London county council // he opprcnticesbip question “JO T. it IIBRARY Of THE UNIVERSITY Of ILLINOIS ^amti ^0Uiu:iI. Mil 'A:-i-^:H V ■ ' THE APPRENTICESHIP QUESTION. Repoet of the Section of the Education Committee appointed to consider the question of Apprenticeships. Education Ojfices, : ' Victoria Embankment, W.C., January, 1906. , -TJ PRINTED FOR THE LONDON COUNTY COUNCIL by jas. truscott and son, ltd.. And may be purchased, either directly or through any Bookseller, from P. S. KING AND SON, 2 AND 4, Great Smith-street, Victoria-street, Westminster, S.W., Agents for the sale of the Publications of the London County Cimneil. G-. L. (jOMMJi, Cleric of the Council. No. 925. Price Is., or post free. Is. l.jd. [3695 (ft) & (/»; ..e LIBRARY OF THE UNIVERSITY OF ILLINOIS CouutiT Coitnxil. . EDUCATION COMMITTEE. HEPORT OF THE SECTION APPOINTED TO CONSIDER THE QUESTION OF APPRENTICESHIPS. Of o a (t) c 0 0 ■ V 0 We have held several meetings at which the question of apprenticeships has been under ■consideration. In the course of our investigations we have consulted head teachers and other persons who have had special experience of the occupations which children are in the habit of selecting as they leave school ; we have been in communication with certain employers who take apprentices, and we have had before us a return of the various apprenticeship charities of London. In considering the subject we have found ourselves compelled to make a brief survey of the prin- cipal kinds of industrial training, both here and in other countries, and it may be thought that some of our suggestions pass beyond the province of the Higher Education and Scholarships ■Sub-Committee, by Avhich we were appointed. But inasmuch as no system of industrial training, whether by apprenticeship or otherwise, can look for satisfactory results without having attached to it a carefully thought out scheme of scholarships for particular cases, we have considered ourselves justified in taking into account both the institution of the training and the scholar- ships associated with it. Such scholarships are, we believe, the only effective, as well as the only legal, substitute within the reach of a local authority for the old-fashioned apprenticeship premiums. The subject of apprenticeship falls naturally into two divisions. There is, first, the old system in which the apprentice, having paid a premium, was indentured for a definite number of years, obtained board and lodging in the house of his employer, and secured an all-round train- ing in the workshop. There is, in the second place, the system where boj’s and girls do not reside with the employer, but enter the factory without either indentures or premium,, receive wages for their work, and take their chance of being able to pick up their trade. The old name apprentice is often retained, but the name has been robbed of its old meaning and significance, and the old personal relations between apprentice and employer have disappeared. The decay of indentured a-p'prenticeship. In London the old system of indentured apjn’enticeship has for many years been falling into decay. In the majority of the industries it has almost entirely disappeared ; in others it is occasionally found existing in a haphazard and highly unsatisfactory manner; while in only a few trades can it be said to be the commonly recognised way of entering the profession. Many causes have contributed to this result. The sub-division of labour, the introduction of machinery, the development of mammoth factories, and the high rents and consequent limited workshop space in London have all tended to render the old practice either undesirable or impracticable. The large employer does not care to be troubled with boys if he is compelled to teach them the whole trade. He prefers to divide his processes into men’s work and boys’ work, and to keep each grade to its allotted routine. The boy has no desire to bind himself for a long period of years to serve for low wages when he can easily earn more money in other ways ; while his father is unwilling to pay a premium when he can obtain no guarantee that his son will be properly taught the trade. All these are forces inseparably connected with the condi- tions of modern industry and the aggregation of workshops in a large town; it would, therefore, seem time and money wasted to attempt to revive an obsolescent sj'^stem. The various appren- ticeship charities have found it no easy task to expend their income. Many of them have applied for new schemes which allow money, originally bequeathed for the encouragement of appren- ticeships, to be applied to educational and other purposes. In spite of the difficulties involved it has, however, been suggested that it is the duty of the Council to attempt to revive the old-fashioned method of learning a trade. A society called the National Institution of Apprenticeship has written to the Council stating that it has obtained the consent of 38 firms in 29 manufacturing trades to take apprentices through the medium of the institution. There are, it is stated, at present vacancies for 85 boys and 32 girls, and that, according to calculation, a sum of £3,003 would cover the payment of premiums and Hie whole of the cost attending apprenticeships and supervision in all these cases. The National Institution of Apprenticeship asks that the Council will name suitable candidates and contri- bute, at any rate, a portion of the cost. TYe are, moreover, informed that the boards of J.T.S.