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New York State Education Department
Division of Trades Schools A 3

GENERAL INDUSTRIAL AND TRADES SCHOOLS
Albany, N. Y., October I, 1908
Purpose of the circular. This circular of information is issued
for the purpose of anticipating some of the questions which
Will arise in reference to the recent law providing for the estab-
lishment and maintenance of general industrial and trades
schools. It contains:
I Statement in reference to industrial education and reasons
for publishing a bibliography and a list of industrial and trades
schools.
2 Text of the law providing for the establishment and mainte-
nance of these schools.
3 Notes on the aforesaid law.
4 A short bibliography of books and periodicals dealing With
industrial training including a suggestive list of current literature
and current national and State publications.
5 List of a few societies and organizations interested in for-
warding industrial education.
6 Names and brief descriptions of some typical industrial and
trades schools.
Industrial education. The subject of industrial education is
broader than is often appreciated. It means more than merely
‘the establishment of another type of school. It suggests a
scheme of- education which will make it worth While for all
children- to remain in school, and which will provide for the
children of the masses and for the great manufacturing and
constructive industries something equivalent to what the State
is doing for the children of the well to do and for the profes-
sional and managing activities of the country. The subject is
Well Worthy of the thought and interest of every teacher who
elieves that a child must have his chance, a chance which is
in ork, becoming through it accustomed to discipline, to direc-
tion and to industry.
T3f-NS-2500 (7-570)
201262
2 NEW YORK STATE EDUCATION DEPARTMENT
Bibliography on industrial and trades schools. Included in
the circular is a short bibliography on industrial education, not
so much with the idea of suggesting all the books and pamphlets
on the subject as to give a working list for teachers which will
give an insight into the special problems of industrial education
and at the same time'will possibly lead to further inquiry and
reading.
Nearly all if not all of these books and pamphlets will be
found in the State Library. Much of the best literature on the
subject is being furnished at nominal expense by various educa-
tional organizations, such as the National Education Associa-
tion and the National Society for the Promotion of Industrial
Education. The Departments of Agriculture, Interior (Bureau of
‘Education), Commerce and Labor of the federal government, and
the educational departments in the various states are issuing valu—
able material all of which may be had at little or no expense to
the teacher who makes application to the proper officials.
To those unfamiliar with the diﬂiculties attendant upon in-
dustrial education it may seem strange to address to teachers a
bibliography covering such subjects as “apprenticeship sys—
tems,” “labor problems,” and “industrial efﬁciency,” but it is
to be remembered that the spirit of industrial education is to
teach in terms of daily life, and teachers ought to have knowl—
edge of the conditions and requirements of this life—a life
largely industrial.
List of industrial and trades schools. A short list of trades and
industrial schools is published. It must not be understood that
the Education Department expresses any opinion as to features
of the organization and the methods of any of these schools.
It does believe, however, that such a list of trades and iii-
dustrial schools now in operation in the United States may be
of interest‘ to those who are studying industrial training and
need assistance in determining the present day position of this
educational movement. It is suggested that teachers send to
the directors or supervisors of these schools for descriptive
printed matter and from it gather facts regarding the spirit and
purpose of these schools as well as the details of organization,
such as age of-pupils, place in educational scheme, courses of
study and equipment. -
GENERAL INDUSTRIAL AND TRADES SCHOOLS 3
Law relating to general industrial and trades schools
' Chapter 263
An act to amend the consolidated school law by providing for the es-
tablishment and maintenance of general industrial and trade schools
in cities and in union free school districts,_and making an appropri-
ation therefor.
Became a law, May 18, 1908, with the approval of the Governor. Passed,
three ﬁfths being present
The People of the State of New York, represented in Senate
and Assembly, a'o enact as follows:
§ I Section 25 of article 10 of title 15 of the consolidated
school law is hereby amended to read as follows:
ARTICLE x
General industrial and trade schools
§ 25 General industrial and trade schools may be established.
I The board of education of any city, and in a city not having
a board of education the officer having the management and
supervision of the public school system, may establish, acquire,
conduct and maintain as a part of the public school system- of
such city general industrial schools open to pupils who have
completed the elementary school course or who have attained
the age of I4 years, and trade schools open to pupils who have
attained the age of 16 years and have completed either the ele-
mentary school course or a course in the above mentioned gen-
eral industrial school or who have met such other requirements
as the local school authorities may have prescribed.
2 The board of education of any union free school district
shall also establish, acquire and maintain such schools for like
purposes wheneven such schools shall be authorized by a dis-
trict meeting.
§ 2 Section 25-a is hereby added to article 10, title 15, ‘of
the consolidated school law and to read as follows:
§ 25-a I Appointment of an advisory board. The board of
education in a city and the ofﬁcer having the management and
supervision of the public school system in a city not having a
board of education shall appoint an advisory board of ﬁve mem—
bers representing the local trades and industries. In the ﬁrst
instance two of such members shall be appointed for a term of
one year and three of such members shall be appointed for a
term of two years. Thereafter as the terms of such members
shall expire the vacancies caused thereby shall be ﬁlled for a
full term of two years. Any other vacancy occurring on such
board shall be- ﬁlled by the appointing power named in this
section for the remainder of the unexpired term.
4 NEW YORK STATE EDUCATION DEPARTMENT
2 It shall be the duty of such advisory board to counsel with
and advise the board of education or the ofﬁcer having the man—
agement and supervision of the public school system in a city
not having a board of education in relation to the powers and
duties vested in such board or officer by section 26 of this act.
§ 3 Section 26 of article IO of title I5 of the consolidated
school law is hereby amended to read as follows:
§ 26 Authority of the board of education over such schools.
