an old school build- 
 ing is utilized, the equipment of which is valued as follows : 
 
 Cabinet Making Department $2,200.00 
 
 Electrical Department 700.00 
 
 Carpentry Department 200.00 
 
 Plumbing Department 300.00 
 
 The budget for 1909-10 was $13,375. 
 
 The completion of the sixth grade and an age qualification 
 of fourteen years are required for admission. The age require- 
 ment is waived in case of younger children of advanced stand- 
 ing. ^ 
 
 The class work includes mathematics, drawing, English 
 and industrial history from the trade point of view" and takes 
 one-half of a six-hour day; the other half is given to shop 
 work. One hundred and four pupils were enrolled in 1909-10. 
 While the total cost for the year was $16,000, furniture made 
 and repair work done for the Board of Education was credited 
 back, at fair rates, to the amount of $10,000. Hence the net 
 cost was in round numbers $6,000. Factory procedure is fol- 
 lowed so far as possible ; for instance, if bookcases are needed, 
 at least six of one pattern are made at one time. 
 
 The establishment of the Saginaw Trade School is de- 
 scribed by Supt. E. C. Warriner in a circular sent out last 
 year : 
 
 SAGINAW TRADE SCHOOL. 
 
 Establishment. October 30, 1909, the Hon. W. R. 
 Burt addressed a letter to the superintendent of schools, 
 saying that he would furnish the sum of $2,000 to pay the 
 expense of a trade school for the present school year. 
 This letter was turned over to the Board of Education and 
 a special committee of the board was called for Novem- 
 ber 3. At this meeting a petition was presented to the 
 Board of Education, signed by fifty-six machinists of the 
 city, protesting against the establishment of a trade school 
 on the ground that it would put "on the market a lot of 
 
 45 
 
inexperienced men and be a detriment to the trade." The 
 matter was thereupon referred to a special committee of 
 the Board of Education. This committee met representa- 
 tives of the machinists of the city November 5, and a long 
 discussion ensued on the subject of trade schools. Mean- 
 Avhile the feeling grew that the matter ought to be put be- 
 fore the people of the city, and, accordingly, at a special 
 meeting of the Board of Education, held November 10, it 
 was decided to call a public mass meeting at the Audi- 
 torium Sunday afternoon, November 14. This meeting 
 was addressed by dilTerent persons, and, after a general 
 discussion, it was voted to recommend to the Board of 
 Education the acceptance of Mr. Burt's gift, and the es- 
 tablishment of the trade school. At the regular meeting 
 of the Board of Education held November 17, 1909, this 
 action was accordingly taken. The trade school was 
 opened January 5, 1910, using the lunch room in the high 
 school building as a session room for the school. 
 
 Admission. Announcement was made through the 
 schools and in the daily papers that the trade school was 
 to be opened and any boy over fourteen years old who 
 desired to learn a trade was invited to send in his appli- 
 cation. In all eight3"-nine names were received. The 
 superintendent visited the schools and talked with the 
 boys in regard to their wishes. It was found that some of 
 the boys had no definite idea as to any trade to be learned, 
 while others were fully decided. As by far the largest 
 number wished to learn the machinist's trade, this was se- 
 lected as the trade to be taught. Next the parents of the 
 applicants were asked to call at the superintendent's office 
 and express their desires in the matter. There was now a 
 falling off in the number of applicants, but forty-five ap- 
 peared with their parents. As it had been planned to be- 
 gin with one class, it became necessary to refuse admis- 
 sion to some of the applicants. The final decision was to 
 take only those boys who were over fifteen years of age. 
 Of those there were twenty-eight, so that the school 
 opened with this number belonging. 
 
 Aim. The aim of the school as at present organized is 
 to teach the machinist's trade. 
 
 Course of Study. The course of study laid out is 
 three years in length. 
 
 III. Completely to meet present needs there should be 
 legal sanction and state assistance for a third type of school. 
 The so-called Continuation School, which is already adopted 
 in the state plans of Massachusetts and Connecticut, is prac- 
 tically in operation under the title of Evening School in cer- 
 
 46 
 
lain centers in the various states already mentioned. Twenty- 
 seven are separately listed under Evening Schools in Bulletin 
 No. 11. -^ While at present the work is almost entirely the 
 providing of evening classes, into which ambitious workers 
 enter, the tendency is toward finding some method like the 
 Cincinnati plan, above described, for securing the co-operation 
 of manufacturers in sending to these schools present workers 
 who are only half trained. The pupils fall into two groups 
 — first, adults who have already gained their trade with slight 
 training; second, those who can secure only an elementary in- 
 dustrial training before it is necessar}^ for them to become 
 wage earners. For the first class of workers, the courses given 
 for many years by Mechanics' Institute, at Rochester, N. Y., 
 present a valuable type. For the second class, the Rochester 
 Factory School, already mentioned, furnishes excellent sug- 
 gestions. 
 
 STATE CO-OPEEATION NEEDED. 
 
 There are two great reasons why the state should assist in 
 developing plans for public industrial education within its boun- 
 daries, not simply by permissive legislation, but also through 
 financial aid to given localities. The first is a simple plea of jus- 
 tice. We have tried to show the reasons for the demands of indus- 
 trial education. The state assumes regulative control of other 
 departments of public education, and to them it gives through 
 the various college and school funds financial assistance. If it 
 assumes regulative control as well in this department (and 
 from this there would seem to be no escape), it should take 
 also a part of the financial responsibility for the new line of 
 public education. 
 
 The second great reason is that the problem is too big for 
 the separate localities: (a) Because of the great diversifica- 
 tion of industries and the migratory tendency of labor under 
 our present shop and transportation systems no locality can 
 possibly undertake all that would be desirable, and, further- 
 more, each place would find itself training workers for other 
 places, quite as much as for itself. This is reciprocal and 
 within certain limits worth Avhile ; but as we search the facts 
 we shall find that the state in practically every instance is the 
 gainer. Probably the state is the. smallest of our political units 
 that can undertake the plan of organization, though the local units 
 must be left quite free to determine their special lines of co- 
 operation. 
 
 (b) W^e must face large expense. A state wide plan with 
 state supervision and aid would naturally involve concentra- 
 tion for certain trades in a few places most favorable and thus 
 bring a diversification of training throughout the state with a 
 concentration of effort in special localities. For local initiative 
 
 47 
 
would evidently mean much duplication of effort and scatter- 
 ing, of energy. 
 
 (c) On the theoretical side, the state is most interested in 
 its own citizenship. Herein lies the basis of our present edu- 
 cational system, and to the state we should look for the sanc- 
 tion under which we may organize this new form of education 
 and for the aid through which different localities may under- 
 take it. 
 
 (d) If we look for examples, we see that the problem has 
 already been undertaken by other states whose industrial de- 
 velopment may be a little in advance of Michigan conditions, 
 but whose industrial prospects are no greater than our own. 
 If the next ten years show in Massachusetts, Ncav York, Ohio 
 and Wisconsin as great a progress in this department as has 
 the last decade, the changed conditions will mean to them 
 a great advantage in competition. Michigan laborers must 
 meet this competition ; her manufacturers must meet the con- 
 ditions of labor that this training will produce. The state, 
 rather than the special locality, has thus the greatest interest 
 in. this movement. 
 
 CONCLUSIONS AND RECOMMENDATIONS. 
 
 We have discussed the reasons for the recommendations 
 already given in the report of the commission. For conveni- 
 ence we repeat these recommendations so far as they refer to 
 industrial training: 
 
 First — That to cities of 5,000 or more in population that 
 shall establish (a) an elementary industrial school, or (b) a 
 trade school for boys over sixteen years of age, or (c) a trade 
 school for girls over sixteen years of age, there shall be allowed 
 by appropriation from the state treasury the sum of $500 for 
 one instructor employed and the sum of $250 for each other 
 instructor employed up to a limit of four instructors in all. 
 
 Second — That cities having a population of 20,000 or more 
 shall be authorized to establtsh evening or continuation schools 
 of trades, and that to such schools there shall be allowed from 
 state funds a grant of $500 toward the salary of the first in- 
 structor and $250 for other instructors, provided the total 
 grant to any city under this recommendation shall not exceed 
 $1,000. • _ 
 
 Third — This state aid shall be in the form of reimburse- 
 ment for money raised by taxation in the given locality and 
 spent for the purpose indicated, and shall be paid only upon the 
 presentation of properly accredited vouchers. 
 
 Fourth — The amount thus appropriated by the state for the 
 industrial and agricultural training shall not exceed for the 
 first year a total'of $30,000, for the second year a total of $40,- 
 000, or for any subsequent year a total of $100,000. Schools 
 
 48 
 
shall be accredited or rejected by the State Board of Educa- 
 tion, according to statutory provisions. 
 
 Fifth — The supervision of courses, accrediting of schools, and 
 proper certification of teachers for industrial or agricultural 
 schools should be placed in charge of the State Department of 
 Education. 
 
 Seventh — That the appointment of a =;econd Deputy Super- 
 intendent of Public Instruction be authorized, w^ho shall have 
 general charge of this branch of education. 
 
 RECAPITULATION. 
 
 We have considered industrial education as connected with 
 the needs of Michigan rather than abstractly. For themselves 
 elementary and secondary industrial training may be urged on 
 the following grounds: 
 
 I. 1. "Industry, as a controlling factor in social progress, 
 has for education a fundamental and permanent signifi- 
 cance. 
 
 2. Educational standards, applicable in an age of handi- 
 craft, presumably need radical change in the present day 
 of complex and highly specialized industrial development. 
 
 3. The social aim of education and the psychological 
 needs of childhood alike require that industrial (manual- 
 constructive) activities form an important part of school 
 occupations. 
 
 (a) In intermediate schools industrial occupations are 
 an important element in the wide range of experience 
 necessary for the proper testing of children's aptitudes as 
 a basis for subsequent choice of specific pursuits, either 
 in vocations or in higher schools. 
 
 (b) In secondary schools industrial occupations prop- 
 erly furnish the central and dominant factor in the educa- 
 tion of those pupils who make final choice of an industrial 
 vocation. Vocational purpose is the distinguishing mark 
 of the 'technical' high school as distinct from the 'manual 
 training' high school." 
 
 — Report of N. E. A. Committee, p. 6. 
 
 II. Put more concretely, there is need to secure, by means 
 of specialized education, a more rational choice of vocation 
 by individuals and better individual training, for two rea- 
 sons : 
 
 1. The demand of society, through the industries, for 
 more efiicient workers. 
 
 2. The demand that society, for its own sake, recognize 
 the need for dififerentiation in training in order to prevent 
 social waste. 
 
 III. There are several ways of meeting the problern : 
 
 1. By a readjustment of elementary education which 
 
 49 
 
shall more fully recognize industry as a social factor; but 
 this is a matter of internal growth rather than external ad- 
 justment through legislation. 
 
 2. By means of special departments in our school sys- 
 tem, of which the following are immediately valuable and 
 deserve state sanction and state aid: 
 
 (a) Elementary industrial or vocational schools for 
 pupils from fourteen to seventeen years of age. 
 
 (b) Secondary industrial or trade schools taking boys 
 and girls at sixteen years of age and training them first, 
 in general intelligence; second, for skill in a specific trade. 
 
 (c) Continuation schools for workers who wish to se- 
 cure further training. 
 
 IV. Michigan should authorize and aid these forms of in- 
 dustrial training: 
 
 1. , From the broad ground of interest in securing the 
 best citizenship. 
 
 2. Because of its unique position and great possibilities 
 industrially. 
 
 Suggestive material in regard to special schools and courses 
 of study will be found in the Appendix. 
 
 50 
 
THE PRESENT CONDITION OF INDUSTRIAL EDU- 
 CATION IN GERMANY. 
 
 E. C. WAEEINER. 
 
 The industrial schools of Germany may be divided into 
 four classes, as follows: 1, Technical High Schools; 2, Inter- 
 mediate Technical Schools; 3, Lower Industrial Schools; 4, 
 Industrial Improvement or Continuation Schools. These 
 terms need explanation, which will be given in the following 
 discussion : 
 
 1. The term high school, as used in Germany, refers not to 
 a school of secondary grade, as in this country, but to an insti- 
 tution of college or university rank. The German technical 
 high school then is a high grade engineering school, like the 
 Massachusetts Institute of Technology or the engineering 
 department of the University of Michigan. There are nine 
 technical high schools in the German Empire, at Aachen, Ber- 
 lin, Brunswick, Darmstadt, Dresden, Hanover, Karlsruhe, 
 Munich and Stuttgart, with a total attendance of 16,826 stu- 
 dents. In general, admission to these technical high schools 
 requires the completion of a nine-year course in a secondary 
 school; that is, in a Realgymnasium or in a Higher Real- 
 schule. As pupils enter the secondary schools at the age of 
 nine, they are eighteen when ready to enter the technical high 
 school. There is at present, however, a tendency to admit stu- 
 dents at a younger age, and in certain cases most of the tech- 
 nical high schools will take students who have completed but 
 seven of the nine years of the secondary course. The technical 
 schools have four departments, namely, for the training of 
 architects, civil engineers, mechanical engineers and electrical 
 engineers. They are all fully equipped with laboratories and 
 the instruction is divided about equally between lectures and 
 laboratory exercises. The high school course is four years in 
 length, and upon its successful completion the title of Cer- 
 tificated Engineer is bestowed. The technical high schools 
 have also gained the right, through the favor of Emperor Will- 
 iam, of granting the degree Doctor of Engineering. This was 
 the most important step ever taken in the development of these 
 institutions, and put them at once on a level with the German 
 universities. Indeed, the question has been much discussed 
 in Germany of incorporating the technical high schools with 
 the universities, much as departments of engineering are or- 
 ganized in American state universities, but the step has not 
 yet been taken. The technical high schools draw their sup- 
 port from fees of students and from taxes in the state in which 
 they are located. 
 