— 500— E. 3695 (a)— 5-4-06. 88801 i 2 guardians in London and elsewLere are in the habit of apprenticing a number of the Loor- Law children The J ewish Board of Guardians, the Central Bureau for the Employment of VV omen, the East London Apprenticeship Fund, and other voluntary organisations have, we believe, placed out many children each year in skilled handicraft trades. We entertain no doubt that a certain number of small employers could easily be found who would be willing to take a boy as an (outdoor) apprentice provided that a substantial premium were paid But it does not by any means follow that, by paying such a premium, the Council would be doing anything, either to increase the aggregate number of apprentices engaged, or to secure for them a better training. All that would happen is that the employer who desires to engage a boy naturally gives the preference to one for whom a premium will be paid. We have not been able to ascertain that the payment of premiums increases the total number of apprentices. From the point of view of a board of guardians, anxious to find an opening for some particular boy, it is a perfectly justifiable proceeding to ofi;er an employer a bonus in : order to obtain the privilege of placing the boy in his shop. But from the point of view of the , Council, whose interest in children is of a general character, extending to all the children in i London and not manifested in favour of some particular child, it is doubtful whether a similar W preferential treatment of individuals out of public funds could be defended. Inquiry shows that, as a general rule, the boys apprenticed by boards of guardians are the only lads in the wolkshops foi ^ liom premiums are paid. Tlie otlier lads come in free, and, as we have reason to believe, usually obtain the same advantages. Thus the result of the guardians’ action serves apparently to diminish the number of such free places and in no wav to increase the aggregate number of bo}'s who are employed or who have an opportunity of picking up a trade. It would, therefore, be a dangerous experiment for the Council to imitate the guardians in oft’ering to pay apprenticeship premiums, even if such a payment be legal. Under such a policy certain employers would be subsidised out of the rates, while it would not be possible to secure a guarantee that any increased jiroportion of the boys leaving the public elementary schools would obtain an opening and instruction in one of the skilled trades. Afprenticesliii) expense of the Council. The power of the Council to pay apprenticeship premiums for any but the children in the industrial or reformatory schools, for whom it has special responsibilities, appears to us open to great doubt. We believe that no county council has yet made such a payment. The Council has been advised that, in the opinion of counsel, “the payment of an apprenticeship fee “ is not legal unless the employer, in consideration of the ])ayment, actually and effectively “teaches the apprentice, and does something more than giving him an oppoiiunity to learn.” Even if under such a condition the payment should be held legal, it is doubtful whether manv employers could be induced to guarantee this additional training, as the expense of such instruc- tion would, we fear, inevitably be considerably greater than the amount of any ordinary premium. The Council, moreover. Avould find it necessarv, in order to secure the satisfaction of the required conditions, to employ inspectors to visit the workshops and see that the apprentices were properly taught. All this would add much to the cost of the scheme and would probably render it unworkable. In view of the doubtful legality of the payment, the difficulties of such a policy, and the expense, and bearing in mind that large funds devoted to apprenticeship already exist, and that the whole trend of modern industry is away from the old system of indentured apprentice- ship, we cannot suggest that the Council should embark on the payment of premiums for apprenticeship. Co-operation with apprenticeship charities. Such a recommendation would, however, in no way prevent the Council from co-operating with existing apprenticeship institutions or enabling the trustees of funds, applicable to this purpose, to make the most advantageous use of their income. With this end in view, the statistical officer has prepared a report on the various apprenticeship charities in London. Its contents are embodied in appendix A. It will be seen from this appendix that the aggregate income of these endowed charities reaches a very considerable figure. If we include all money which, according to the terms of the trust, might be employed in apprenticing children, we shall find that the total sum is little short of £24,000 a year. There has been much difficulty in discovering exactly what proportion of this amount has been expended in the payment of apprenticeship premiums. But not more than a third of the income has been devoted to this purpose. The remainder has been expended in giving pensions to the old and infirm, in providing coals, clothing, and food for the poor, in subsidising dispensaries, in repairing tombs of pious donors, and occasionally in aiding elementary and secondary education. The terms of the trust are usually