The board of education in a city and the ofﬁcer having the man-
agement and ‘supervision of the public school system in a city
not having a board of education and the board of education in
a union free school district which authorizes the establishment
of a general industrial or a trade school is vested with the same
power and authority over the management, supervision and con—
trol of such school and the teachers or instructors employed
therein as such board or ofﬁcer now has over the schools and
teachers under their charge. Such boards of education or such
ofﬁcer shall also have full power and authority:
I To employ competent teachers or instructors.
2 To provide proper courses of study.
3 To purchase or acquire sites and grounds and to purchase,
acquire, lease or construct and to repair suitable shops or build—
ings and to properly equip the same.
4 To purchase necessary machinery, tools, apparatus and
supplies.
§ 4 Section 27 of article IO of title 15 of the consolidated
school law is hereby amended to read as follows:
§ 27 State aid for general industrial and trade schools. The
- Commissioner of Education in the annual apportionment of the
State school moneys shall apportion therefrom to each city and
union free school district the sum of $500 for each independently
organized general industrial or trade school maintained therein
for 40 weeks during the school year and employing one teacher
whose work is devoted exclusively to such school, and having
an enrolment of at least 25 pupils and maintaining a course of
study approved by him. He shall also make an additional ap—
*portionment to each city and union free school district of $200
for each additional teacher employed exclusively in such schools
for 40 weeks during the school year. All such moneys appor-
tioned by the Commissioner of Education shall be used exclusively
for the support and maintenance of such schools in the city or
district to which such moneys are apportioned. But the Commis—
sioner of Education may in his discretion apportion to a district or
city maintaining such schools or employing such teachers for a
shorter time that 40 weeks, an amount pro rata to the time such
schools are maintained or such teachers are employed. This section
shall not be construed to entitle manual training high schools or
other secondary schools maintaining manual training departments,
to an apportionment of funds herein provided for.
GENERAL INDUSTRIAL AND TRADES SCHOOLS 5,
§ 5 Section 28 is hereby added to article 10, title 15, of the con-
solidated school law and to read as follows:
§ 28 Annual estimate by board of education and appropria-
tions by municipal and school districts. I The board of edu-
cation of each city or the ofﬁcer having the management and
supervision of the public school system in a city not having a
board of education shall ﬁle with the common council of such
city within 30 days after the commencement of the ﬁscal year
of such city a written itemized estimate of, the expenditures
necessary for the maintenance of its general industrial and trade
schools and the estimated amount which the city will receive from
the State school moneys applicable to the support of such schools.
The common council shall give a public hearing to such persons
as wish to be heard in reference thereto. The common council
shall adopt such estimate and after deducting therefrom the amount
of State moneys applicable to the support of such schools shall
include the balance in the annual tax budget of such city. Such
amount shall be levied, assessed and raised by tax upon the ‘real
and personal property liable to taxation in the city at the time
and in the manner that other taxes for school purposes are raised.
The common council shall have power by a two thirds vote to-
reduce or reject any item included in such estimate.
2 The board of education in a union free school district which
maintains a general industrial or trade school shall include in its
estimate of anticipated expenses pursuant to the provisions of sec-
tions 9 and 18 of title 8 of this act the amount that will be required
to maintain such schools after applying toward the maintenance
thereof the amount apportioned therefor by the Commissioner of
Education. Such amount shall thereafter be levied, assessed and
raised by tax upon the taxable property of the district at the time
and in the manner that other taxes for school purposes are raised
in such district.
§ 6 Powers and duties of Commissioner of Education. The
Commissioner of Education shall have general supervision of such
schools; he shall prescribe regulations governing the licensing of
the teachers employed therein; and he is hereby authorized, em—
powered and directed to provide for the inspection of such schools,
to take necessary action to make effectual the provisions of this
act, and to advise and assist boards of education in the several
cities and school districts in the establishment, organization and
management of such schools. The sum of $7000, or so much
thereof as may be necessary, is hereby appropriated to the Educa—
tion Department for the enforcement of this act, and the Commis-
sioner of Education is hereby empowered to create such positions,
to make such appointments and to ﬁx the salary of employees as’ may
be necessary for the purposes of this act for the period of one year.
§;‘ This act shall take effect immediately.
O‘.
NEW YORK STATE EDUCATION DEPARTMENT
Notes on the law
Part of the public school system, §25, 1. Obviously only such
existing industrial and trades schools meet the requirements of this
law as are now, or are willing to become, a part of the public school
system. S
Advisory board, § 25-a. An advisory board is to be appointed
in connection with these schools. It is to consist of ﬁve members
who represent the trades or industries prevailing in the locality.
The counsel and advice of such a board ought to assure to these
schools the best of technical results and should be of material as-
sistance to boards of education and the supervisory ofﬁcers in de-
termining the proper course of study and equipment. Nothing
will inspire more conﬁdence on the part ‘of the people in these
schools than to feel that these employers and employees are in
active cooperation with boards of’ education, aiming to spend public
money economically and efﬁciently, and to administer these schools
so as to conserve all interests —those of the general public as well
as those of capital and labor.
Factory and trades schools, § 26. The industrial and trades
schools proposed under this act are not special schools in any sense
other than that they have an especially deﬁnite purpose. They are no
more special schools than any of the other regular schools supported
at public expense. They may be placed under two general heads:
a General industrial schools or factory schools which train for
work in factories where there are many employees who work with
much machinery. This type of school ought to train all-round
mechanics for work in those industrial establishments where work-
men act in cooperation, where each is a part of an organization,
and where much machinery is used. Such schools should be of
deep concern to those who are to work in the highly specialized
industries such as shoes, textiles, knitting and clothing.
'1) Trades schools which train for constructive trades in which
the work is essentially individual and quite independent of machines.
Eventually there would be many types of such schools, schools
meeting the needs of the workers in such trades as plumbing, pat—
tern making, tool making, 'bookbinding, printing, cabinetmaking etc.