 51 
 
2. The second class of German industrial schools, referred 
 to above as intermediate technical schools, includes a large 
 number and variety of institutions in all parts of the German 
 Empire. Their aim is to train foremen and superintendents 
 for the industries as well as the higher class of skilled work- 
 men. Their admission requirements are not so high and their 
 courses of study are not so long as those of the technical high 
 schools. They require ordinarily the completion of six years 
 of the nine years' course of the secondary school, although 
 certain institutions call for only a good elementary education. 
 In all cases, however, practical shop experience is a pre- 
 requisite to admission to these technical institutions. The 
 course of 'Study varies in length from two to four years, but 
 for the most part it is two years long. These schools include 
 building trade schools, schools for the machine industry, tex- 
 tile schools, pottery and industrial art schools, mining acad- 
 emies, forestry academies, schools of navigation, besides special 
 schools, such as the Royal Academy for the Bookmaking In- 
 dustry at Leipzig. 
 
 Specialization of instruction, according to the industrial 
 needs of the community, which is carried to such a high de- 
 gree in the lower industrial schools, makes its appearance 
 in these intermediate technical schools. Typical examples 
 of these schools are the institutions of the twin cities of 
 Barmen-Elberfeld. These two cities are situated in the heart 
 of the Rhenish-Prussian iron and coal region, not far from 
 Essen, seat of the Krupp Iron, and Steel Works. Barmen and 
 Elberfeld join their limits so that it is impossible for the trav- 
 eler to determine where one ends and the other begins. They 
 have had a remarkable growth since the founding of the em- 
 pire in 1871, and have today a combined population of over 
 300,000. Their streets and public buildings are sources of 
 pride to the busy inhabitants. The industries of the cities are 
 naturally similar and have to do especially with the textile and 
 dye trades. More ribbons are made in Barmen, it is said, than 
 in any other city in the world. In ribbons, cord and lace. Bar- 
 men rules the world's market. In Elberfeld, the textile indus- 
 try is specially devoted to the making of upholstering mate- 
 rials and cotton goods, while it has probably the largest dye 
 and color establishment in Germany. 
 
 In these two cities, with their 300,000 inhabitants, besides 
 the regular elementary and secondary schools, and also besides 
 the industrial continuation schools, to be described below, are 
 the following industrial schools of an intermediate character: 
 (a) Prussian higher trade school for the textile industry in 
 Barmen ; (b) artisans' and industrial art school in Barmen ; 
 (c) royal school for the building trades in Barmen and Elber- 
 feld ; (d) royal united school for the machine industry in Elber- 
 feld and Barmen; (e) city artisans' and industrial art school in 
 
 52 
 
Elberfeld. The total attendance at these five schools in 1905-6 
 was 2,394 adult workmen. Some of these men had finished their 
 apprenticeship and came voluntarily to these classes, evenings 
 and Sundays, to improve their condition, while others were 
 day students, preparing themselves for positions as foremen 
 and superintendents in their chosen callings. The distinctive 
 features of the five schools named above are in brief as fol- 
 lows : Since Barmen is a very important center for the textile 
 industry, the Kingdom of Prussia has established here a school 
 for educating leaders in this business, school (a). The large 
 building, given over to the school, is filled with the best weav- 
 ing machinery the world afl:'ords, while its museum has speci- 
 mens of silk, cotton, plush and upholstering materials in end- 
 less variety. The course of study is one year long and in- 
 cludes study of patterns, instruction in materials and spin- 
 ning, instruction in dyeing and finishing, drawing and stencil- 
 ing, arithmetic and bookkeeping. Schools (b) and (e), arti- 
 sans' and industrial art schools, ,are similar to those found in 
 all the larger German cities. These schools ought, perhaps, 
 to be classified with the third division as lower industrial 
 schools rather than among the intermediate technical schools, 
 since they are not of so high grade as the textile school or the 
 building trades school. The industrial art school offers day 
 instruction for four groups of workmen, viz., decorative, paint- 
 ers, lithographers, cabinetmakers and clay modelers. The 
 artisans' department of these schools gives instruction from 
 eight to ten in the evening and on Sundays from nine to twelve 
 in the morning. The aim of this instruction is to give both 
 apprentices and journeymen the opportunity to increase their 
 skill in drawing and their theoretical knowledge for the fol- 
 lowing trades : painters, lithographers, printers, cabinetmakers, 
 draftsmen, tinsmiths, locksmiths, wood-carvers, gardeners, 
 shoemakers and tailors. The building trades school (c) has a 
 two years' course for foremen and contractors in the masons' 
 and carpenters' trades. The subjects of instruction in this 
 school are drawing and mathematics in large amounts, to- 
 gether with a study of buildings and building materials. This 
 school as well as the machine trade school (d) is for the com- 
 bined cities. The last named_school performs for the iron- 
 using industries the same service as the building trades school 
 does for the building industries. The course is two years' 
 long and the instruction occupies the entire time of the stu- 
 dents. 
 
 3. The third type of German industrial schools, designated 
 as lower industrial schools, differ fro.m the intermediate tech- 
 nical schools in that they do not occupy the entire time of the 
 student. They are attended by journeymen, already engaged 
 in their calling, who are ambitious to learn more, with a view 
 to improving both their earning capacity and their joy and 
 
 53 
 
satisfaction in their work. At no point in Germany's indvis- 
 trial life does the difference between the German and the 
 American workman emerge more plainly than in the attend- 
 ance at these schools. The American workman, when once 
 he secures a position, or a job, as he calls it, is inclined to set- 
 tle down in satisfaction, with little attempt to better his posi- 
 tion, except in the matter of wages. The thought that added 
 knowledge to be secured through study in an industrial school 
 in addition to added skill to be acquired in the factory, the 
 thought that this added knowledge and skill should be pre- 
 requisites to better wages has not as yet deeply touched the 
 American workingman. It is true that there are signs of an 
 awakening in this respect, as is shown by the establishment 
 of evening schools quite generally throughout the larger cities 
 of our country. 
 
 The future development of American industries and the fu- 
 ture wages of our workingmen are bound to be intimately 
 connected with industrial education. In all professional and 
 commercial pursuits it is profoundly true that advancement 
 depends upon knowledge and skill and it cannot be otherwise 
 in the industrial world. This alone will not solve the wage 
 problem. Organization and collective bargaining will still 
 be necessary, but employers will meet their employees in 
 much better spirit, when the latter show such an intelligent 
 interest in their own progress as to strive to better their con- 
 dition by improving their ability as workmen. 
 
 The German workman has been acting on this principle 
 for many years, in increasing numbers and with increasing 
 seriousness in later times. The first schools for workingmen 
 were established over a hundred years ago. They were, for 
 the most part, drawing schools, and met on Sundays, so as not 
 to interfere with the workman's time. In Hamburg, in 1767, 
 an architectural school was founded, and industrial schools 
 sprang up thereafter in many places, in Bohemia, in Hungary, 
 in Austria, in Prussia and in Wuerttemberg. Drawing con- 
 tinues to be the core of all industrial training in Germany, 
 which accounts for the artistic finish of her architecture and of 
 her manufactures. Not an industrial school but what has its 
 studios, its casts, its models in rich profusion. The tendenc}'' 
 is away from Sunday classes and in the direction of evening 
 or day instruction in this class of schools. Workmen are 
 grouped according to their occupation, and the number of 
 the groups formed and the variety of trades represented in 
 these schools is positively bewildering to an American unac- 
 customed to schools for workingmen. In the city of Berlin, 
 for example, there were in 1905-6 one hundred and sixty-three 
 different occupations represented in these lower industrial 
 part-time schools. The workmen meet two evenings a week, 
 two or three hours an evening, for the study of drawing and 
 
 54 
 
desig-ning-, business or trade arithmetic and the mechanism of 
 the particular trade in which the journeyman is employed. 
 Instruction in these schools is always adapted specially for the 
 particular group or trade represented by the class, as barbers, 
 bakers, coopers, bookbinders, glaziers, tinsmiths, harness- 
 makers, machinists, etc. 
 
 4. The fourth class of German industrial schools, the most 
 elementary type, the most distinctive, and that which we have 
 heard most of in the United States, is the continuation school. 
 As the name implies, the continuation school is a school de- 
 signed to continue or carry on the education of the boy after 
 he has passed beyond his compulsory age limit, fourteen years. 
 Continuation schools are of three varieties — industrial, com- 
 mercial and agricultural. The industrial continuation schools, 
 or, as they have been sometimes called, industrial improvement 
 schools, are for boys over fourteen who have gone to work in 
 shops and factories to learn trades, having finished the elemen- 
 tary course in the common schools. Commercial continuation 
 schools are for similar pupils who have entered stores and 
 offices, and agricultural continuation schools for those who 
 live in the country and will become farmers. In some of the 
 German states attendance at the continuation schools is obliga- 
 tory, in others voluntary. The reason for this is that educa- 
 tional laws are enacted in Germany as in the United States, 
 not by the empire but by the individual states. The German 
 Empire has, however, in its industrial statute, provided that all 
 employers must grant their apprentices the necessary time to 
 attend the continuation school in their locality. Failure to do 
 this is punishable by fine or imprisonment. This imperial 
 industrial statute also makes it lawful for the city or locality 
 to require the attendance of its young men, also women under 
 eighteen, upon the continuation schools. The German Empire 
 consists of twenty-six distinct units — four kingdoms, six grand 
 duchies, five duchies, seven principalities, three free cities, and 
 one imperial land. In every one of these states continuation 
 schools exist. In certain states every community is obliged 
 to set up such schools, and youths from fourteen to eighteen 
 years old are obliged to attend them. In other states continu- 
 ation school are established by the cities or local communities, 
 with compulsory attendance, and in other cases attendance is 
 voluntary. In the kingdoms of Wuerttemberg and Saxony, 
 in the duchies of Saxe-Meiningen and Saxe-Coburg-Gotha, in 
 the principality of .Schwarzburg-Sondershausen, and in the 
 free cities of Bremen and Luebeck, continuation schools are 
 required of every community by state law and attendance is 
 obligatory. In the other states, the establishment of such 
 schools is left to the communities. It must be said that the 
 tendency is more and more in the direction of compulsory 
 schools and of compulsory attendance, and undoubtedly 
 
 55 
 
within the next ten years every German state will require 
 attendance upon these schools. The state law in the Kingdom 
 of Wuerttemberg-, passed July 22, 1906, is typical of the best 
 thought in regard to continuation schools. The language of 
 the law in its most essential parts is as follows: "Every com- 
 munity, in which for three successive years there are em- 
 ployed in industrial and commercial pursuits an average of at 
 least forty male workmen, under 18 years of age, is obliged 
 to establish a continuation school, industrial or commercial." 
 * * * "/^u male workmen under 18, engaged in industrial 
 and commercial pursuits, are obliged to attend the continua- 
 tion school for three years." One important feature of the 
 Wuerttemberg law is that the instruction must be given in 
 the day time, that is, before 7 p. m. This confirms by statute 
 the observation of all who have ever had to do with evening 
 schools that evening instruction is only a makeshift at best. 
 Those who have worked through the day are too exhausted 
 in both body and mind to obtain the best results from evening 
 study. Employers are required by this law to inform the 
 principal of the industrial school as to every worker under 
 eighteen who enters or leaves their employ within four days 
 of such time. Employers are required to release the workers 
 in order to allow them to attend the irjdustrial school, and 
 both employers and parents must see that the attendance of 
 workmen at the industrial school is punctual and regular, 
 under penalty of fine or imprisonment. The number of hours 
 of instruction required by the Wuerttemberg law is at least 
 280 a year. The rule is to spread this over ten months or 
 forty weeks, an average of seven hours a week. The principal 
 subjects of instruction in the industrial continuation schools 
 are drawing, arithmetic and German, each adapted to meet 
 the needs ol the workman. Cabinet-makers, for example, are 
 grouped in classes by themselves and the drawing which they 
 do relates to this trade. The arithmetic, too, will include the 
 reckoning of the cabinet-maker's stock and of the management 
 of his business, while the German will be reading technical 
 literature, descriptive of this industry. For the most part, the 
 actual practice of the trade takes place in the factory or work- 
 shop. The instruction in the continuation school is supple- 
 mentary to the factory practice and may be called theoretical. 
 The industrial continuation schools of Germany are not in 
 general equipped with machinery or tools except for purposes 
 of drawing or sketching. The tendency, however, is toward 
 furnishing more shop equipment for the schools. This is the 
 case in the larger cities of the Kingdom of Wuerttemberg, 
 and it is true particularly of the continuation schools of the 
 city of Munich, in the Kingdom of Bavaria, where the con- 
 tinuation and industrial school idea has been more thoroughly 
 developed than in any other city of the world. 
 