wide, and allow the- proceeds of the investment to be used in a number of dift’erent ways- But the fact that so small a fraction of the income has been devoted to apprenticeship, indicates that the trustees have not found it an easy task to find candidates anxious to be indentured to one of the skilled trades. It seems, however, unfortunate that a large proportion of this income should be wasted in doles and other purposes of slight permanent advantage to the community. We cannot help believing that a wider knowledge of the existence of these charities and a better co-operation between them and the various other apprenticeship organisations would lead to a more beneficial result. If certain of the recommendations contained in this report are eventually carried, it would be easy to suggest many ways by which effect could be given to the original intention of the donor, who desired to encourage children to enter one or other of the skilled trades. o O If, for example, a technical turn is given to the curriculum of the higher elementary school, and an attempt is made to induce pupils to remain there till the age of fifteen, the trustees of the charities should be asked to award scholarships to enable the poorer children to remain at school after the age of compulsory attendance has been reached. It must be remembered that the Council’s scholarships are not legally tenable at an elementary school. Or, again, if in course of time a system of day technical instruction is developed, these apprenticeship charities might be used to compensate the boys for the loss of wages which attendance at these classes would involve. We propose to communicate with the trustees in the hope of securing their consent to proposals of this nature. In addition to these endowed charities, there are also agencies, depending on voluntary subscriptions, whose object it is to apprentice children. In particular, mention may be made of the '‘Industrial Committee of the Central Bureau for the Emplojunent of Women.” The object of the society is “ To help girls of the working classes to enter skilled trades, and to “ secure thorough technical training in them by promoting and assisting the work of local ‘‘ industrial agencies.” A number of affiliated societies exists in various parts of London, and in the annual report it is stated that nearly 400 girls were apprenticed during the year 1904. Five of these local societies undertake the apprenticeship of boys. The society has drawn up, after careful inquiry, a list of the skilled trades open to girls on leaving school. We think that this list should be circulated among the head teachers of girls’ schools. This list, together with the addresses of the affiliated societies, is printed in appendix B. The society, where necessary, advances the premium, and in the great majority of instances this premium is gradually repaid by the apprentice. Individual memhers visit the workshops and see that the apprentice has been afforded suitable opportunity of learning the trade. The society has already expressed its willingness to co-operate in any way with the Council. The East London Apprenticeship Fund is another society which has had considerable experi- ence in this kind of work. In its report for the year 1905, it is stated that “ in the 19 years “this Fund has been in existence, 743 boys and girls have been apprenticed, the premiums “ amounting to i‘13,378 15s. Of this large sum, only £472 13s. 9d. has had to be written off “as irrecoverable, because the parents are mainly unskilled labourers and widows. The dona- tions received amounted to £3,720 17s. lOd., which, apart from repayments by the apprentices, ■“ would have been sufficient to pay the premiums for 200 only, whereas 743 have been provided for. These figures show how much greater benefit is conferred upon the people by lending the “ premium than by giving it. . . . The financial assistance is not the only service this Fund “ affords ; advice is given in respect to trades and firms and probable vacancies ; and when “ difficulties occur between masters and apprentices, the services of members of the Council, of “ the honorary solicitor and the president are available, and invariably re.sult in satisfactory “ settlements, thus proving the great advantage to the successful working of the apprenticeship “ system as developed by this Fund.” The report concludes by mentioning that the work is checked by lack of sufficient subscriptions. But inasmuch as the majority of the premiums are repaid by the" apprentices, we cannot helji thinking that if we were able to establish co-operation between this society and the trustees of the apprenticeship charities, an additional income, which would allow of a large expansion of its beneficial work, would be obtained. The National Institution of Apprenticeship appears to exist at present only in the abstract. We suggest that the secretary be informed that the Council, while not able to pay premiums, would willingly co-operate with his society in finding suitable candidates for apprenticeship with the aid of the funds otherwise provided for this purpose. But undoubtedly the most beneficial results would be obtained by bringing the elementary schools themselves into closer touch with the various a])prenticeship agencies. In many of the poorer schools of London there are children, known to the head teachers, who require assistance