Relation of these schools to the public school system. These
new schools are to be a part of the school system, be subject to its
GENERAL INDUSTRIAL AND TRADEs SCHOOLS 7
management and articulate with its other parts; but their Work is
not to be mingled or confused with the work of the other schools.
They occupy rooms ‘of their own, have courses and teachers of their
own. It may be understood, however, that the establishment of
these schools does not necessarily mean separate and special school
buildings.
Teachers. ‘ No teacher can be licensed who is not a proved
mechanic, as well as a good teacher. In other words, instructors
in these schools must have intimate knowledge of the industries for
which these schools are preparing the youth of our State. For the
present the Education Department will issue special licenses to
teachers in. these schools. The applicant must be of sound moral
character, must have a sound general education, and special ﬁtness
for the teaching position which he is to occupy. This must be
established to the satisfaction of the Commissioner of Education.
Courses of study. just now it is not deemed best to prescribe
hard and fast general rules in reference to courses of study to
which all must conform. For the present each school will have to
be treated as an individual school, and for some time educational
necessity will demand courses of study ﬂexible in character and
subject to modiﬁcations as the need appears for changes based upon
a larger experience. The book work will touch in a direct way the
shop, laboratory and drawing work of the pupils and should con-
cern itself directly with problems which are concrete and useful.
Some book work should be pursued, but these schools must be
more “shoppish” than “bookish.” The work must never lose
sight of the purpose for which these schools are intended, the train-
ing of intelligent workmen. The boards of advisement ought to be
of great service in working out a course of study, for they will
know the deﬁnite technical and economic needs of the workers in
any common industry. Hard and fast requirements can not be laid
down for' general adoption. Each locality has its own particular
industries. Each industry places special requirements on its workers
and each city and town has certain school conditions peculiar to
itself. These schools must be ﬂexible enough to provide: 1st, for
those who can attend school all day; 2d, for those who must work a
part of the time in order to earn a living but can afford to go to
school a part of the time; 3d, for those who must work all day but
can attend school at night.
8 NE\V YORK STATE EDUCATION DEPARTMENT
Equipment. It is advised that the schools be organized upon
an economical footing. Often an idle building erected for a factory
or some other purpose may be used. Possibly a vacant school build—
ing may be available. It is not essential that at the beginning the
equipment be elaborate. The schools ought to be established in
response to a real demand and not be organized merely to make a
show of doing something. Strong, serviceable benches, tools such
as are in daily use by our workmen, and machinery purchasable
in regular stock will materially assist in convincing tradesmen and
workmen that these schools intend to be practical, efﬁcient and of
real service to the industries and their workers.
,State aid, § 27. The State will make an annual allotment of
$500 to the board of education for each of these schools having at
least 25 pupils, maintained for a minimum period of 40 weeks in
one school year, and employing the full time of one teacher, and an
additional $200 for each teacher after the ﬁrst; but only when the
requirements of the Education Department as to rooms, equipment,
and qualifications of teachers are complied with.
If an industrial or trades school of the monotechnic type to teach
plumbing, for example, is organized in a school or factory building
and this school requires and receives the full services of one teacher,
it would be allotted $500. If, in this building, two classes were
formed under the same school management, for instance, one in
plumbing and one in pattern making, and employing the full time
of two teachers, the law provides for a total State allotment of$700.
If these two schools are established in separate buildings, each as a
separate school unit, and the full time of one teacher is required in
each school, then these two schools would receive $500 a year each
from the State and for each additional teacher in either of these
schools the State would allot $200.
It makes no difference during what hours of the day these schools
are operated. They must be in operation at least six ‘hours per_
day in order to justify a claim for State aid. It is preferable that
they be operated partly in the evening so as to meet the needs of
those already at work.
Manual training schools or classes do not meet the require-
ments. It should be clearly known that manual training schools
or classes can not be understood as coming within the meaning of
the law. A portion of the manual training equipment if satisfac-
GENERAL INDUSTRIAL AND TRADES SCHOOLS 9.
tory might be used for these schools and the shop teacher, if a
practical mechanic, might be licensed by the Education Department
to teach ‘in these schools. It must'be understood that the spirit and
purpose of the industrial and trades school movement is different
than that of the manual training work as now carried on in our
schools.
Method of securing the State allotment, § 28. The data relat-
ing to the trades schools in operation in each city and union school
district will be included in the annual report submitted at the close
of the school year; and the apportionment as provided in section 27
will be based on the facts shown by such annual report. -The
method employed to be, as nearly as may be, the same as is noW
customary in connection with the regular schools.
Powers and duties of the Commissioner of Education. The
Commissioner of Education has the general supervision of these
schools, prescribes regulations regarding the licenses of teachers,
provides for the inspection of these schools and makes rules and
regulations to carry out the provisions of this act.
Division of trades schools. A new division in the Education
Department called the Division of Trades Schools has been organ-
ized, and to it has been assigned the duties incident to the estab—
lishment, organization and management of these factory and trades
schools. It is suggested that boards of education advise with local
commercial and labor organizations and invite expressions from the
press and citizens and that where a real demand appears for train-
ing in general shopwork or in any particular trade, steps be taken
to meet it. When this time comes at any point in the State the
Education Department, through the Chief of the Division of Trades
Schools, will be ready to be of service.
IO NEW YORK STATE EDUCATION DEPARTMENT
Bibliography
Studies of the general problem
It is not claimed that this list is in any sense complete. It
has been conﬁned to matter which it is believed will exert an
important inﬂuence in forming the opinion of those who have
not read widely upon the subject of industrial education. A
more complete bibliography has been issued by the National
Society for the Promotion of Industrial Education.
Adams & Summer. Labor Problems. Macmillan, New York.
1905.