 56 
 
In 1909 there were in the Kingdom of Wuerttemberg 251 
 lower industrial and commercial schools, with an enrollment 
 of 28,546 students. This in a kingdom with a population of 
 2,300,330, comparable in area and population to the state of 
 New Jersey. The great gulf between German and American 
 industrial schools is here apparent. New Jersey has abso- 
 lutely nothing to offset this number of lower industrial 
 schools. She has a few institutions, which may be classed 
 as higher industrial schools, such as Stevens Institute, at 
 Hoboken, and the Newark Technical School, but of the low^er 
 type, or continuation school, the state is absolutely wanting. 
 The Wuerttemberg law provides that each school may charge 
 a small tuition fee to its students, which varies from $1.00 to 
 $10.00 a year. These fees, of course, do not pay the expenses 
 of the school, and the deficit is met half by local taxation and 
 half by state contributions. The amount of state aid granted 
 to the continuation schools of the Kingdom of Wuerttemberg 
 in the year 1909 amounted to $93,732.50. 
 
 While Germany is thought of today as an industrial coun- 
 try, this has been true only since 1870. Before that, Germany 
 was essentially an agricultural land, and the same careful 
 attention has been given to agricultural education as to indus- 
 trial. Agricultural schools of varied form have existed for 
 many years. In each of the twenty-six German states are to 
 be found at the present time one or more forms of these 
 schools, except in four of the smaller states and in the city 
 of Hamburg. The different types of institution are as fol- 
 lows: (a) agricultural high school, an advanced school for 
 the most thorough investigations in all agricultural matters ; 
 (b) agricultural schools of an intermediate type, with all-day 
 courses of one or two years in length ; (c) agricultural winter 
 schools, short courses, from the beginning of November to 
 the last of March, corresponding to the continuation schools 
 for industry and commerce, described above ; (d) special 
 schools, as wine cultivation, fruit raising, bee culture, and 
 veterinary schools. A catalogue of the agricultural schools 
 in Wuerttemberg is as follows : 
 
 1 Agricultural High School 145 Students 
 
 3 Agricultural Schools 36' " 
 
 8 Agricultural Winter Schools 418 " 
 
 1 Winemakers ' School 21 " 
 
 1 Veterinary High School 132 " 
 
 14 752 Students 
 
 These agricultural schools are supported in the same way 
 as the industrial schools — by local taxation, supplemented by 
 state grants. 
 
 It seems strange at first blush to quote so freely the expe- 
 rience of a country so different from the United States as is 
 
 57 
 
Germany, and to hold its scheme of industrial education up as 
 a model to us. But investigation, convinces the most indiffer- 
 ent that we can learn abundantly from Germany. The mate- 
 rial progress which the German Empire has made since Ihe 
 Franco-Prussian war of 1870-71 is one of the wonders of the 
 world. When King William of Prussia was hailed as W^illiam 
 I, Emperor of Germany, in the palace at Versailles, January 
 18, 1871, he found Germany an agricultural nation, with indus- 
 tries few and scattered. In the forty years since then, how- 
 ever, she has forged to the front by leaps and bounds, until 
 today she is the foremost competitor of Great Britain and the 
 United States for the markets of the world. Her population 
 has grown from 40,000,000 in 1870 to 60,000,000 in 1905. Her 
 production of coal has increased over fourfold, from .79 tons 
 per capita in 1871 to 3.3 tons per capita in 1907, while that of 
 iron ore has increased eight times, from .04 tons per capita in 
 1871 to .33 tons in 1906. German manufactures today are of 
 endless variety and of the highest quality. In every German 
 city the factory smokestack pierces the sky and the buzz of 
 the electric motor is to be heard in every German village. The 
 legend "Made in Germany" brought consternation to Eng- 
 lish manufacturers a dozen years ago. The explanation 
 of this great advance in so short a time is found largely 
 in Germany's system of industrial education. Every stu- 
 dent of the subject confesses that no other cause of growth 
 has been so mighty as the industrial schools of the empire. 
 Nowhere else in the world is the intelligence of the average 
 workman so high as in Germany. Engineering skill equal to 
 the German's may be found in other countries. The engineer- 
 ing schools of the United States do not suffer in comparison 
 with those of Germany, but as regards the skill and knowledge 
 of the mechanic and factory operative, Germany leads the 
 world. 
 
 It has been a matter of common remark in the United 
 States for ten or fifteen years that all our best workmen are 
 foreigners, niostly Germans. We are now awaking to the 
 necessity of training a more skilled body of workmen than we 
 have at present in the United States. Massachusetts and New 
 York are leading the way in legislation which grants state 
 aid to communities which will establish industrial schools. 
 Michigan certainly should take her place in the van of the in- 
 dustrial education procession. The United States has to over- 
 come a mass of indifference, if not of prejudice, on the part of 
 both employer and employee, before it will enjoy the full 
 blessings of industrial education. The schools of this country 
 have in the past so distinctly disavowed any utilitarian_ aim 
 that the community does not look for any specific vocational 
 product from them. In fact, a prejudice often exists that the 
 schools train away from every-day life in the workaday world. 
 
 58 
 
Employers look, then, with suspicion on any school which pro- 
 fesses to be able to train for the workshop or store. This feel- 
 ing does ^not exist in Germany. Manufacturers there have 
 tried the products of the schools long enough to know the 
 advantages to be derived from industrial and continuation 
 schools. The sentiment of the community, therefore, sup- 
 ports the compulsory feature of their laws on this subject. 
 I believe we shall in time establish continuation or part-time 
 schools with compulsory attendance in this country ; but 
 before this time comes, we must convince the employer that 
 the product of these schools is enough more valuable than the 
 untrained recruit to justify the law. When the employer is 
 persuaded, it will be no hard task to lead the employee to 
 realize the value of more school training. Since our schools 
 have heretofore made no provision for vocational courses, it 
 is natural for the working man to assume that all his prac- 
 tical training must come from shop work. If the employer 
 requires advanced study of his employees, and if this added 
 knowledge is rewarded with better Avages, self-interest will 
 lead the laborer to the industrial' school. The German takes 
 his work more seriously than the American. I believe that 
 he also takes a deeper interest in it and that he has a keener 
 sense of pride in ability to excel. Joy in work can come only 
 from skill, and added skill must bring greater joy. The only 
 satisfaction that makes life worth living is that which comes 
 from doing well what one has to do. When it is realized that 
 schools can aid the workman to this satisfaction, they will 
 be welcomed by him, and when the employer sees that schools 
 make his employees more profitable workmen, he, too, will 
 have the same interest in industrial education as the laborer. 
 
 59 
 
APPENDICES 
 
 A-STATISTICAL. 
 
 B-TYPICAL COURSES OF STUDY. 
 
 C-AUTHORITIES. 
 
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TABLE VII— MICHIGAN CITIES HAVING MANUAL TRAINING 
 COURSES, 1909-1910 
 
 TOTAL ENROLLMENT 
 
 Name of City 
 
 Adrian 
 
 Albion 
 
 Ann Arbor 
 
 Battle Creek . . . 
 
 Bay City 
 
 Benton Harbor 
 
 Bessemer 
 
 Cadillac 
 
 Calumet 
 
 Charlotte 
 
 Cheboygan . . 
 
 Chesaniug 
 
 Cold water — 
 Crystal Falls . . 
 
 Detroit 
 
 Escanaba 
 
 Flint 
 
 Grand Rapids. 
 
 Hillsdale 
 
 Holland 
 
 Hough ion — 
 Iron Mountain 
 
 Ironwoort 
 
 Lshpeming ... 
 
 Jackson 
 
 Kalamazoo. . . 
 
 Lansing 
 
 Ludington — 
 
 Manistee 
 
 Manistique . . . 
 Marquette — 
 
 Marshall 
 
 Mt. Clemens.. . 
 
 Muskegon 
 
 Negaunee — 
 
 Niles 
 
 Ovvosso 
 
 Port Huron ... 
 Saginaw, E. S.. 
 Saginaw, VV. S. 
 Sault Ste Marie 
 St. Johns — 
 St. Joseph . . . 
 Three Rivers 
 Traverse City 
 Wyandotte .. 
 
 911 883 1794 
 
 599 566 1165 
 
 I 2568 
 
 2150 2304 4454 
 
 3246 2543 5789 
 
 820 799 1619 
 
 220 250 470 
 
 1010* 995 2005 
 
 3239 3247 64H6 
 
 483 501 984 
 
 I 1541 
 
 152 160 312 
 
 5751 625 iiyo 
 
 600] 65U 1250 
 
 I Dat 
 
 1279 1322 2601 
 
 1844 2126 3970 
 
 CO X jg 
 
 m 
 
 o 
 
 894 964 1,S58 
 Hbi' 879 1733 
 1335 1344 2679 
 
 I I 
 
 1009 1615 3224 
 
 2118 2191 4;i09 
 
 2634 2773 ,5407 
 
 2136 2101 4237 
 
 845 889 1734 
 
 309' 343 651 
 
 428 477, 905 
 
 390 719 
 650 1408 
 
 I 
 
 GRADE ENROLLMENT, GIVEN DATE 
 
 BoYS 
 
 109 
 .55 
 
 *228 
 187 
 
 117 
 237 
 670 
 
 54 
 108 
 
 62 
 147 
 
 145 
 
 177 
 
 241 
 
 Dat 
 
 69 
 
 71 
 
 42 
 
 93 
 
 20 
 
 43 
 
 44 
 
 755 1503 
 618 1025 
 840 1749 
 1584 1496 30801 147 
 2233 2271 4,504' 245 
 1531 1504 3035' 160 
 1150 1190 2340 103 
 37 
 39 
 44 
 101 
 46 
 
 366 
 
 386 
 
 752 
 
 4,58 
 
 478 
 
 936 
 
 4,56 
 
 489 
 
 945 
 
 314 
 
 312 
 
 626 
 
 368 
 
 395 
 
 1 
 
 763 
 
 73 
 
 39 
 
 ♦212 
 
 169 
 98 
 69 
 41 
 67 
 
 371 
 36 
 72 
 10 
 
 60 
 not 
 119 
 1.53 
 582 
 
 35 
 112 
 
 49 
 142 
 
 143 
 168 
 234 
 
 67 
 
 » 
 
 *102 
 
 141 
 
 4 
 
 05 
 
 5i 
 
 59 
 
 289 
 
 35 
 
 44 
 
 8 
 
 42 
 
 rec 
 
 24 
 
 101 
 
 490 
 
 30 
 
 75 
 
 53 
 
 107 
 
 75 
 
 125 
 
 142 
 
 256 
 
 not 
 
 68 
 84 
 33 
 80 
 26 
 .S2 
 173 
 48 
 48 
 6; 
 
 116 
 190 
 116 
 73 
 28 
 42 
 35 
 63 
 39 
 
 *232 
 126 
 
 53 
 23 
 37 
 
 198 
 38 
 27 
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 102 
 
 347 
 
 34 
 
 53 
 
 63 
 
 80 
 
 39 
 
 115 
 
 75 
 
 161 
 
 rec 
 
 44 
 60 
 32 
 02 
 18 
 51 
 93 
 45 
 51 
 41 
 8; 
 
 160 
 118 
 08 
 23 
 34 
 20 
 04 
 13 
 
 ed 
 90 
 
 87 
 
 33 
 42 
 44 
 89 
 85 
 139 
 eiv 
 24 
 
 20 
 39 
 
 28 
 
 54 
 29 
 23 
 40 
 
 51 
 18'. 
 
 62 
 30 
 34 
 
 28 
 
 ed 
 
 Girls 
 
 38 
 
 15 
 
 105 
 46 
 
 185 
 
 83 
 55 
 65 
 350 
 45 
 68 
 13 
 
 58 
 
 93 
 
 251 
 
 630 
 
 61 
 
 109 
 
 20 57 
 
 15 145 
 
 13 132 
 
 28 155 
 
 il88 
 
 47 226 
 
 11 60 
 
 83 
 
 13 37 
 
 10 100 
 
 15 
 
 37 
 
 18 
 
 172 153 
 
 9 78 
 74 59 
 53 33 
 
 85 
 
 66 
 
 53 
 13' ,53 
 31 134 
 37 208 244 
 5 151 147 
 26 101 i 94 
 
 38 24 
 
 44 9,= 
 
 61 ! 39 
 
 98 68 
 
 47. 31 
 
 „ 
 
 
 
 
 
 
 
 
 > 
 
 d 
 
 X 
 
 X! 
 