in finding a suitable opening. Much good could be done by acquainting the head teachers with the resources of the neighbourhood. At the present time several have made it a part of their duty to assist the children, in the way of finding them employment, as they leave school. This excellent work should be encouraged. The head teachers, who appeared before us, agreed that they would gladly make use of apprenticeship societies or outside agencies if thev were furnished with information. We suggest that these charities should be classified according to areas, and that the head teachers (senior departments) of all elementary schools within each, area should be furnished with the corresponding particulars. In order that the Council may learn the result of this action, we suggest that the head teachers should be asked to report, in October of each year, what steps they have taken to disseminate the information among the scholars during the preceding year, and whether any children have been apprenticed in consequence. It might also be useful to supply the head teachers with hand-bills for distribution, containing particulars of the openings for boys and ■girls about to leave school. A communication should also be sent to the several charities asking them whether the Council might be allowed to submit to the governing bodies suitable candidates. As there is often considerable difficulty in expending the income on apprentice- ships, this co-operation would probably be welcomed. We are further of opinion that the information regarding apprenticeships should be supplied to the managers of the piiblic elementary schools ; and that among the duties of managers of the London County Council schools a prominent place should be given to the duty of inducing the children to enter skilled trades as they leave school. Such suggestions appear to us to represent the limit beyond which it would be unwise for the Council to go in the encouragement of indentured apprenticeships. The lack of technical training in London. If the old system of apprenticeship is destined to disappear in London, it is necessary to ask what substitute for this training is to take its place. Nothing could be more unsatisfactory 4 than the existing arrangement. While it is impossible to obtain figures, there is eveiy reason) to believe that the number of boys who enter a skilled trade on leaving school is steadily decreasing. The high wages a lad can earn as an errand boy, or district messenger, or van boy, or in other occupations confined to youths, are more attractive than the low wages associated with an industrial training. Earning looms larger in his imagination than the laborious and less remunerative learning. In consequence, at the age of twenty he finds himself Avithout any particular occupation, and drifts into the army of the casual labourer. Even if, on leaving school, he obtains employment in a workshop, his prospects may not be materially improved. As an errand boy running in and out of the workshop, if possessed of aptitude and sharpness, he may in a haphazard fashion pick up a smattering of the trade. If he is taken into the shop as a learner he has little chance of getting an all-round training. He is frequently out of work,, and even when employed seldom learns more than a single operation. The Advisory Committee of the L.C.C. Shoreditch Technical Institute recently held an exhaustive inquiry on the subject, and some of the conclusions are so germane to the present question that they merit quotation : “ It is thus possible,” they write, “ for a boy to be at one branch of trade for a few months only, “ and when bad trade intervenes he is thrown out of employment, and frequently finds himself “ at tAventy years of age without a definite knoAvledge of any craft Avhatever, and he swells the “ ranks of the unemployed. We have it on the authority of foremen, employers, apprentices, “ and parents that very little opportunity exists, even in big houses, for a boy to learn his trade “ thoroughly ; indeed, w’e have had students Avho have been in a Avorkshop as apprentices for “ three or four years Avho could not make a small drawer, and in many cases aa’Iio could not “ square up true or make the usual simple joints ; and in the Avood-working trade, their “knowledge of draAving when they come to us is practically nil. It is a rare thing to find a “ young Avorkman who can attack any branch of his trade successfully. It frequently occurs “ that in consequence of extensive sub-division of labour and excessive competition that a man “ or boy is set to do one thing, e.g., music stools, overmantels, chair legs, side-boards, all the “ time. It is true the man or boy becomes skilled in one direction, but correspondingly narroAv “ in a true appreciation of his trade. It is also of frequent occurrence that a master who has a “ job on hand which is slightly out of the usual run, finds it impossible to put it in the hands of “ his usual staff. Moreover, A\’hen Avork of delicate design and construction has to be made from “ specified drawings, it is extremely difficult to obtain men Avho can proceed with the work on “ their own responsibility. Not only do these remarks apply to the Avood crafts generally, but “ they apply with equal force to such AA’ork as upholstery (both stuffing and drapery), to metal- “ Avork and to carving. In connection Avith the latter subject it is