Discusses in one of its chapters the_d_ecline of the apprenticeship system
and the problems involved in trade trainmg of the present time.
Bailey, L. H. The State and the Farmer. Macmillan, New
York. 1908.
Contains an interesting chapter on the developing of applicable education.
In it the author pleads for educational facilities for all people and moreover
that this education have a meaning.
Conditions of Entrance to the Principal Trades. Bulletin 67
of United States Bureau of Labor, Washington. November
1906.
A careful study of the changes in organization and processes of modern
industry and the conditions under which beginners enter various trades.
Creasey, Clarence H. Technical Education in Evening Schools.
'Sonnenschein, London. 1905.
A book which serves an excellent purpose by showing the possibilities of
evening education and by undertaking the reforms which are desirable. The
function and scope of evening technical instruction are discussed. It de—
scribes the extensive English and German evening technical schools.
Hanus, Paul. Beginnings of Industrial Education. I-Ioughton,
Mifﬁin Co., Boston. 1908.
As chairman of the Massachusetts Commission on Industrial Education
Professor Hanus 15 able to give 1n a practical way the results of hlS re'cent
1nvest1gat10ns and experiences.
Howard, Earl Dean. The Cause and Extent of the Recent In-
dustrial Progress of Germany. Houghton, Mifﬁin Co., Boston.
1907.
One chapter is devoted to the social and economic differentiations charac_
teristic of the German people and the intimate relation of school training to
the intended vocation.
Industrial Education in Germany. Special Consular Reports,
vol. 33. United States Department of Commerce and Labor.
Washington. 1905.
A series of papers treating exhaustively the German system of industrial
education. It includes the origin and nature of the schools of this class,
requirements for entrance, courses, teachers, time of instructlon, tuition fees,
curriculum etc.
GENERAL INDUSTRIAL AND TRADES SCHOOLS II
Industrial Education in Schools for Rural Communities, Report
of the Committee on. 1908 meeting of the N.E.A.
A most comprehensive report of the need for as well as a method of con-
ducting industrial education in rural communities.
Massachusetts Commission on Industrial Education, Reports of
1907 and 1908. Charles H. Morse, secretary, Ford Building,
Boston, Mass.
These reports show the results accomplished by the commission in estab-
lishing industrial schools and in investigating industrial conditions. Included
in the reports are interesting descriptions of American and European schools
of art and industry.
Massachusetts Commission on Industrial and Technical Educa-
tion. Report of 1906. Commonly termed the Douglass Report.
Reprinted by Teachers College, New York.
A notable report. Its publication awakened a new interest in industrial
education. No one interested in the subject can afford to overlook this report.
Mosely Educational Commission, Report of. Cooperative Print-
ing Society, London. 1904. a
In this report several of the commissioners devote special attention to in
dustrial education and present their impressions of various institutions for
trade and technical instruction in the United States.
Person, Harlow Stafford. Industrial Education. Houghton,
Mifﬁin Co., Boston. 1907.
This book states various industrial and social problems upon which the
movement for industrial education is based.
Sadler, M. E., ed. Continuation schools in England and elsewhere;
their place in the educational system of an industrial and com-
mercial state. Sherratt & Hughes, Manchester, England.
An important volume, in which are collected careful and competent ac-
counts of the history and present status in Great Britain, of the various
agencies for “further education,” with 8 brief chapters on such schools in
the chief European countries and the United States.
Snowden, Albert A. Industrial Improvement Schools of \Vuert—
teinberg. Columbia University Press, New York. 1907.
A very comprehensive report of the industrial schools of this German state.
Thurston, H. W. Economics and Industrial History for See—
ondary Schools. Scott, Foresman, Chicago. 1899.
Sue of several books on industrial history which a student of industrial
education should read in order to obtain a grasp of the evolution of industry.
Trade and Technical Education. 17th Annual Report of the
United States Commissioner of Labor. 1902.
The volume is descriptive, not statistical. The following subjects are dis-
cussed: building and mechanical trades schools. brewers schools. schools of
dressmaking. inillinery, textile schools, schools for watchmakers. barbers
schools, Y. .\l. C. A. schools and schools of industrial drawing and design.
Wages and Hours of Labor. Bulletin 65 of the United States
Bureau of Labor.
This report affords extensive data for studying the economic condition of
workers in the industries.
12 NEW YORK STATE EDUCATION DEPARTMENT
Walker, Francis A. Discussions in Education. Holt, Boston.
1899.
200 pages relating to technical education. The words are those of an
expert authority. -
Ware, Fabian. Educational Foundations of Trade and Industry.
Appleton, New York. 1901i.
It contains a good description of vocational systems of education in Ger-
many and France and shows how these countries have endeavored to lay
certain educational foundations for trade and industry.
Articles and addresses from periodicals and proceedings
References are made to few articles. However they deal with
the most important phases of industrial education and fairly
represent the industrial, educational and economic questions
entering into the subject. "
Alexander, M. W. An Experiment in Industrial Training.
Machinery, 1311—5. Sept. I, 1906.
-Describes the apprenticeship course in the General Electric \Yorks, YVest
Lynn, Mass. The apprentices are required to study mathematics, electricity,
mechanics and drawing a certain number of hours a week.
Burlingarne, L. D. An Example of the X'Iodern Development of
the Apprenticeship System. Engineering Magazine, 261511-19.
Jan.rgo4. _ \
Describes the manner in which the Brown & Sharpe Tool Co. of Provi-
dence, R. I, conducts an apprenticeship system.
Burks, J. D. Democracy in Education. (Elem. School Teacher,
8:I3o~_4,2.)
An argument for the introduction of vocational training into the public
schools. Concludes that adequate provision for vocational training, begin-
ning at about the sixth year of school, would tend to prolong the school
life and increase the vocational efﬁciency of the great mass of children.