 60 
 
 78 73 
 
 38 
 
 6 
 
 
 13 
 
 4 
 
 1,37 
 
 140 
 
 96 
 
 63 
 
 
 
 42 
 
 2 
 
 ,57 
 
 06 
 
 24 
 
 27 
 
 22 
 
 42 
 
 5 
 
 24 
 
 46 
 
 49 
 
 45 
 
 14 
 
 199 
 
 
 4 
 
 28 
 
 39 
 
 43 
 
 33 
 
 31 
 
 34 
 
 46 
 
 30 
 
 
 13 
 
 16 
 
 11 
 
 8 
 
 40 
 
 28 
 
 19 
 
 12 
 
 85 
 
 60 
 
 42 
 
 35 
 
 127 
 
 96 
 
 81 
 
 72 
 
 417 
 
 
 
 
 30 
 
 48 
 
 44 
 
 37 
 
 64 
 
 
 9 
 
 4 
 
 58 
 
 45 
 
 27 
 
 29 
 
 80 
 
 39 
 
 38 
 
 23 
 
 36 
 
 45 
 
 38 
 
 33 
 
 113 
 
 88 
 
 65 
 
 68 
 
 103 
 
 95 
 
 75 
 
 
 217 
 
 134 
 
 104 
 
 87 
 
 34 
 
 29 
 
 34 
 
 28 
 
 53 
 
 3 
 
 2 
 
 
 38 
 
 44 
 
 ■>'> 
 
 15 
 
 72 
 
 65 
 
 56 
 
 41 
 
 23 
 
 23 
 
 30 
 
 29 
 
 47 
 
 
 / 
 
 / 
 
 110 
 
 79 
 
 35 
 
 37 
 
 39 
 
 31 
 
 27 
 
 22 
 
 40 
 
 30 
 
 25 
 
 12 
 
 59 
 
 61 
 
 38 
 
 22 
 
 92 
 
 54 
 
 01 
 
 40 
 
 172 170 
 
 102 
 
 67 
 
 132 102 
 
 39 
 
 24 
 
 731 67 
 
 32 
 
 35 
 
 28 5C 
 
 26 
 
 17 
 
 76! 33 
 
 19 
 
 14 
 
 25 
 
 3.^ 
 
 29 
 
 17 
 
 72 
 
 
 2 
 
 5 
 
 21 
 
 17 
 
 15 
 
 5 
 
 25 
 
 ♦Boys and Girls. 
 
 Note —The enrollment given in the first three columns was asked for as ' Total Enroll- 
 ment "'; Enrollment by Grades was asked on the given date, February 4, 1910. It is under- 
 stood that all pupils enumerated in Grades V-VIII have the kind of manual work 
 mentioned under courses of study. In most schools high school courses in manual 
 training are optional; hence the high school tigures do not show manual training en- 
 rollment. 
 
 66 
 
TABLE VKI. M\NUAL TRAINING IN MICHIGAN CITIES 
 
 COST 1909-1910 
 
 Adrian 
 
 Ann Arbor 
 
 Bay Citv 
 
 Battle Creek . . . 
 
 Bessemer 
 
 Benton Harbor. 
 Crystal Falls . . . 
 
 Charlotte 
 
 Cheboygan . . . . 
 Chesaning 
 
 Detroit 
 
 Flint 
 
 Grand Rapids. . 
 
 Houghton 
 
 Iron wood 
 
 Iron Mountain. 
 
 Ishpeming 
 
 Jackson 
 
 Kalamazoo 
 
 Lndinglon 
 
 Manistee 
 
 Muskegon 
 
 Marquette 
 
 Marshall 
 
 Negaunee 
 
 Owosso 
 
 Port Huron 
 
 St Johns 
 
 Sault Ste. Marie. 
 Saginaw E. Side. 
 Saginaw W. Side 
 Traverse City . . . 
 
 Three Rivers 
 
 Wyandotte .... 
 
 Original Cost 
 of Apparatus 
 
 Boys 
 
 $400 to 
 S500 
 
 S2150 
 f 2953. 31 
 
 8450 
 
 S19 
 S400 
 
 $150 
 
 8500 
 
 8749 
 
 852 
 
 818 
 
 81000 
 
 83500 
 
 83000 
 81500 
 
 13247 
 833,79 
 
 82500 
 
 8475 
 
 8650 
 
 8243 
 81000 
 
 836,18 
 82000 
 
 8500 
 
 Girls 
 
 8400 to 
 8500 
 
 8500 
 
 $500 
 8450 
 81200 
 50 
 8250 
 
 3.85 
 00, exte 
 
 8475 
 81370. 09 
 00 
 00 
 
 8500 
 
 81500 
 82000 
 
 82100 
 5. 02 
 
 $1000 
 
 8475 
 
 850 
 
 821 
 
 8500 
 
 9.94 
 
 8600 
 8552. 60 
 
 Yearly Repair 
 Renewal 
 
 Boys Girls 
 
 8150 
 
 814 
 
 nsions 
 
 825 
 
 $30 
 8150 
 
 810 
 
 86 
 
 $200 
 
 $2 
 
 825 
 
 815 
 
 820 
 
 0.00 
 
 84.65 
 5.97 
 
 2.00 
 
 825 
 
 Yearly Sup- 
 plies 
 
 Boys 
 
 8100 
 
 $265 
 
 $7 
 875 
 
 8125 
 815 
 $15 
 
 $60 
 $419 
 
 8224.81 
 8452.72 
 8237 
 8300 
 
 810 
 
 $80.25 
 
 8125 
 
 $200 
 
 $21 
 
 82.38* 
 
 $1030 
 
 $800 
 
 $160 
 
 824 
 
 Girls 
 
 8150 
 
 8200 
 2 
 $150 
 
 8130 
 
 
 .05 
 
 $125 
 
 9.13 
 8118.45 
 8369.27 
 9.22 
 
 8200 
 
 
 896. 77 
 8123 
 850 
 84 
 $2.46* 
 8700 
 8600 
 $258.80 
 
 
 Yearly 
 Instruction 
 
 Boys Girls 
 
 81000 81100 
 
 81250 81400 
 832 00 
 8350 
 $650 
 
 8350 
 
 $900 
 
 $1000 
 
 $6( 
 
 $900 
 
 823276 
 
 82150 
 $1200 
 
 829 
 
 87,79 
 
 8825 
 81150 
 816,59 
 82100 
 865 
 $1000 
 
 $800 
 $1000 
 
 $105 
 $1300 
 81675 
 82525 
 
 
 8550 
 
 .60 
 00 
 
 1 50 
 
 8525 
 81150 
 8.50 
 $1400 
 
 
 8650 
 
 8105 
 
 $700 
 
 $1375 
 
 81675 
 
 Per Capita 
 Cost 
 
 Boys Girls 
 
 $14.58 
 810. 42 
 
 $1.98 
 
 $1. 
 
 $1.30 
 
 $1. 
 
 8.35 
 
 $2.55 
 83.23 
 817.98 
 823.77 
 
 82. 54 
 
 7>^ 
 
 811.73 
 85.51 
 
 81.05 
 81.65 
 
 $1.07J 
 37 
 
 81.50 
 
 81.32 
 
 112.06 
 
 812.23 
 
 $1.93 
 
 *Per Capita. 
 
 Note.— An effort was made to secure the cost of the different items, apparatus, 
 material, instruction, etc., grade by grade; much interesting information was received, but 
 not enough to make a useful comparative table. We have therefore tabulated totals and 
 averages only, though dividing the cost of courses for boys and courses for girls wherever 
 that information was given. 
 
 67 
 
TABLE IX, MANUAL TRAINING IN MICHIGAN 
 
 SPECIAL INSTRUCTORS EMPLOYED 1909-1910 
 
 CITY 
 
 Albion 
 
 Ann Arbor 
 
 Adrian 
 
 Battle Creek 
 
 Benton Harbor 
 
 Bay City 
 
 Bessemer 
 
 Calumet 
 
 Cheboygan — 
 
 ColdWHter 
 
 Crystal Falls ... 
 
 Charlotte 
 
 Detroit 
 
 Flint 
 
 Eseanaba 
 
 Grand Rapids . 
 
 Houghton 
 
 Holland 
 
 Hillsdale 
 
 Ironwood 
 
 Iron Mountain 
 
 Ishpeming 
 
 Jackson 
 
 Kalamazoo . . . 
 Ludington — 
 
 Lansing 
 
 Muskegon 
 
 Manistee 
 
 Marquette — 
 
 Marshall 
 
 Manistique . . . 
 
 Negaunee 
 
 Owosso 
 
 Port Huron 
 
 St. Johns 
 
 St. Joseph 
 
 Sault Ste. Marie 
 Saginaw, W. S. 
 Saginaw, E. S. . 
 Traverse City . . 
 Wyandotte 
 
 Instructors of Boys 
 
 F. 
 
 Instructors of Girls 
 
 Dom. Sc. 
 
 F. 
 
 11 
 
 1 
 1 
 6 
 1 
 
 1 
 
 2 
 
 2 
 1 
 
 1 
 
 3 
 
 2 (1 
 Assist in 
 night cl.) 
 
 2 
 
 J. 
 
 Dom. Art. 
 F. 
 
 1 
 
 2 
 
 1 
 
 4 
 
 Total 
 Instructors. 
 
 l'-^ 
 
 1 
 
 % 
 
 2 
 
 % 
 
 2 
 
 1 
 
 2 
 
 
 1 
 
 
 1 
 
 V-, 
 
 2 
 
 1 
 
 h 
 
 ■l^ 
 
 Yi 
 
 %. 
 
 ■I 
 
 
 1 
 
 68 
 
g B 
 
 Z 
 < 
 
 o 
 
 X 
 
 o 
 
 z 
 
 5 o 
 
 H 
 
 < 
 D 
 
 Z 
 < 
 
 X 
 bJ 
 
 OQ 
 < 
 
 cSOrt CB 
 
 ^ fr 
 
 -»1 
 
 ^ ^ Ed 
 
 m 3^' 
 
 be ^ .^ 
 
 
 
 ,>S= =3' 
 
 e= ^ 
 
 
 OS 
 
 
 
 
 
 Bench 
 Cabin 
 
 wool 
 
 WOR 
 
 ^5 
 
 Pi 
 
 5 
 
 o 
 
 
 ^ 3 
 
 33 en 
 
 Bench 
 
 Work 
 
 woodwork 
 
 BENCa 
 
 &2 
 
 W 
 
 
 
 Reported 
 
 TUN a 
 
 WORK 
 
 men 
 
 33 CQ 
 
 QBS 
 
 
 1 
 
 Ht3 cl *^ 
 
 
 
 S, --; 03 
 
 <; -)J <1PQ MfflX 
 
 :=S 5 
 
 Q S > c| -5 
 
 - <U 0)^ 
 
 si = 
 
 5 — ~ - 
 
 -^. M 3 S 
 
 ic 
 
 69 
 

 P, 
 
 is 
 
 
 
 1 
 
 Home 
 Decoration 
 Dietetics 
 ING 
 
 CJ 
 
 Cooking 
 
 and 
 Serving 
 
 Cook. 
 
 
 
 X 
 
 3i 
 
 1 
 1 
 
 bD ca 
 ./a ^ 
 
 ca 
 5 
 
 Hygiene 
 
 and 
 Sanitation 
 COOK 
 
 i 
 
 Cooking 
 
 and 
 Serving 
 
 ING 
 
 bd 
 
 CJC=) 
 
 O 
 
 u 
 
 
 X 
 
 OS 
 
 cieaG 
 
 ca 
 
 z; 
 
 ^ 
 
 Laundry 
 
 and 
 Dressmak. 
 ING 
 
 
 ooking 
 Sewing 
 
 ING 
 ISTRY 
 S, ETC. 
 COOK 
 
 
 CO 
 
 cri 
 
 H-l 
 O 
 
 > 
 
 Is 
 
 ING 
 
 COOK 
 DRESSM 
 Sew. 
 
 bd 
 
 O 
 
 1 
 
 Cook, 
 and 
 Dressmak. 
 W 
 
 
 Laundry 
 " Sewing 
 Nursing 
 SEW 
 CHEM 
 OF FOOD 
 ING 
 
 
 B 5 
 
 COOK 
 
 ING 
 
 ING 
 
 ca 
 
 PQ 
 
 ELEM. 
 Cooking 
 
 COOK. 
 
 gg 
 
 ING 
 
 Mech. 
 Draw. 
 ING 
 
 COOK 
 
 SEWING 
 SEW ING 
 SEW INS 
 COOK ING 
 
 
 > 
 > 
 
 TARY 1 COOK 
 ING 
 
 ING ' COOK 
 
 ING 
 
 COOK 
 
 COOK 
 
 
 1! 
 
 rt <» te ® 
 BSOS J^ 
 
 ^3= 
 ca 
 
 COOK 
 
 COOK 
 Sew. 
 
 
 ca ca 
 
 S B 
 
 
 CB 
 
 E5 
 
 Raffia 
 and 
 Sewing 
 ING 
 
 ING 
 ING 
 
 Sew. 
 ING 
 
 Sew. 
 
 ING 
 
 ca ca 
 
 
 > 
 
 ELEMEN 
 SEW 
 
 SEW 
 
 Sew. 
 SEW 
 
 SEW 
 
 
 g 
 
 Reed Cro- 
 ;cheting 
 Sewing 
 SEW 
 
 SEW 
 
 SEW 
 Raffia 
 
 Reed 
 SEW 
 
 Sew. 
 