a rare thing indeed for “ carvers to design a carcase in the rough, and then to see whether the proposed carved portion “ is in harmony with the Avhole, AA'liether the said carving be too much in relief, too flat, too “ expansive, or altogether out of character Avith the general work. It is notorious that good “ polishers and furniture decorators are exceedingly rare, and many a high-class manufacturer “has his goods spoiled on account of bad polish and decorative treatment.” We have reason to believe that if a similar inquiry were made into other trades, the same unsatisfactory picture would be disclosed. Either the training is one-sided, or there is no training at all. The consequences are sufficiently obvious. The skilled trades are, we fear, recruited in the main by immigrants from outside London. In many trades the Londoner is at a discount. Acquainted as he is with but one or two operations of his industry, if he loses his situation it ijS only AAuth the greatest of difficulty that he can find another. Mr. Charles Booth states that “ With carpenters and joiners, bricklayers, carriage-builders, engineers, “ smiths and saddlers, the percentages of heads of families born out of London range from “ 51 to 59.” An inquiry made by the L.C.C. Technical Education Board on the Building Trades in 1898 showed that “ 41 tj'pical firms in various branches of the building trades having “ 12,000 employes, had only 80 apprentices and 143 learners, instead of 1,600 Avhich Avould “ have been about the normal proportion. The London building trades are, in fact, recruited from the country.” The same report mentions that “ among the foremen and operatives who “ have come before us, not one stated that he Avas born or trained in London.” In these trades the better positions go inevitably to the country-bred man with his all round training. In the docks alone does the Londoner hold his own. An inquiiy there showed that among the dock labourers proper, more than seventy per cent, were born in London — a result not calculated to excite any very solid satisfaction. These facts should arouse serious apprehen- sion concerning the future of tlie London-born citizen. We cannot view with equanimity his relegation to loAver positions Avhile the better places are given to better trained immigrants.. We are not prepared to admit that the Londoner is, on the average, inherently inferior either in intelligence or in manual dexterity to his country-born neighbour. His unfortunate situation is, we think, due to lack of opportunity for industrial training and not to any innate infirmity incapable of cure. It is unnecessary to dilate on this evil, as few are likely to deny its existence, though they may not fullv realise its extent. The Council itself has specifically referred the question to the Education Committee for consideration, while the Camberwell Borough Council has forwarded us tbe following resolution — “That, in the opinion “ of this council, the educational authoritv for London should expend a sum at least equal to “the amount expended in junior scholarships for the purposes of apprenticing lads on leaving “ school to the skilled industries carried on within the County Council of London area.” If, as has been shown, it is, as a rule, no lonijer possible Ainder the changed conditions of modern indnstrv for the boy or girl to gain an all-round knowledge of a trade in the workshop, Ave think that the traininsr of the workshon must be supplemented by classes outside. As the needs of the various industries and of the individual students are diverse, it would be unAvise to rostrict our elTorts to any one method of technical instruction. The problem must be attacked 5 from various sides if any satisfactory solution is to be discovered. The experience of what is being done here and in other countries should be a useful guide in pointing out the most promising way of supplementing the training of the workshop. Industrial training in the elementary school. It is probable that in course of time the improvement of elementary education and a more clearly defined recognition of its true aims and possibilities will send the child out into the world better equipped intellectually and morally to meet the difficulties he will there be com- pelled to face. As we become more closely acquainted with the actual condition of affairs it will become possible to effect a gradual transformation in the methods and subjects of instruc- tion. But at the present we are much in the dark concerning the various needs of industry. We are equally ignorant, so far as figures go, of the occupations which the children follow on leaving school. No attempt has hitherto been made to obtain such a return. Information of this kind would be of extreme value, and, if this return were made annually, in the course of a few years it would be possible to determine whether the number entering skilled trades was decreasing or on the increase. We therefore suggest that the head teachers of senior departments should be asked to send to the Council every October a list of the children who have left school during the past year, specifying, so far as is possible, the trades, professions, or occupations which they have selected. A return of this kind would not involve any great amount of trouble on the part of head teachers. It would probably be advisable to draw up a form with the various occupations