Chamberlain, A. H. The Demand for Trade Schools: From the
Educator’s Point of View. National Education Association
Proceedings, 1903, p.603—7.
One of a number of papers on industrial education published in the 1903
proceedings.
' Clark, J. J. The Correspondence School: Its Relation to Tech-
nical Education and Some of its Results. Science, 24:327—34.
Exposition of the methods employed and the results obtained by one of
the correspondence schools. The apparent success of these schools is sig-
niﬁcant of the need for industrial education under public auspices.
Dean, A. D. Vital Needs of Evening Schools for Industrial VVork—
ers. Machinery, 13:244—46. ]an. 1907. 4
Points out the necessity for improved methods in organizing and conduct—
ing evening industrial. schools.‘ States that evening schools might be more
effective agents in training efficlent industrial workers.
DeGarmo, Charles. Training for Industrial Efﬁciency in the
High School. Year Book of the High School Teachers Asso-
ciation of New York City, 1906—7.
GENERAL INDUSTRIAL AND TRADES SCHOOLS 13
Discussion on How to Fit Industrial Education into our Course
of Study. 43d University Convocation. State Education De—
partment, Albany. p.59-67. .
Draper, Dr Andrew S. The Adaptation of the Schools to In—
dustry and Efficiency. State Education Department, Albany, I908.
An address delivered before the N.E.A. at the Cleveland meeting. A
plan is proposed for factory and trades schools and suggests the location and
relations of these schools in and to the public school system.
Our Children, Our Schools and Our Industries. State
Education Department, Albany. 1908.
As a part of his annual report Commissioner Draper took as his special
theme the need of industrial and trades schools as a vital part of the public
school system.
Dodge, James M. The Money Value of Technical Training.
American Society of Mechanical Engineers, 25 240-48. ‘
An interesting comparison is made of the earning capacity of men trained
in shops and those trained in school.
Haney, Dr J. P. Vocational Work for the Elementary School.
Educational Review, 34:335—46. Nov. 1907.
Presents an outline of a vocational course for the elementary school.
Hanus, Paul H. The Technical Continuation Schools of Munich.
School Review, 13:678—83. Nov. 1905.
A brief history and description of a unique school system where those
who must leave school at 13 or 14 years are well trained for the several
callings on which they enter. ‘
Higgins, Milton P. Plan of a “ Half—Time ” School. American
Society of Mechanical Engineers, 211646-78.
This paper was one of the ﬁrst to point out a plan whereby boys could
attend school part of a day and work in a factory the rest of the working
day, thus giving them an opportunity to “earn as well as learn.”
Rollins, Dr Frank. Industrial Education and Culture. Educa-
tional Review, 34 :494—503. Dec. 1907.
Makes the suggestion that educators of the older school should share in
the_ direction of the industrial education movement and add the wisdom of
their experience to the enthusiasm of those who are already engaged in its
promotion.
Russell, James E. Trend in American Education. Educational
Review, 32:28-41. .
States that the trend is and should be toward still further differentiation
and still more complete adaptation to the needs of everyday life.
Schneider, H. Cooperative System of Technical Education.
Engineering Magazine, 34:354. . Nov’. .1907.
Explains in detail the plan of cooperation existing between the University
of Cincinnati and the local manufacturers whereby students in the university
may obtain shop practice in the various local industrial plants.
I4 NEXV YORK STATE EDUCATION DEPARTMENT
,Skefﬁnto-n, Henry J. Industrial Education. School Review,
15:382~90.
‘A presentation of theattitude of organized labor toward industrial educa—
tion. A sympathetic point of view by a former labor unlon ofﬁcial.
Social Education Quarterly. june 1907. 97 p. O. C. A. Scott,
secretary. Cambridge, Mass.
Contains papers on: The place of industrial education in the common
school system. Industrial education in a prairie state. American industrial
training as compared with European. The problem of industrial education.
The needs from the manufacturers’ standpoint. The importance of industrial
education to the working-man. Bearings of industrial education upon social
conditions.
Vanderlip, Frank A. The Urgent Need of Trades Schools.
World’s \/lorl<, vol. 12. june 1906.
\Vith the German schools as a text the author shows the good results
derived from and the need of trades schools.
Williston, A. L. The Organization of Trade Schools. National
Education Association Proceedings, 1903, p.612—I7.
The author bases his conclusion upon a broad experience covering a num-
ber of years in the Evemng Trade School work of Pratt Institute.
Woolman, Mary S. The Manhattan Trade School for Girls.
Educational Review, 30:178-853. Sept. 1905.
A description of the pioneer work which this school is doing in providing
practical education for those girls who must earn a living and earn 1t early
in life.
Wright, K. V. New York Central Apprenticeship System.
American Engineer and Railroad journal. june, july, Sept,
Oct., Nov. 1907. .
A very complete description of the shop and academic work which a large
industrial enterprise is giving- to its apprentices. The topics in the course
of study show many applications of science and art to a particular industry.
Suggestive list of current literati-ire
This list is suggestive of the best available current material
on industrial and trade training. It extends from the inexpensive
school bulletin to the technical trade journal, but does not
include the more common educational journals, which often have
timely articles on the subject.
American Machinist. New York. $4 a year. Weekly.
This trade journal often publishes special articles on the apprenticeship
system and trades schools as well as editorial comment on the same.
Apprenticeship Bulletin, edited and printed at the School of
Printing, North End Union, Parmenter st., Boston, Mass.
50c a year. Monthly.
A small bulletin with up to date articles dealing primarily withapprentice-
ship schools. half time and trades schools. This school issues at small
expense reprints of many interesting addresses on trades schools.
GENERAL INDUSTRIAL AND TRADES SCHOOLS 15
Charities and the Commons. New York. $2 a year. Weekly.