 SEW 
 
 
 
 P 
 
 ca 
 
 o B 
 Sag 
 
 
 
 bD 
 
 •S-S 
 
 bc3 
 
 Wood 
 
 Work 
 
 and Iron 
 
 HE 
 
 ca 
 
 1 S 
 
 
 P 
 
 goS 
 
 
 a 
 bb 
 o 
 
 1^ 
 
 
 OS 
 
 Wood 
 Work 
 Iron 
 
 LAT 
 
 
 
 X 
 
 WORK or 
 DRAW 
 
 5lf 
 
 ^1 
 
 IS 
 
 MAKING 
 
 MAKING 
 
 DRY 
 
 ERY 
 
 MAKING 
 
 DRAWING 
 
 ca 
 
 Pattern 
 Making 
 Foundry 
 
 THE 
 WORK 
 
 ENTRY 
 DRAW. 
 CH 
 
 CO 
 
 « 
 
 osH 
 
 Sag 
 
 "o .^ 
 
 S 
 
 CABINET 
 
 PATTERN 
 
 and FOUN 
 
 JOIN 
 
 CABINET 
 
 MECH. 
 
 % 
 
 Cabinet 
 
 Work 
 
 WoodTur. 
 
 Bench 
 
 Work 
 
 Bench 
 Work LA 
 BENCH 
 
 CARP 
 MECH. 
 BEN 
 
 
 > 
 
 TARY 
 ENTRY 
 
 NTRY 
 
 bd ti:4 
 
 Price; 
 
 OS 
 
 % 
 
 11 
 
 Bench w'k 
 
 Wood 
 
 Turning 
 
 WORK 
 
 
 WORK 
 
 Work 
 Mech. Dra, 
 
 WORK 
 
 WORK 
 CH 
 
 WORK 
 ENTRY 
 
 WORK 
 
 
 > 
 
 ELEMBN 
 CARP 
 
 CARPE 
 
 si 
 
 CO BO 
 
 o 
 
 OS 
 
 Bench 
 Work 
 
 OD 
 
 bd 
 
 OS 
 
 % 
 ^33 
 
 BENCH 
 Bench 
 BENCH 
 
 CH 
 
 BEN 
 WOOD 
 CARP 
 
 BENCH 
 
 
 l-H 
 
 > 
 
 DRAW. 
 
 LING 
 
 BOARD 
 
 RUCTION 
 WORK 
 YD 
 
 
 ca 
 % 
 
 c3 
 OS c; 
 
 i 5 
 
 ca 
 
 S 
 
 WORK 
 
 Thin 
 Wood 
 Constr. 
 WORK 
 
 BEN 
 
 ING and 
 WORK 
 Carv. 
 
 
 > 
 
 MECH. 
 WHITT 
 
 CARD 
 CONST 
 
 (in ^^ 
 
 
 PQI— t 
 
 KNIFE 
 
 Thin 
 woodwork 
 Constr. 
 MECH 
 DRAW 
 Iron Work 
 Raffia 
 Reed 
 KNIFE 
 
 Card. 
 Constr. 
 
 TRAY 
 
 Bent Iron 
 
 DRAW 
 KNIFE 
 Iron and 
 Carv. 
 
 < 
 
 
 Kalamazoo . . 
 Lansing 
 
 Ludington 
 
 Manistee 
 
 Manistique . . . 
 
 ca 
 
 Marshall 
 
 Mt. Clemens. .. 
 Muskegon 
 
 Negaunee 
 
 Niles 
 
 : 5 
 
 is 
 
 Saginaw, E. S. . 
 Saginaw, \V. S. 
 Sault Ste Marie 
 
 St. Johns 
 
 St. Joseph 
 
 Three Kivers.. 
 Traverse City.. 
 
 Wyandotte ... 
 
 70 
 

 3 2 
 c c 
 
 -Si 
 
 
 4= '^' « 5 i 
 
 
 O O 
 
 §.<" 3S 
 
 ^1 
 
 ;^5f§o. 
 
 1 a> sj 
 CO 
 
 
 ss 
 
 Pr^- 
 
 ten 
 .5 50 
 
 II 
 
 3, g 
 
 be ■ bo 
 .S bEbc.5 
 
 P3CCQ 
 
 "^2 
 
 •be s,. — 
 
 o 
 o 
 
 X 
 
 u 
 
 CO 
 
 ui 
 
 a 
 < 
 
 H 
 >< 
 
 OQ 
 
 
 5ScoJ 
 
 
 
 
 
 to 
 
 o 
 
 
 II'. 1 
 
 
 
 
 
 
 
 
 
 
 be 
 
 a 
 
 
 
 
 si 
 
 a> 
 
 § 
 
 o 
 o 
 
 
 s: 
 
 S 1 
 
 ^ > 
 
 
 
 
 
 
 
 Adjoi 
 
 ■1 min 
 
 an 
 
 Coll 
 
 
 
 >, 
 
 X 
 
 0) 
 
 « 
 
 
 
 
 
 t- 
 
 ' ' 
 
 j: 
 
 „"' 
 
 
 
 
 
 3i 
 
 C 
 O 
 
 o 
 
 £1 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 CJ 
 
 
 03 
 
 
 
 
 2 
 
 ft 
 
 ^ 
 
 5 
 
 B 
 
 a 
 
 
 
 
 5 "O bo 
 
 
 be 
 
 e Sf 03--: 
 
 b s ^ ^ 
 S-2 P-?^ 
 
 a? 
 
 o cs be g -S 
 
 ^ o 
 
 -5 bo -t; 
 
 
 as 
 
 c2 
 
 a =^ 
 ft« 
 
 
 3T3 
 
 
 01— HI 
 
 ^t;^.S 
 
 1= Oc-' 
 
 ° " n m 
 ^^ fe be, 
 
 ■2i ft2 s 
 
 ^'O 
 
 U <D (U 
 
 S'O'o ^ 
 M c o a 
 >»ii-C <D 5 3 5 JJ be^J 
 
 oft ■^ 03 
 
 > — ^ ^ -^ 
 S O— ■■a ^ 
 
 5 3 
 ft S 
 
 3 > 
 
 3*^ 
 O 03 
 "X3 
 
 i 3~ 
 
 >•?, 
 
 r a) 3 ^ 
 
 tC C* 00 Ol 
 
 ^ C^ CO 
 
 71 
 
APPENDIX B— Typical Courses 
 
 B. 1. AGRICULTURAL COURSES. 
 
 STATE AGRICULTURAL HIGH SCHOOL, MclNTOSH, MINN. 
 Special Agricultural Course. 
 
 First (D) Year — First Term. 
 
 Botany 5 
 
 Farm Arithmetic 5 
 
 Agriculture 5 
 
 English 5 
 
 Study of Breeds 2 (2) 
 
 Carpentering 2 (2) or Sewing 2 (2) 
 
 Mechanical Drawing 1 (2) or Drawing 1 (2) 
 
 Second Term. 
 
 Civics 5 
 
 Business Forms and Accounts 5 
 
 Agriculture 5 
 
 English 5 
 
 Dairying 2 (2) 
 
 Carpentering 2 (2) or Sewing 2 (2) 
 
 Mechanical Drawing 1 (2) or Drawing 1 (2) 
 
 Second (C) Year — First Term. 
 
 Physiology 5 
 
 Agriculture 5 
 
 Commercial Geography 5 
 
 English 5 
 
 Poultry 2 (2) 
 
 Blacksmithing 2 (2) or Cooking 2 (2) 
 
 Mechanical Drawing 1 (2) or Laundering 1 (2) 
 
 Second Term. 
 
 Entomology and Zoology 5 
 Agriculture 5 
 Agricultural Physics 5 
 English 5 
 
 Vegetable Gardening 2 (2) 
 Blacksmithing 2 (2) or Cooking 2 (2) 
 Mechanical Drawing 1 (2) or Household Art 1 (2) 
 In addition, work in music, physical culture and literary society or rhe- 
 toricals will be required. 
 
THE MURRAY STATE SCHOOL OF AGRICULTURE, 
 
 Tishomingo, Oklahoma. 
 
 COURSE IN AGRICULTURE. 
 
 (Boys). 
 
 SUBJECTS AND HOURS. 
 
 "C" Year. 
 
 Sprixi; Term. 
 
 Algebra 4 
 
 English 5 
 
 Civics 5 
 
 Breeds of Ani- 
 mals 3 (4) 
 
 Drawing (2) 
 
 Carpentry (4) 
 
 Fall Term. 
 
 
 Winter 
 
 Term. 
 
 Arithmetic 5 
 
 English 5 
 
 Physiologv" 4 
 
 Agri. Botany. . . 3 
 
 Drawing 
 
 Carpentry 
 
 Stock Judging. . 
 
 (2) 
 (2) 
 (4) 
 (2) 
 
 Algebra . . . 
 English . . . , 
 
 4 
 
 Physiology 
 Breeds of 
 
 mals . . .. 
 Drawing . . . 
 
 4 
 
 Ani- 
 
 .... 3 (4) 
 
 (2) 
 
 Carpentry . 
 
 .... (4) 
 
 Algebra 5 
 
 English 4 
 
 History 4 
 
 Veg. Gardening 3 (2) 
 Agri. Practice.. (2) 
 Drawing Farm 
 
 Plans (2) 
 
 Blacksmithing. . (4) 
 
 "B" Year. 
 
 Algebra 5 
 
 English 4 
 
 Histor}' 4 
 
 Soils and Fertil- 
 izers 3 
 
 Farm D;iir_\ing. 1 (4) 
 
 Drawing Farm 
 
 Plans (2) 
 
 Blacksmithing.. (4) 
 
 "A" Year. 
 
 Algebra 5 
 
 English 4 
 
 Agr. Physics... 4 (2) 
 Farm Crops.... 3 (2) 
 Drawing Farm 
 
 Plans (2) 
 
 Blacksmithing. . (4) 
 
 English 4 
 
 Geometry 4 
 
 Feeding and 
 
 Man. Farm 
 
 English 4 
 
 Geometry 5 
 
 Forestry 3 
 
 Farm Economics 3 
 
 Farm Machinery 
 and Imple- 
 ments 1 (2) 
 
 Road Making... 1 (2) 
 
 Plant Propaga- 
 tion (2) 
 
 Agri. Practice. . (2) 
 
 Figures indicate number of recitation hours per week. 
 
 Figures in parentliesis indicate hours of practical work per week 
 
 Animals . . . . 
 
 3 
 
 (2) 
 
 Fruit Growing.. 
 
 , 3 
 
 
 Farm Dairying. 
 
 
 (4) 
 
 Road Making... 
 
 1 
 
 (2^ 
 
 Agri. Practice.. 
 
 
 (2) 
 
 h'arm Accounts. 
 
 
 (4) 
 
 English 4 
 
 Geometry 5 
 
 Feeding and 
 Man. Farm 
 Animals .... 3 (2) 
 
 Entomology .... 3 
 
 Diseases & Care 
 of Farm Ani- 
 mals 3 
 
 Agri. practice. . . (2) 
 
 73 
 
THE MURRAY STATE SCHOOL OF AGRICULTURE, 
 
 Tishomingo, Oklahoma. 
 
 COURSE IN DOMESTIC ECONOMY. 
 
 (Girls). 
 
 SUBJECTS AND HOURS. 
 
 Fall Term. 
 
 Arithmetic 5 
 
 English 5 
 
 Physiology 4 
 
 Agr. Botany 3 (2) 
 
 Drawing (2) 
 
 Cooking (4) 
 
 Sewing (4) 
 
 Algebra 5 
 
 English 4 
 
 History 4 
 
 Veg. Gardening 3 (2) 
 
 Drawing (2) 
 
 Household Art.. 1 
 
 Cooking (4) 
 
 Sewing (4) 
 
 English 4 
 
 Geometry 5 
 
 Forestry 3 
 
 Plant Propaga- 
 tion 
 
 Invalid Cookery 
 Domestic Hygiene 2 
 Home Nursing.. 2 
 
 "C" Year. 
 
 Winter Term. 
 
 Algebra 4 
 
 English 5 
 
 Physiology 4 
 
 Social Culture.. 1 
 
 Laundry (2) 
 
 Drawing (2) 
 
 Cooking (4) 
 
 Sewing (4) 
 
 "B" Year. 
 
 Algebra 5 
 
 English 4 
 
 History 4 
 
 Farm Dairying. 1 (4) 
 
 Drawing (2) 
 
 Household Art.. 1 
 
 Cooking (4) 
 
 Sewing (4) 
 
 "A" Year. 
 
 Sprinci Term. 
 
 Algebra 4 
 
 English 5 
 
 Civics 5 
 
 Social Culture. . 1 
 
 Drawing (2) 
 
 Cooking (4) 
 
 Sewing (4) 
 
 Algebra 5 
 
 English 4 
 
 Farm Crops 3 (2) 
 
 Drawing (2) 
 
 Household Art.. 1 
 
 Cooking (4) 
 
 Sewing (4) 
 
 
 English 4 
 
 English 
 
 4 
 
 
 Geometry . . . . 4 
 
 Geometry 
 
 5 
 
 
 Farm Accounts. (4) 
 
 Entomology . . . . 
 
 3 
 
 
 Farm Dairying. (4) 
 
 Home Economy. 
 
 2 
 
 (2) 
 
 Home Managem't 1 
 
 Floriculture 
 
 1 
 
 (4) 
 
 Domestic Chem. (4) 
 Millinery (4) 
 
 Dressmaking . . 
 
 
 (4) 
 
 Figures indicate number of recitation hours per week. 
 
 Figures in parenthesis indicate hours of practical work per week. 
 
 74 
 
NEW YORK STATE SCHOOL OF AGRICULTURE AT ALFRED 
 
 UNIVERSITY, ALFRED, N. Y. 
 