classified. All fhat the teacher would then have to do would be to write down the child’s name, indicating the class to which belonged the occupation selected. This system of registration should be applied, if possible, to the secondary schools as well as to the elementary. There would be no difficulty in the case of the Council’s own schools, and, in all probability, the governors of other secondary schools, at any rate, those aided by the Council, would be willing to supply the desired information. As an indication of the drift of industrial transformation such a return might possess a very important economic significance. With regard to the Curriculum of the ordinary elementary school we do not think that it comes within the scope of this inquiry to offer any suggestion. But with regard to the higher grade and higher elementary schools we venture to suggest that a definite course of elemen- tary and unspecialised instruction , calculate d to prepure_J).Qy,sJ;o enter the workshop of any skilled mechanical trade, should be introduced into the curriculum of some of them. It must be Borne in mind that the Council’s scheme of County Council scholarships provides, without limit of number, adequate opportunities for all children considered intellectually fit to profit by a secondary school education. It therefore makes provision for those elementary school children who, in the future, may be expected to secure the higher positions in the professions and skilled industries. Those who do not win scholarships must therefore be regarded as, in the main, persons who will have to depend on their manual dexterity to gain a livelihood. Among them are, of course, many who will fill the lower positions in the commercial world, and for them, we assume, higher grade schools with a commercial turn to the curriculum will be provided. But, apart from this group, the children at the higher grade schools must b& expected to enter the skilled occupations of manual labour. It must also be remembered that, as the scheme of higher grade schools becomes completed, they will gradually gather within their walls, in virtue of their “ contributory ” system, the brightest of the children from the ordinary elementary schools who have failed to win scholarships. They must therefore be regarded as the appropriate nurseries of the more skilled trades. The children are by law permitted to remain at higher elementary schools until the end of the school year in which they reach the age of 15. At present, few avail themselves of this opportunity. But if parents could see that, in addition to continuing their general education, the children were passing through a course of instruction which would secure for them favourable openings on leaving school, we think it probable that many more would be allowed to remain after the age of compulsory attendance was over. The newregulations of the Board of Education with regard to higher elementary schools seem to indi^te that its early passion for science is on the wane and that it is prepared to allow greater elasticity in the arrangements of the curriculum. There is, of course, no foug ht here of suggesting that these schools should be turned into real trade schools. Early specialisation of this kind would be, on every ground, undesirable. All we recommend is that 'm'The consideration of the subjects and methods of instruction special attention should be given to preparation for the trades which the children are likely to enter. We are all the more anxious to give prominence to this question because at various times we have been informed by the principals and governors of polytechnics that the children of the public elementary schools come to the technical classes so ill-equipped that much elementary instruction in arithmetic and other subjects has to be given to them. This is, of course, a needless waste of time and a needless waste of money when the expensive equipment of a polytechnic is taken into account. This lack of the necessary elementary knowledge in no way reflects on the teachers of the public elementary schools, who cannot be expected to adapt their instruction to needs of whose existence they have not been made aware. But it does give weight to our recommendation that the special requirements of industry should be remembered by those who supervise the curriculum of the higher grade school. Mr. Edric Bayley, L.C.C., until recently the chairman of the governors of the Borough Polytechnic, has published a pamphlet on “ Industrial Training in Public Elementary Schools.” He there points out that “ the elementary teaching needed in every industry is common to all “ the handicrafts it comprises. A clear knowledge of the principles common to a group of “cognate trades is most valuable in giving the power of adaptation from one branch to another 6 ‘‘ which majr be needed by changes in industrial conditions and methods of production. It is the ignorance of these fundamental principles that is such an important factor in increasing “ the number of unemployed when changes in industries occur.” Of the general principles underlying industrial training, of its character, and of the advan- tages likely to follow its institution, Mr. Bayley writes as follows — “ The proposed industrial training, combined with a more practical method of “ instruction in arithmetic, drawing and design in carrying a step further the