This journal of philanthropy and social advance usually has in every issue
some short article related to industrial training. vol. 19, no. I had a notable
article on “The Movement for Industrial Education.”
Cincinnati University Bulletin. Cincinnati, O. Free.
Some issues of its bulletins are devoted to topics relating to industrial
education. '
Engineering Magazine. New York. 353 a year. Monthly.
Although devoted mainly to the technical interests of engineers, superin-
tendents and managers, this magazine publishes from time to time articles
dealing with the problem of training efficient laborers.
Machinery. Industrial Press, New York. $2 a year. Monthly.
This technical journal publishes articles dealing with industrial education
as related to the machine trades.
Manual Training Magazine. The Manual Arts Press, Peoria,
Ill. $1.50 per year. Bimonthly.
Although primarily intended for manual trainingtcachers, this magazine
occasionally publishes an article dealing with industrial and trades schools.
Ohio State University Bulletin. Columbus, O. Free.
Several times the university has issued a special bulletin on industrial
education.
Stout Institute Bulletin. Menomonie, \Vis. 50c. Published
quarterly.
This institution through its bulletins is disseminating interesting and essen-
tial information regarding equipment, materials, and courses of study
dealing with the general problem of industrial education.
Teachers College Record. Columbia University Press, New,
York. $1 a year. Bimonthly.
Several numbers of this journal have been in the past devoted to the prac—
tical problems of elementary and secondary industrial education.
Current national and state publications on subjects closely related to
'iz-zdi-tstrial education
These publications have the advantage of being up to date,
readily accessible and free of charge to those who desire them.
U. S. Bureau of Education at Washington, Elmer E. Brown,
commissioner, has issued in the last two years several bul—
letins on subjects most pertinent to industrial education.
These include:
German Views of American Education, with particular refer—
ence to Industrial Development. \Villiam N. Hailmann.
The Continuation School in the United States. Arthur jones.
The Elimination of Pupils from School. Edward L. Thorn-
dike.
IO NEW YORK STATE EDUCATION DEPARTMENT
Agricultural Education. James Ralph Jewell.
On the Training of Persons to Teach Agriculture in the Public
Schools. Liberty Hyde Bailey.
The bureau makes the announcement that in the immediate future it will
publish a bulletin on The Relation of the Apprenticeship System to Indus-
trial Education, by Carroll D. Wright.
Massachusetts Industrial Commission. Ford Building, Boston,
Mass. Charles H. Morse, secretary.
This commission issues from time to time comprehensive bulletins. These
bulletins include such subjects'as industrial continuation schools for jewel-
/ ers, for male commercial employees, for machinist apprentices, for mechan-
icians apprentices, for gardeners apprentices; also a bulletin descriptive of
some Amerlcan industrial and manual training schools.
Department of Agriculture. james Wilson, secretary, is con-
stantly issuing bulletins on agricultural and industrial edu-
cation. Some of those already issued are:
The Man who Works with his Hands. Circular 24. Address
of President Roosevelt at Lansing, Mich.
The Development of Agricultural Education. Experiment Sta-
tion Document 1061. Elmer Ellsworth Brown.
County Schools of Agriculture in Wisconsin. Document 805.
Office of Experiment Station. K. C. Davis.
Agricultural Education and Home Economics. Circular 7 3.
Office of Experiment Station. William H. Hays, Assistant
Secretary of Agriculture.
Massachusetts Labor Bulletins. Charles F. Gettemy, Chief of
the Division, State House, Boston, Mass. Monthly.
These bulletins often contain short descriptive articles of various indus-
trial schools.
Census of Manufacturers for New York State. Issued by the
Department of Commerce and Labor, YVashington, S. N. D.
North, Director of the Census.
These bulletins contain important state and municipal statistics regarding
number of industrial establishments, capital, average number of wage earners,
value of the product, average number of men over 16 at work in the various
industries, average number of children under 16 at work, etc.
Department of Labor of New York State, Albany, N. Y. Bureau
of Labor Statistics.
This department is making investigations as to the supply of skilled labor
in industries of the State, as to the conditions under which boys and girls
enter the industries and the opportunities for advancement. This investiga-
tion is being made by Prof. Charles R. Richards of Columbia University
and it is hoped that it will prove of material assistance to the cause of
industrial education. The chief statistician is of the opinion that this
bulletin will be published about the ﬁrst of February 1909.
GENERAL INDUSTRIAL AND TRADES SCHOOLS ‘ 17
A suggestive list of societies and organizations interested in the
movement towards industrial education and publishing pro—
ceedings at a small cost
National Society for the Promotion of Industrial Education.
Dr james P. Haney, secretary, 546 5th Av., New York. Mem-
bership fee $2 per year.
State branches are being organized in various states. This society has
already published many excellent bulletins including a valuable bibliography,
reports of the two annual meetings and industrial training for women. It
is now issuing special bulletins of its recent investigations in the textile, shoe,
machine and building trades.
National Education Association. Irwin Shepard, secretary,
Winona, Minn. Membership fee $2 per year.
A great part of the Program at the recent Cleveland meeting was devoted
to industrial education. The ﬁrst article in its “Declaration of Principles’
was devoted to trades schools, industrial schools and evening schools.
Society for the Promotion of Engineering Education. Arthur
L. Williston, secretary, Pratt Institute, Brooklyn, N. Y. Mem-
bership fee $3 per year.
This society has numerous articles relating to industrial and trades schools
in annual publications.
Eastern Manual Training Association. Miss Irene E. McDer--
mott, corresponding secretary, Alleghany, Pa.
An organization whose membership largely consists of manual training
teachers. Recent papers published in the proceedings show a tendency toward
vitally connecting handwork in the schools with industrial environment.