 First Year. 
 
 Term I. 
 Bov? .\xr) Girls. 
 
 Botany 3 
 
 Pii\-?ics 3 
 
 Arithmetic 2 
 
 English 1 3 
 
 ]\Iusic 1 1 
 
 Term IL 
 
 Chemistry 1 3 
 
 H}giene 3 
 
 Farm Accounts 2 
 
 EngHsh II 4 
 
 Rural Sociology 1 
 
 Music II 1 
 
 Bovs. 
 
 Farm Dairying 4 
 
 Forge Work 5 
 
 Cement Work 1 
 
 Breeds 4 
 
 Drawing 4 
 
 Girls. 
 
 Cooking 1 3' 
 
 Sewing 1 2 
 
 Drawing 1 2 
 
 Agriculture 3 
 
 Agriculture 3 
 
 Cooking II 2 
 
 Sewing II 3 
 
 Laundrv 1 
 
 Farm Crops 5 
 
 Woodworking 1 4 
 
 Farm Surveying 2 
 
 Climate and Soil 
 
 Studies 5 
 
 Woodworking TI.... 4 
 
 Stock Judging 2 
 
 Fertilizers 2 
 
 Poultry 2 
 
 Forestry 2 
 
 Feeds and Feeding. . 4 
 
 Breeding 3 
 
 Creamery Practice.. 2 
 
 Farm Machinery.... 2 
 
 Orcharding 3 
 
 Dressing and Curing 
 
 of Meats 1 
 
 Veterinary Studies.. 3 
 
 Farm Building 4 
 
 Farm Management.. 2 
 
 Second Year. 
 
 Term III. 
 
 Butter Making 3 
 
 Chemistry II 3 
 
 English III 3 
 
 Poultry 2 
 
 Term IV. 
 
 Cheese ^Making 3 
 
 General History.... 3 
 Enghsh IV 2 
 
 Third Year. 
 
 Term V. 
 
 Plant Diseases 3 
 
 Gardening 2 
 
 General History 5 
 
 Music III 1 
 
 Term VI. 
 
 Insect Pests 3 
 
 Landscape Garden- 
 
 Civics 2 
 
 Farm Law 1 
 
 ^lusic IV 1 
 
 75 
 
 Cooking III 3 
 
 Sewing III 3 
 
 Drawing II 3 
 
 Alillinery 1 2 
 
 Cooking IV 2 
 
 Sewing IV 3 
 
 ^[illinery IT 1 
 
 Food Studies 3 
 
 House Plans 2 
 
 Cooking 2 
 
 Sewing 3 
 
 Home Xursing 3 
 
 Food Adulteration.. 1 
 
 Household Bact'gy-. . 1 
 
 Cooking 2 
 
 Sewing 2 
 
 Home Sanitation.... 2 
 Home Decoration... 2 
 Art Needlework. ... 2 
 Household Manage- 
 ment 2 
 
FIFTH DISTRICT AGRICULTURAL SCHOOL AND EXPERIMENT 
 
 STATION, WETUMKA, ALABAMA. 
 
 AGRICULTURAL SCIENTIFIC COURSE. 
 
 First Term. First Class. 
 
 Hours per week 
 
 Agriculture — Duggar's 3 
 
 Agriculture — Practical w^rk 1 
 
 Science — Phjsiography 2 
 
 History — English History 3 
 
 Mathematics — Arithmetic 5 
 
 Mathematics — Algebra 5 
 
 English — Grammar reviewed 5 
 
 Spelling 
 
 24 
 Second Term. 
 
 Agriculture — Duggar's "Agriculture for Southern Schools" 3 
 
 Agriculture — Practical work 1 
 
 Science — Physiography 2 
 
 Plistory — English History 3 
 
 Mathematics — Arithmetic 5 
 
 Mathematics — Algebra 5 
 
 English — Rhetoric and Composition 5 
 
 Spelling 
 
 Commercial Geography — OHn's 
 
 24 
 Second Class. First Term 
 
 Agriculture — Soils and Crops 5 
 
 A.griculture — Practical work 1 
 
 Science — Physiology 4 
 
 History — Ancient History 3 
 
 Mathematics — Algebra 5 
 
 English — Rhetoric and Composition 5 
 
 Spelling 
 
 23 
 
 Second Term. 
 
 Agriculture — Botany S 
 
 Agriculture — Practical work 1 
 
 Science — Physiology 4 
 
 Histor}- — Ancient History 3 
 
 Mathematics — Algebra completed 5 
 
 English — Rhetoric and Composition 5 
 
 Spelling 
 
 23 
 
 76 
 
COURSE IN AGRICULTURE FOR HIGH SCHOOLS AND 
 ACADEMIES IN MAINE. 
 
 Adaptation of the Standard English Course of Study for Maine Schools 
 
 First Year. 
 
 English 3 Ill's- 
 
 Algebra 5 hrs 
 
 Chemistry 5 hrs. 
 
 Sods, Plant Life, FertiHzers 3 hrs. 
 
 Practicums. Two afternoon periods of 2 hours each. 
 School Gardening. 
 
 Second Year. 
 
 Enghsh 3 hrs 
 
 Geometry ^ "''S- 
 
 History and Civil Government 5 hrs. 
 
 Live Stock, Dairying, Poultry 3 hrs. 
 
 Practicums. Two afternoon periods of 2 hours each. 
 School Gardening. 
 
 Third Year. 
 
 Erglish 3 hrs. 
 
 Physics 5 hrs. 
 
 History 5 hrs. 
 
 Field Crops, Fruit Growing, Vegetable Gardening 3 hrs. 
 
 Practicums. Two afternoon periods of 2 hours each. 
 School Gardening. 
 
 Fourth Year. 
 
 English 3 hrs. 
 
 Reviews 5 hrs. 
 
 Commercial Arithmetic, Bookkeeping, etc 3 hrs. 
 
 Agricultural Engineering, Farm Mechanics, Farm ]\Ianagement, Plant 
 
 Diseases, Economic Entomology 5 hrs. 
 
 School Gardening. 
 
 NoTE.^The number of hours per week in the above course of 
 study is not so large as to prevent the election of other studies in the high 
 school courses. 
 
 n 
 
GUTHRIE COUNTY HIGH SCHOOL, PANCRA, IOWA. 
 AGRICULTURAL COURSE. 
 
 First Semester 
 
 Algebra 
 English 
 
 Ancient History 
 Animal Husbandry 
 Feeds and Feeding 
 
 Algebra 
 German 
 Physics 
 Geology 
 Farm Mechanics 
 
 Plane Geometry 
 
 German 
 
 Political Economy 
 
 Chemistry 
 
 Soils 
 
 Arithmetic 
 
 Algebra 
 
 American History 
 
 Civics 
 
 Physiology 
 
 Latin 
 
 English 
 
 Sophomore Year. 
 
 Secoxd Semester 
 
 Algebra 
 
 English 
 
 Medieval and Modern History 
 
 Animal Husbandry 
 
 Agronomy 
 
 Bookkeeping 
 
 Junior Year. 
 
 Plane Geometry 
 
 German 
 
 Physics 
 
 Geology 
 
 Farm Mechanics 
 
 Senior Year. 
 
 Solid Geometry 
 
 German 
 
 English 
 
 Chemistry 
 
 Soils 
 
 Horticulture 
 
 Freshman Year — All Courses. 
 
 78 
 
THE JOHN SWANEY SCHOOL, PUTNAM COUNTY, ILLINOIS. 
 
 First Year. 
 
 First Semester 
 
 English I 
 Algebra 
 Physiology 
 
 Astronomy I, or Latin 
 
 Household Science or 
 
 Manual Training 
 
 English II 
 
 Algebra 
 
 Geometry 
 
 Zoology 
 
 Ancient History 
 
 Drawing 
 
 English III 
 
 Chemistry 
 
 Animal Husbandry or Latin or 
 
 Household Science 
 English History 
 
 Second Semester 
 
 English I 
 Algebra 
 
 Physical Geography 
 Horticulture or Latin 
 Household Science or 
 Manual Training 
 
 Second Year. 
 
 English II 
 Geometry 
 Botany 
 
 Ancient History 
 Anirrial Husbandry or House- 
 hold Science, 10 weeks 
 Music 
 
 Third Year. 
 
 English HI 
 
 Chemistry 
 
 Agronomy II, or Latin or 
 
 Household Science 
 English History 
 
 Fourth Year. 
 
 English IV 
 Physics 
 Household Science, 
 
 Agronomy III 
 American History 
 Latin III 
 
 English IV 
 
 Physics 
 
 Bookkeeping, 10 weeks 
 
 Arithmetic, 10 weeks 
 
 Civics 
 
 Latin III 
 
 79 
 
COUNTY SCHOOL OF AGRICULTURE, MENOMINEE, MICHIGAN. 
 
 First Year Class. 
 
 For Men. 
 Stock Judging (3) 
 Field Crops (2) 
 Practice in Field 
 
 Work (1) 
 Carpentry (5) 
 Mechanical Drawing (3) 
 
 First Semester. 
 
 For Mex and Women. For Women 
 
 Plant Life (3) Sewing (5) 
 
 Arithmetic (5) Cooking (5) 
 
 Grammar (3) Food Study (3) 
 
 Spelling (4) 
 
 Second Semester. 
 
 Soils and Fertilizers (3) Flower. Fruit and 
 Insects and Weeds (2) \'egetable Garden- 
 
 Feeds and Feeding (3) ing (4) 
 
 Carpentry (5) Poultry (1) 
 
 Mechanical Drawing (3) Business Correspond- 
 Practical Mechanics (2) ence (3) 
 
 Arithmetic (5) 
 Composition (3) 
 Spelling (4) 
 
 Second Year Class. 
 
 Cooking (5) 
 Sewing (5) 
 Household Hygiene (2> 
 
 First Semester. 
 
 Domestic Art (5) 
 Dairying (4) 
 Farm Accounts (4) 
 U. S. History (3) 
 Emergencies (1) 
 
 Domestic Art (5) 
 Laundry (2) 
 Dietaries (3) 
 Sewing (5) 
 Home Decoration (2) 
 
 Agricultural Chemis- 
 
 try (4) 
 Drainage (1) 
 Stock Judging Adv. (3) 
 Field Crops Adv. (2) 
 Practice in Field 
 
 Work (1) 
 Carpentry Adv. (5) 
 Rural .Architecture (1) 
 
 Second Semester. 
 
 Farm Management (2) Landscape Garden- 
 Judging and Grading ing (1) 
 
 Grain (3) Civics (3) 
 
 Animal Husbandry (3) Commercial Geogra- 
 Practice in Field phy (3) 
 
 Work (1) Thesis (1) 
 Farm Machinery (2) 
 Cabinet Making (5) 
 Smithing (3) 
 
 Writing and Music are given one period a week each for the entire 
 school year to all students. 
 
 Agricultural Chemis- 
 try (3) 
 Home Nursing (1) 
 Serving (1) 
 Sewing (5) 
 Millinery (2) 
 
 80 
 
DUNN COUNTY SCHOOL OF AGRICULTURE, MENOMONIE, WIS. 
 
 FoK j\Ien. 
 Soil (2) 
 
 Daily Husbandry (2) 
 Stock Judging (1) 
 T\-pes of Animals (1) 
 Wood Shop (4) 
 Concrete Construction ( 1 ) 
 
 Fertilizers (2) 
 Dairy Husbandry (2) 
 Stock Judging (1) 
 Types of Animals (1) 
 Drawing & Woodshop(4) 
 
 Junior Year. 
 
 Qlakter Xo. I. 
 b'oK AIen ANii Women. 
 English (5) 
 Math. 1 (Physics) (3) 
 Spelling (daily) 
 Arithmetic (daily) 
 
 FoK Women 
 Cooking (3) 
 Sewing (2) 
 Freehand Drawing (2) 
 Household Chemistry (1) 
 
 Quarter Xo. H. 
 English (5) 
 Bookkeeping (3) 
 Spelling (daily) 
 Arithmetic (daily) 
 
 Quarter Xo. HL 
 
 English (4) 
 Poultry (2) 
 Physiolog}- (3) 
 
 Math. 2 (Geoni.) (3) 
 Dairy Husbandry (2) 
 Stock Judging ( 1 ) 
 Types of Animals (1) 
 Wood Shop (4) 
 
 Quarter Xo 
 Animal Husbandry (2) English (4) 
 Stock Judging (1) Chemistry (5) 
 
 Types of Animals (1) Botany (3) 
 Blacksmith Shop (4) 
 
 IV. 
 
 Cooking (3) 
 Sewing (2) 
 Laundry ( 1 ) 
 Textiles (2) 
 Xeedlcwork (2) 
 
 Cooking (3) 
 Sewing (2) 
 Hygiene (3) 
 Wood Shop (4) 
 Millinery (1) 
 
 Cooking (3) 
 Sewing (3) 
 
 For Men. 
 Farm Crops (4) 
 Feeds and Feeding (3) 
 Stock Judging (1) 
 Blacksmith Shop (4) 
 
 Farm Crops (4) 
 Principles of Breed- 
 ing (4) 
 Stock Judging (1) 
 Drafting Buildings (2) 
 Power Machinery (1) 
 Blacksmith Shop (4) 
 
 Vegetable Gardening (2) 
 Senior Year. 
 Quarter N^o. I. 
 For Men and Women. 
 English (3) 
 Building Plans (4) 
 Horticulture (1) 
 
 Quarter X^o. H. 
 English (2) 
 
 For Women. 
 Food Study (3) 
 Cooking (3) 
 Sewing (2) 
 Millinery (2) 
 
 Food Study (3) 
 Cooking (3) 
 Sewing (2) 
 Household Bacteriol- 
 ogy (2) 
 Home Economics 
 
 81 
 
Seeds and Germina- 
 tion (3) 
 Birds and Insects (2) 
 Animal Husbandry (2) 
 Stock Judging (1) 
 Field Machinery (4) 
 
 Orcharding (2) 
 Spraying (2) 
 Dairy Husbandry (2) 
 Animal Husbandry (2) 
 Mathematics 3 (2) 
 Stock Judging (1) 
 Credits necessary to 
 
 Quarter No. HI. 
 English (2) 
 U. S. History (3) 
 Shrubs and Trees (3) 
 Emergencies (2) 
 
 Quarter No. IV. 
 
 English (2) 
 Civics (3) 
 Landscape Garden- 
 ing (3) 
 
 Cooking (3) 
 Sewing (2) 
 Home Nursing (3) 
 Food Adulteration (2) 
 
 Cooking (2) 
 Milhnery (3) 
 Home Sanitation (2) 
 Home Decoration (3) 
 
 graduate, 140. 
 
 82 
 
BEATRICE HIGH SCHOOL, NEBRASKA. 
 
 II. 
 
 Latin 
 
 German 
 
 English 
 
 Commercial 
 
 Algebra 
 
 Algebra 
 
 Algebra 
 
 Algebra 
 
 Physical 
 
 Physical 
 
 Physical 
 
 Physical 
 
 Geography 
 
 Geography 
 
 Geography 
 
 Geography 
 
 English 
 
 English 
 
 English 
 
 English 
 
 Latin 
 
 German 
 
 Word Analysis 
 
 Writing and 
 
 
 
 and Spelling 
 
 SpelHng 
 
 Algebra 
 
 Algebra 
 
 Algebra 
 
 Algebra 
 
 Agriculture 
 
 Agriculture 
 
 Agriculture 
 
 Agriculture 
 
 English 
 
 English 
 
 English 
 
 English 
 
 Latin 
 
 German 
 
 Commercial 
 
 Commercial 
 
 
 
 Geography 
 
 Geography 
 
 Algebra 
 
 Algebra 
 
 Algebra 
 
 Algebra 
 
 Greek History 
 
 Greek History 
 
 Greek History 
 
 Greek History 
 
 English 
 
 2 English 
 
 2 English 
 
 2 English 
 
 Botany 
 
 2 Botany 
 
 3 Botany 
 
 3 Botany 
 
 Latin 
 
 German 
 
 Commercial 
 
 Commercial 
 
 
 
 Arithmetic 
 
 Arithmetic 
 
 Geometry 
 
 Geometry 
 
 Geometry 
 
 Geometry 
 
 Roman History 
 
 Roman History 
 
 Roman History 
 
 Roman History 
 
 English 
 
 2 English 
 
 2 English 
 
 2 English 
 
 Botany 
 
 3 Botany 
 
 3 Botany 
 
 3 Botany 
 
 Latin 
 
 German 
 
 Commercial 
 
 Commercial 
 
 
 
 Arithmetic 
 
 Arithmetic 
 
 83 
 
A COURSE IN AGRICULTURE FOR THE HIGH SCHOOLS OF 
 
 MICHIGAN. 
 
 9th Grade 
 
 English 
 Algebra 
 
 Arithmetic and 
 Bookkeeping 
 
 Botany Yz 
 Agricultural 
 Botany Yz 
 
 10th Grade 
 
 English 
 Geometry 
 General History 
 
 Crops J^ and Ele- 
 mentary Soils Yz 
 Horticulture Yi 
 Entomology 
 
 12th Grade 
 
 Literature and 
 
 Rhetoric 
 Chemistry 
 Amer. History and 
 Civics 
 
 11th Grade 
 
 Literature and 
 Composition 
 Physics 
 
 Commercial Ge 
 ography. 
 Zoology 
 Live Stock, types Live Stock, inl- 
 and breeds provement. feed- 
 Dairying Y2 ing Y2 
 Soils Y2 Poultry \ 
 Farm Managemeni / 
 Farm jNIechanics ) % 
 Farm ALichinerv \ 
 
 84 
 
B. 2. INDUSTRIAL COURSES. 
 
 Bulletin No. 11 (National Society for the Promotion of Industrial 
 Training) gives abundant information regarding the courses now given 
 in different kinds of schools. Typical elementary vocational Schools for 
 Boys are : 
 
 The Newton Independent Industrial School (see p. 14, Bulletin, 11). 
 
 The Rochester Factory School (p. 21, Bulletin 11). 
 
 Schools of the same t\pe for girls are: 
 
 The Manhattan Trade School for Girls (pp. 29 and 30, Bulletin). 
 
 Milwaukee School of Trades for Girls (p. 33, Bulletin). 
 
 An advantage in the Xewton course is the testing of boys in shop 
 work of three or four sorts in the hrst year; the shop work of the next 
 two years is specialized. Typical Secondary Schools are: 
 
 Lewis Institute, Chicago (pp. 61-63, Bulletin). 
 
 Milwaukee School of Trades (pp. 22-30, Bulletin). 
 
 The Auchmuchty Schools, X. Y. (p. 42. Bulletin). 
 
 The Cleveland Technical High School (pp. 57 and 58, Bulletin). 
 
 To this reference list we add the courses of certain other schools of 
 the several types. 
 
 SAGINAW TRADE SCHOOL. 
 
 First Year. 
 
 Iron work 5 recitations a week, 75 m. per recitation 
 
 Wood Work 5 recitations a week, 75 m. per recitation 
 
 Mechanical Drawing 5 recitations a week, 75 m. per recitation 
 
 Arithmetic 5 recitations a week. 60 m. per recitation 
 
 Eng. (Civics) 5 recitations a week, 45 m. per recitation 
 
 Second Year. 
 
 Iron Work 10 recitations a week 
 
 Drawing 5 recitations a week 
 
 Mathematics 5 recitations a week 
 
 English (Hygiene, Business Forms, Accounts, etc.).. 5 recitations a week 
 
 Third Year. 
 
 Iron Work 10 recitations a week 
 
 Drawing 5 recitations a week 
 
 Mathematics and Science (Physics and Chemistry) .. .5 recitations a week 
 English (Study of Iron and Steel) 5 recitations a week 
 
 85 
 
FITCHBURG PART TIME SCHOOL 
 
 (In this and succeeding courses the number at the right of each subject 
 indicates the number of recitation periods per week.) 
 
 First Year. 
 
 All School Work. 
 
 English 5 
 
 Mathematics, tables and simple shop problems 5 
 
 Mechanics — simple machines 5 
 
 Freehand and Mechanical Drawing 5 
 
 Current Events 2 
 
 Second Year. 
 
 School and Shop Work, 
 
 Ejighsh 4. 
 
 Shop Mathematics 5 
 
 Physics 4 
 
 Mechanism of Machines 4 
 
 Freehand and Mechanical Drawing 8 
 
 Third Year. 
 
 Shop and School Work. 
 
 English 4 
 
 Shop Mathematics 5 
 
 Physics-Chemistry 3 
 
 Mechanism of Machines 4 
 
 Commercial Geography and Business Methods 1 
 
 Freehand and Mechanical Drawing 8 
 
 Fourth Year. 
 
 School and Shop Work. 
 
 English 4 
 
 Civics and American History 2 
 
 Shop Mathematics 5 
 
 Mechanism of Machines 5 
 
 Electricity and Heat 4 
 
 Freehand and Mechanical Drawing 5 
 
 The school isi open 40 weeks in the year. 
 
 86 
 
First Year. 
 
 
 
 Periods 
 
 English 
 
 5 
 
 History, Yz year 
 
 
 Science, Y^ year 
 
 
 NEWTON, MASS., TECHNICAL HIGH SCHOOL. 
 Technical Course. 
 
 Purpose of the Course. — This course prepares for admission to all nor- 
 mal schools ; it gives an all-romid academic education. 
 
 Periods 
 Third Year. 
 
 English 4 
 
 Chemistry 6 
 
 Elect Two. 
 
 Algebra and Geometry 4 
 
 Commercial Geog. and History. 4 
 
 French 4 
 
 German 4 
 
 Latin 5 
 
 Elect One Group. 
 Pattern Making and 
 Molding, y2 year 
 
 6 
 
 Machine Shop Practice, Yz year. 6 
 
 Mechanical Drawing 4 
 
 Household Economics 6 
 
 Design 4 
 
 Fourth Year. 
 
 English 4 
 
 Am. History and Government.. 4 
 
 Arithmetic and Accounts 2 
 
 Visit to Shops, Factories, Mu- 
 seums. 
 
 Elect Two. 
 
 French 4 
 
 German 4 
 
 Latin ' S 
 
 Physics 5 
 
 Advanced Chemistry 6 
 
 Physiology and Hygiene 4 
 
 Biology 5 
 
 Electricity 6 
 
 Trigonometry and Surveying. . . 4 
 
 Applied Mechanics and Steam. . 4 
 
 Elect One Group. 
 
 Machine Shop Practice 6 
 
 Machine or Architectural 
 
 Drawing 4 
 
 Household Economics 6 
 
 Design 4 
 
 Stenography S 
 
 Typewriting 5 
 
 Smging and Physical Training. 2 
 Elect One. 
 
 Algebra 5 
 
 French 5 
 
 German 5 
 
 Latin 5 
 
 Elect One Group. 
 Cabinet Making and 
 
 Wood-turning 6 
 
 Mechanical Drawing 4 
 
 Household Economics 6 
 
 Design 4 
 
 Second Year. 
 
 English 4 
 
 Elect Two. 
 
 History 4 
 
 Geometry 4 
 
 French 4 
 
 German 4 
 
 Latin 5 
 
 Elect One Group. 
 
 Physics 5 
 
 Light Machine and Vise 
 
 Work, Y2 year 
 Forging, Y2 year 
 
 6 
 
 Mechanical Drawing 4 
 
 Biology 5 
 
 Household Economics 6 
 
 Design 4 
 
 Note. — Singing and Physical 
 Training (2) optional after first 
 year. 
 
 87 
 
CHICOPEE (MASS.) HIGH SCHOOL. 
 
 First Year. 
 
 English 4 
 
 Algebra 5 
 
 Elementary Science 4 
 
 Mechanical Drawing 4 
 
 Shop Work 12 
 
 Music (optional ) 1 
 
 Total number of periods, 30 ; required work 29 
 
 Second Year. 
 
 English 4 
 
 Plane Geometry 5 
 
 Mechanical Drawing 4 
 
 Snop Work 16 
 
 Music (optional) 1 
 
 Total periods, 30; required work 29 
 
 Third Year. 
 
 English 4 
 
 Solid Geometry 4 
 
 Trigonometry 4 
 
 Mechanical Drawing 4 
 
 Shop Work 16 
 
 Applied Science ( optional) 4 
 
 Music (optional) 1 
 
 Total periods, 34 ; required work 29 
 
 Fourth Year. 
 
 Englisli 4 
 
 Industrial History 3 
 
 Shop Mathematics 2 
 
 Mechanical Drawing 4 
 
 Shop Work 20 
 
 Music ( optiona 1 ) 1 
 
 Total periods, 34; required work 33 
 
 88 
 
MUSKEGON (MICH.) HIGH SCHOOL. 
 
 ^ Scientific Course 
 
 First Year. 
 
 English 5 
 
 Arithmetic 5 
 
 Phys. Geog. (1st 'I'm) 
 
 Physiology (2d T"ni ) 
 
 Manual Training li) 
 
 25 
 
 Second Year. 
 
 English 5 
 
 Algebra 5 
 
 Botany (1st Term) - 
 
 Zoology (2d Term) 
 
 Manual Training 10 
 
 25 
 Third Year. 
 
 English 5 
 
 Plane Geometry 5 
 
 Latin 5 
 
 Manual Training 10 
 
 25 
 Elective. 
 
 French 5 
 
 German 5 
 
 Chemistry 5 
 
 Greek 5 
 
 Fourth Year. 
 
 English 5 
 
 Sol. Geom. (1st T'm) j. 
 
 Math. Rev. (2d T'm) 
 
 Latin 5 
 
 Manual Training 10 
 
 25 
 Elective. 
 
 French 5 
 
 German 5 
 
 Physics 5 
 
 Greek 5 
 
 Commercial Course 
 First Year. 
 
 English 5 
 
 Arithmetic 5 
 
 Phys. Geog. (1st T'm) 
 Physiology (2d T'm) 
 Manual Training 10 
 
 25 
 Second Year. 
 
 English 5 
 
 Algebra 5 
 
 Business Methods and 
 Penmanship, including 
 
 Elementary Typewriting o 
 
 Manual Training 10 
 
 25 
 Third Year. 
 
 English 5 
 
 Bookkeeping and Penmanship.. 5 
 
 Commercial Geography 5 
 
 Manual Training 10 
 
 25 
 Elective. 
 Stenography and Typewriting.. 5 
 
 Geometry 5 
 
 French 5 
 
 German 5 
 
 Chemistry 5 
 
 Medieval History 5 
 
 Fourth Year. 
 