Western Manual Training and Drawing Teachers Association.
james F. Barker, secretary, Technical High School, Cleve»
land, O.
An organization whose membership consists largely of manual training and
art teachers. Recent papers published in the proceedings show a tendency
toward vitally connecting handwork in the schools with industrial environ—
ment.
Council of Supervisors of the Manual Arts. E. D. Griswold,
secretary, Hastings-on-Hudson, N. Y. Associate membership $2
a year.
Entitles one to the yearbook. Each volume contains a very complete biblio~
graphy of the manual arts for the year and at each annual meeting papers
are prepared some of which have intimate relationship to the problems of
industrial education.
List of some industrial and trades schools
No attempt has been made to mention all the schools of these
types in this country.
Boston Trade School for Girls, .Nlassachusetts av., Boston, Mass.
Florence E. Marshall, director.
A school recently established for training girls who are to 'enter the skilled
trades of millinery, dressmaking, clothing machine operating and straw hat
making. It is for girls who feel the need of almost immediate self-support
and the course of one year is made as intensive and practical as possible.
18 NEW YORK STATE EDUCATION DEPARTMENT
Lowell Institute for Industrial Foremen, Boston, Mass. Prof.
Charles Park, director.
An evening school established under the auspices of the Massachusetts
Institute of Technology and is intended to meet the needs of industrial fore—
men through a training in the principles of applied science.
Massachusetts Charitable Mechanics Association, Boston, Mass.
john W. Wood, director.
A private school under the auspices of the association conducting evening
classes in electricity, masonry, carpentry, plumbing, sheet metal work, paint-
ing, tile setting and drawing.
North Bennett Street Industrial School, Boston, Mass. A. E.
Dodd, director.
A school supported by private funds. It is attempting to meet the indus-
trial and social problems incident to a congested community.
North End Printing and Plumbing School, Boston, Mass.
Samuel E. Hubbard, superintendent.
A private school cooperating with employers inthe printing and plumbing
trades. Plumbing is taught only in the evening. Boys in the printing depart-
ment are apprenticed to master printers.
Pratt Institute, Technical Department, Brooklyn, N. Y. Arthur
L. \Villiston, director.
This institution has done much to promote industrial education. It offers
trade and elei'nentary technical courses during the day and evening for both
men and women. These courses cover a wide range of subjects in mechan-
ical, scientiﬁc, artistic and domestic ﬁelds of occupation.
Evening Trade School, Cambridge, Mass. john \V. yVood, “prin—
cipal. -
The equipment and teachers of this public school are a part of the organiza-
tion of the regular day manual training high school. It is supported by
state and municipal funds. An illustration of how the day school can be
utilized for evening school purposes. Courses are given in shop practice,
shop mathematics, pattern making, mechanical and architectural drawing,
dressmaking and millinery.
Lewis Institute, Chicago, Ill. George Carmen, director.
Founded by Allen C. Lewis. Gives instruction inv the arts and sciences.
The evening school department conducts classes in electricity, drawing, steam
and electrical engineering, ironwork foundry, machine shop, cooking, sew-
ing etc.
The Secondary Industrial School, C. B. Gibson, superintendent,
Columbus, Ga.
An “academic-trade” school in the public school system of Columbus.
Aims to prepare boys and girls for intelligent and efﬁcient service as bread
winners. It gives the essentials of a high school course as well as teaching
a trade. No foreign languages are taught. The aim of the school is “ to
give that culture, intelligence and mental acumen that carries a skilled me-
chanic on to unlimited earning power.”
State Textile School of l\/lassachusetts, Fall River, Mass.
The state of Massachusetts has a law allowing the establishment and
providing for the support of state textile schools. Instruction is given
both day and evening.
GENERAL INDUSTRIAL AND TRADES SCHOOLS 19
Half Time Course in High School at Fitchburg, lNIass. W. B.
Hunter, instructor.
The high school boys who elect this course work part of the time in the
local manufacturing plants and attendspecial academic classes in the high
school building the rest of the school time.
Winona Technical Institute, Indianapolis, Ind. ‘William C.
Smith, general director.
This is a private trades school having departments of printing, lithography,
woodworking, foundry, tile setting, painting, electricity, bricklaying and
machine shop practice.
Textile School, Lawrence, Mass. NV. H. Dooley, principal.
This school conducts evening classes in textiles, mill arithmetic, steam
engineering. etc. A public school supported by state and municipal funds and
meeting the needs of men and boys already at work in the textile industry.
State Textile School of Massachusetts, Lowell, Mass.
The state of Massachusetts has a law allowing the establishment and pro-
viding for the support of state textile schools. Instruction is given both
day and evening.
-Textile School, Ludlow, Mass. joseph ]. Eaton, principal.
This school is maintained by the Ludlow Manufacturing Associates, an
industrial organization making jute bagging and twine. The boys work half
a day in the mill and attend school half a day, being paid for both mill and
school work. Boys must be at least I4 years of age.
Stout Institute, Menonionie, \Nis. L. D. Harvey, superintendent.
A series of schools connected with the public school system providing facil-
ities for the training of teachers in ﬁelds of industrial and manual arts.
There has been recently established a trades school department for the
practical teaching of plumbing, gas ﬁtting and bricklaying to the boys.
School of Trades, Milwaukee, \Vis. Charles F. Perry, director.
A public trades school conducting classes in plumbing, pattern making and
machine trades. It is supported by a special tax and gives free tuition to
residents of the city between the ages of 16 and 20. ‘
State Textile School of Massachusetts. New Bedford, Mass.
The state of Massachusetts has a law allowing the establishment and pro-
viding for the support of state textile schools. Instruction is given both
‘day and evening.
Apprenticeship System of the New York Central Railroad.