 English 5 
 
 Acct. and Business Practice.... 5 
 Commercial Law and Banking.. 5 
 Manual Training 10 
 
 25 
 Elective. 
 
 Stenography and Typewriting.. 5 
 
 Physics 5 
 
 French 5 
 
 German 5 
 
 English History 5 
 
 89 
 
Fifth Year 
 
 U. S. Hist, and Civ. Govt 5 
 
 Bus. Practice and Economics.. 5 
 Manual Training 10 
 
 2S 
 
 Elective 
 Stenography and Typewriting. . 5 
 
 Chemistry 5 
 
 Physics 5 
 
 German 5 
 
 French 5 
 
 Fifth Year 
 
 English 5 
 
 Trigon. and Math. Review 5 
 
 U. S. Hist, and Civ. Govt 5 
 
 Manual Training 10 
 
 25 
 Elective 
 
 French 5 
 
 German 5 
 
 Adv. Chemistry 5 
 
 Adv. Physics 5 
 
 Manual Training S 
 
 English 5 
 
 *NoTE. — Aluskegon has a fine technical high school, given by the late 
 Charles H. Hackley. The two courses printed show the way in which 
 manual work of high grade is combined with academic work in a 
 "Five Year High School," the eighth grade being combined with the high 
 school. 
 
 SUGGESTED COURSES.* 
 
 Two systems of planning trade school courses may be illustrated by 
 the following outlines : 
 
 PLAN No. I. 
 
 Special School, combining academic and trade training. Three years* 
 course, boy to be 14 years of age on entering. 
 
 First Year. 
 
 1 
 
 English 
 
 Mathematics 
 
 Industrial History 
 
 Drawing [ 
 
 Current Events and Civics I 
 
 Physics 
 
 Spelling J 
 
 Printing . 
 
 Bookbinding or any other trades ( 
 
 Second Year. 
 
 English \ 
 
 Mathematics ) 
 
 Industrial History 
 
 Drawing 
 
 Current Events and Civics 
 
 Physics 
 
 Spelling 
 
 Printing 
 
 Bookbinding or any other trades 
 
 17J/2 hrs. a week, 40 weeks a year 
 171^X40 = 700. 
 
 17^^ hrs. a week, 40 weeks a year 
 17^ X 40 = 700. 
 
 \7]/2 hrs. a week, 40 weeks a year 
 17^X40 = 700. 
 
 17J/2 hrs. a week, 40 weeks a year 
 17^^X40 = 700. 
 
 90 
 
Third Year. 
 
 English 
 
 Mathematics 
 
 Industrial History 
 
 Drawing 
 
 Current Events and Civics 
 
 Physics 
 
 Spelling 
 
 17J/2 hrs. a week, 40 weeks a year 
 
 ny-^ x40r=7oo. 
 
 Printing 
 
 Bookbinding or any other trades 
 
 YIYt. hrs. a week, 40 weeks a year 
 171^ X 40 = 700. 
 Total hours, 4200 
 
 PLAN No. II. 
 
 Special School; Preparatory and Trade School. The academic to be 
 
 separate from trade training. 
 Three years' course. 
 
 English 
 
 Spelling 
 
 Geography 
 
 History 
 
 Civics 
 
 Mathematics 
 
 Physics 
 
 Drawing 
 
 *Manual Training 
 
 English 
 
 Spelling 
 
 Geography 
 
 History 
 
 Civics 
 
 Alathematics 
 
 Physics 
 
 Drawing 
 
 *Manual Training 
 
 Printing 
 
 Bookbinding or any trades 
 
 Trade training only 
 
 Boy to be 14 years of age on entering 
 
 First Year. 
 
 6 hours a day 
 
 5 days=30 hours a week 
 
 30 hours X 40 weeks = 1200 
 
 Second Year. 
 
 6 hours a day 
 
 5 days=30 hours a week 
 
 30 hours X 40 weeks = 1200 
 
 Third Yezw. 
 
 \ 48 hours a week 
 
 I 48 hours X SO weeks = 2400 
 
 ) (same hours as shops) 
 
 Total hours, 4800 
 * Elements of trades. 
 *These courses are quoted by permission from an article by Mr. Samuei 
 F. Hubbard, of Boston, in the Apprenticeship Bulletin for October, 1910. 
 Mr. Hubbard argues strongly in favor of Plan H. 
 
 91 
 
APPENDIX C— Authorities 
 
 Schools Visited. 
 
 The following schools have been \isited either by individual mem- 
 bers of the commission or by special snb-conunittees : 
 
 Agricultural High Schools. 
 
 Hillsdale, Mich. 
 
 Hudson, Mich. 
 
 Lawton, Mich. 
 
 North Adams, Mich. 
 
 Otsego, Mich. 
 
 St. Louis, Mich. 
 
 St. Anthony's Park, IMinn. 
 
 County Agricultural Schools. 
 
 Menominee, Mich. 
 
 Marinette, Wis. 
 
 Menomonie, Wis. 
 
 Wausau, Wis. 
 
 Smith's Agricultural School, Northampton. I\Iass. 
 
 Manual Training and Industrial Schools. 
 
 Cincinnati (O.) Continuation School. 
 
 Chicopee (Mass.) High School. 
 
 Cleveland (O.) Technical High School. 
 
 Detroit Technical Institute. 
 
 Fitchburg (Mass.) High School. 
 
 Hackley Manual Training School, Muskegon. 
 
 Indianapolis (Ind.) Manual Training School. 
 
 Kalamazoo Manual Training School. 
 
 Mechanics Institute, Rochester, N. Y. 
 
 Newton (Mass.) Independent Industrial School. 
 
 Newton (Mass.) Technical High School. 
 
 North End Union School of Printing, Boston, Mass. 
 
 Ohio Mechanical Institute, Cincinnati, Ohio. 
 
 Rochester (N. Y.) Factory School. 
 
 Saginaw Manual Training School. 
 
 Saginaw Trade School. 
 
 Springfield (Mass.) Technical High School. 
 
 Winona Technical Institute, Indianapolis. Ind. 
 
 Worcester (Mass.) Trade School. 
 
 92 
 
2. Bibliography. 
 
 Industrial Education. 
 
 Bulletin Xo. 2 of the Society for the Promotion of Industrial Education 
 is a "Selected Bibliography on Industrial Education" (issued July. 1907). 
 This and other bulletins of the Society may be purchased from the Sec- 
 retary. No. 20 W. 44th St., New York City. 
 
 Dean's "'The Worker and the State" (Century Co., 1910) contains an 
 excellent bibliography, as does also the '"Report of the Committee on the 
 Place of Industries in Public Education" (N. E. A. 1910; copies may be 
 obtained at 15c each, from Secretary Irwin Shepard, Winona, Minn.). 
 Ihe latter includes a considerable list of articles in periodicals, from 1902 
 to 1909. The brief list of books and articles here printed is suggestive 
 only and given in order that readers of this report may have immediately 
 at hand a working list of material quickly available. 
 
 The report just mentioned and "'The Worker and the State" are two 
 of the latest and most comprehensive discussions of the general subject, 
 from the national point of view. Of value as showing the trend of dis- 
 cussion in the last ten years are the following: 
 
 Addams, Jane : 'The Spirit of Youth and the City Streets." Mac^iillan 
 New York: 1909. 
 
 Carlton, Frank T. : Education and Industrial EvDJution. Mac.MiUan, 
 New York; 1908. 
 
 Marshall, Florence AI. : Industrial Training for Women. National 
 Society for the Promotion of Industrial Education Bulletin No. 4, New 
 York; 1907. 
 
 Ayresi, Leonard P. : Elimination and Retardation of Pupils. A study 
 of school conditions under the auspices of the Russell Sage Foundation. 
 New Y'ork; 1910. 
 
 Davenport, Eugene. : Education for Etificiency. .\ valuable discussion 
 of certain phases of the problem of imiversal education. Heath, Boston; 
 1909. 
 
 Chamberlain, .\. : Standards in Education. N. Y. American Book Co.; 
 1908. 
 
 Draper. Andrew S. : Our Children, Our Schools and Our Industries. 
 N. Y. State Education Department. Albany; 1908. 
 
 Gillette, John M. : Vocational Education. .American Book Co., New 
 York; 1910. 
 
 Hanus, Paul: Beginnings in Industrial Education. Houghton, Boston; 
 1908. 
 
 Massachusetts Commission on Industrial and Technical Education. 
 Reports of the Commission, 1906-1909. Boston. 
 
 The report of the first or Douglas Commission has been republished 
 b\ the Columbia University Press, N. Y. 
 
 Snedden, David: A'ocational Education. Houghton, Boston: 1910. 
 
 U. S. Department of Labor : Trade and Technical Education in the 
 U. S. See U. S. Bureau of Labor Bulletin No. 53. Washington; 1904. 
 
 93 
 
Richards, Charles R. : Industrial Training, a report on conditions in 
 New York State, prepared for the Bureau of Labor Statistics, Albany; 
 1909. 
 
 Woolman, Mary S. : Making of a Girls' Trade School. Teachers' 
 College Record, Sept., 1909. Columbia University Press, New York; 1909. 
 
 Jones, Arthur J. : The Continuation School in the United States. 
 U. S. Bureau of Education Bulletin No. 1, Washington; 1907. 
 
 Snowden, Albert A. : Industrial Improvement Schools of Wurtemburg. 
 PubHshed by Columbia University Press, New York; 1908. 
 
 Vanderlip, F. A. : Business and Education. N. Y., Duffield & Co. ; 1907. 
 
 Recent periodical literature of value includes : 
 
 Reisner, E. H. : A Descriptive List of Trade and Industrial Schools 
 in the United States. (Bulletin No. 11 of National Society for Promotion 
 of Industrial Education.) 
 
 Elliott, E. C, and Prosser, C. A. : Legislation upon Industrial Educa- 
 tion in the United States. (Bulletin No. 12, same society.) 
 
 Russell, James E. :The School and Industrial Life (Educational Re- 
 view, December, 1909). 
 
 Davenport, Eugene: The Opportunity of the High School (Educational 
 Review, November, 1910). 
 
 Washington, Booker T. : Chapters from My Experience (World's 
 Work, October, November, and December, 1910). 
 
 Charlton, C. H. : The Scliool at Interlaken (The Survey, Dec. 3, 1910), 
 
 Fuller description of some of the schools and plans cited in this report 
 will be found in the following articles : 
 
 1. Rochester Factory School : 
 
 An "Experiment in Industrial Education" A. P. Fletcher. 
 "Elementary School Teacher" (pp. 9-14), September, 1910. 
 
 2. "Fitchburg Plan of Industrial Education," W. B. Hunter. 
 
 "School Review" (pp. 166-173), March, 1910. 
 
 3. Cincinnati Plan. 
 
 A. "Partial Time Trade Schools," H. Schneider. 
 
 "Annals of the American Academy of Political and Social 
 Science" (50-55), January, 1909. 
 
 B. "School Systeni." 
 
 I. "Annals of American Academy" (173-175), January, 1905. 
 II. "Good Housekeeping" (C. Reese), (pp, 610-615), May, 
 1910. 
 
 C. "Continuation School." 
 
 I. "Survey" (531-532), July, 1910. 
 II. "World Today" (1211-1212), J. R. Schmidt, Novem- 
 ber, 1909. 
 
 4. Milwaukee School of Trades. 
 
 "Work of the School," C. F. Perry. 
 
 "Annals of American Academy" (78-84), January, 1909. 
 
 94 
 
AGRICULTURAL EDUCATION 
 
 Bailey, Liberty H. : Common Schools and Farming. See his Training 
 of Farmers. Century Co., New York; 1909. 
 
 Draper, Andrew S. : Agriculture and Its Educational Needs. See N. Y, 
 Slate Education Department, Fifth Annual Report. Albany; 1909. 
 
 Hays, Willett M.. Education for Country Life. Govt. Ptg. Office 
 Washington; 1909. 
 
 Kern, O. T. : Among Country Schools. Ginn, Boston ; 1907. 
 
 National Education Association : Report of the Committee on Indus- 
 trial Education in Schools for Rural Communities to the National Council 
 o: Education, July, 1905. Winona, Minn. 
 
 Roosevelt, Theodore : The Man Who Works with His Hands ; address 
 at the semi-centennial of the founding of agriculture colleges in the United 
 States at Lansing, Mich., May 31, 1907. Govt. Ptg. Office, Washington. 
 
 Report of Commissioner of Education, 1908. Agriculture and Indus- 
 trial Training. (Vol. I, p. 125.) 
 
 Rumely, Edward A.: The Passing of the Man with the Hoe. World's 
 Work, August. 1910. 
 
 J5 
 
REPORT 
 
 OF THE 
 
 Michigan State Commission on 
 
 Industrial and Agricultural 
 
 Education. 
 
 To the 
 
 Governor f Superintendent of Public Instruction, 
 
 and Commissioner of Labor. 
 
 Lansing, 
 December, 1910. 
 
 PUBLISHED BY THE COMMISSION, 
 
 Ponograph 
 
4 
 
 LBJa'l2