Correspond with C. W’. Cross or ‘W. B. Russell, .42d Street Station, New
York. This corporation has recently incorporated into its apprenticeship
system a scheme whereby its young apprentices are given instruction in
drawing, mechanics and mathematics on company's time. The application of
these subjects to railroad construction and repair work is very interesting.
Baron de Hirsch Trade School, New York. 1. Ernest Yalden,
principal.
A trade school supported by the Baron de Hirsch fund and giving instruc-
tion to boys in various trades and industries.
Manhattan Trade School for Girls, New York. .\Iary S. \Yool-
man, director.
A school aiming to train those girls who are leaving the public schools
so that they can enter a trade with enough skill to make a living and enough
intelligence to advance to more responsible positions. Classes in dress‘
making, millinery, art etc.‘
20 NENV YORK STATE EDUCATION DEPARTMENT
New York Trade School, New York. H. V. Brill, superin-
tendent.
The purpose of the school is to teach trades. It. is a private school in
close touch with employers associations. It has evening classes in plumbing,
painting, steam ﬁtting, pattern making, bricklaying, plastering, electrical work,-
printing, sheet metal work and blacksmithing. Day classes are held in nearly
all of these subjects.
Stuyvesant Evening Trade School, New York. 1. C. Monaghan,
principal.
The equipment of the public technical high school is available for evening
instruction. Courses are offered in mechanical drawing, machine shop prac-
tice, pattern making, electricity etc.
Philadelphia Trade School, Philadelphia, Pa. \V. C. Ash, prin-
cipal.
In the public school system. Free of cost to boys who desire training in
bricklaying, carpentry, plumbing, printing, electrical, sheet metal, pattern
making and other trades. Open to men and boys who have passed through
the eighth grade. -
School of Industrial Art, Philadelphia, Pa. Leslie \Y. Miller,
director. _
This school was made possible through the cooperation of manufac—
turers and public spirited citizens. It includes departments in textiles
design and manufacture, woodwork, decorative painting, architectural
design and magazine illustrating.
Spring Garden Institute, Philadelphia, Pa. NY. A. Porter, prin-
cipal. .
The school has day and night classes in industrial and mechanical arts.
Partially supported by private funds.
' Williamson Free School of Mechanical Trades, Philadelphia,
Pa. Williamson School Post Ofﬁce, Delaware co.-,Pa. Harry S.
Bitting, superintendent.
A private school for the training of boys for the mechanical trades of brick-
laying, carpentry, machine trade, pattern making, steam ﬁtting and steam and
electrical engineering. Boys must be at least 16 years of age.
Schools for Apprentices and ,Iourneymen in connection with the
Carnegie Technical Schools, Pittsburg, Pa. Arthur A. Hamer—
schlag, director. Charles B. Connelly in charge of schools for
apprentices.
These schools provide courses of instruction in subjects essential to trade
education. They have two distinct divisions—courses for apprenticeship
and courses for Journeymen.
Public Trades School, Portland, Or. Address Superintendent of
‘Schools. '
A trades school recently organized under public school auspices.
Mechanics Institute, Rochester, N. Y.
A private school which has for many years extended the beneﬁts of prac-
tical education to the young men and women of the city. There are depart-
ments of industrial arts. ﬁne arts. domestic arts, and of various trades, car-
pentry, machinist, electrical etc. Classes are held both day and evening.
GENERAL INDUSTRIAL AND TRADES SCHOOLS 21
Wilmerding School of Industrial Arts, San Francisco, Cal.
George A. Merrill, principal.
A public school ﬁtting boys for the building trades and the course of study
includes carpentry, plumbing, cabinetmaking, electrical work, brieklaying,
blacksmithing and industrial drawing, together with English, mathematics
and science.
California School of Mechanical Arts, San Francisco, Cal.
George A. Merrill, principal.
This school is adjacent to the \Vilmerding School. The two schools sup-
plement each other and cooperate as far as possible. The course of study
of the school of mechanical arts relates to the machine trades. This school
in common with the Wilmerding School, is free of charge and open to any
boy or girl of California who has completed the eighth grade of the gram-
mar schools. It has academic work similar to the Wilmerding School.
Evening Trade School, Springﬁeld, Mass. Charles F. NVarner,
principal.
A school in which the equipment of a manual training high school is made
available for evening instruction. Courses in machine shop practice, plumb-
ing, mechanical drawing, shop mathematics, pattern making and electricity.
David Rankin School of Mechanical Trades, St‘ Louis, Mo.
Louis Gustafson, superintendent.
This school owes its existence to the generosity of a private individual.
The purpose is to train men and boys in the various mechanical trades and
occupations. At present the trades taught are carpentry, plumbing, brick-
laying’and painting. Instruction is also given in mathematics, applied science
and drawing. Open to boys 16 years of age. Special preliminary instruction
for grammar school graduates between the ages of I4 and 16 years. Even-
ing classes for men and boys employed during the day.
Artisan School, Syracuse, N. Y. Correspond with john E. Sweet.
A private school established by the manufacturers of the city who employ
machinists and pattern makers. Beginning with September 1908 the boys
are to be paid wages while attending the school.
Solvay Mechanics Institute, Syracuse, N. Y. Correspond with
George C. Cot-ton, Master Mechanic.
A private school established by the Solvay Process Company. Day and
evening instruction is given to the employees of the company. Instruction
includes machine shop practice, pattern making, joinery, electricity and me-
chanical drawing.
Final statement
A knowledge of the needs of our children, our schools and our
industries—some acquaintance with the best literature on indus—
trial and trade training—a familiarity with the results accom—
plished by some industrial and trades schools ought to assist mate—
rially school authorities in determining the type of school which
will meet the requirements of the local situation and which will
conform to the spirit and purpose of the industrial and trades
school law.
M 2 2&444/

Chief, Division of Trades Schools
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