practical “ education of the manual training classes, would further stimulate the imagination, and “ increase the ability of the clever and of the average child, and would often awaken the “ latent capacity of those on whom the ordinary teaching of the school makes little “ impression. “Work in wood and iron would give the opportunity for the growth of the artisan “ into the artist, and of the carpenter and fitter into the architect and engineer. The “ teaching would serve as a most valuable introduction to the more advanced instruction “ of the polytechnic and technical institutes — at the present time much retarded by the “ ineptitude of the jniblic elementary scholars — and would extend to all London children “ the advantages of obtaining employment on the easier conditions and better terms “now enjoyed by those leaving reformatory and industrial schools. “ Perhaps one of the greatest advantages of the proposed elementary industrial “ instruction would be its effect on the parents. To many of them much of the present “ literary teaching is taken on trust. The practical training would probably be accepted “ with ready approval, with the result of the continuance of the children at school for “ an additional year. “The object of the proposed industrial training in the elementary schools is to draw “ out the abilities of the children by stimulating their imagination, to give substantial “form to their literary teaching, and thereby to render the occupation of the handi- “ craftsman more interesting and more efficient. “ The proposed classes might result in the recognition of the ‘ dignity of labour,’ “ and in the perception that the work of a skilled artisan is as worthy as that of a clerk, “ and more stiimilating to the intellect. “ In London especially, where the custom of apprenticeship has fallen into disuse, “ and where all trades are so largely recruited from the country districts, it is of the “ first importance to provide industrial training for London children. The boy who has “ acquired a competent knowledge of the fundamental principles of the industry which “ includes his special handicraft will be more readily received by the employer who now “ declines an apprentice on the ground that there is no room for a beginner in the highly “ rented workshops of London. “ For successful conduct of the classes three things are absolutely essential — (1) The ■“ industrial training must be strictly elementary but thorough, with no thought of the “ class as a substitute for apprenticeship, and free from the danger of turning out ineffi- “ cient and cheap tradesmen, always bearing in mind that a trade can only be taught in “ the shop, and aiming only at laying the foundation of apprenticeship, and for further “ teaching in a technical institute. (2) The classes must be representative of the indus- “ tries of the locality, and the numbers in the classes proportionate to the numbers of the “ industries. The necessary information can be obtained from the trade societies whose “ cordial co-operation in the establishment of classes must be obtained. In this relation ■“ it is most desirable that members of the industry should be on the list of managers of “ the schools. (3) The admission of a child to an industrial class must be with the “ approval of its parents.” We are of opinion that, while there are at present difficulties in the way of introducing such a course of instruction into the curriculum of the ordinary public elementary school, certain of the higher elementary and higher grade schools would provide an admirable field for an experi- ment of this character. Scholarships tenable at evening classes. A better knowledge of the operations and the principles connected with any skilled trade may be acquired by attendance at evening classes held in schools or technical institutes. Hitherto in England this has been the generally recognised method of supplementing the training of the workshop. In that department at least this country is without a rival. Judged whether by the number of students, the variety of classes, or the equipment of the institutions, England stands easily first in the provision of instruction for those who attend when the day’s work is over. In spite, however, of this fact it is very doubtful whether the majority of employers fully realise what is being done, or avail themselves, as much as they might, of the advantages offered to their employes. Here and there individual employers, by offering facilities for attendance and rewards for the completion of satisfactory courses, have done much to promote the work of the evening classes, and there is reason to believe that others, if their attention were called to what is the common practice elsewhere, would be willing to do the same. A memorandum recently issued bv the Board of Education to the inspectors of technical institutions points out various methods which, as experience has shown, have served to make the tie between employer and evening class closer and more effective. “ Perhaps the simplest and most common method of co-operation is that in which the employer or employing firm pays the technical institute or evening school fees of those “ employes who take classes or courses approved by the employer as suited to the circum- 7 “stances of the special industry concerned. A report as to the attendance and progress o± “ students thus assisted is generally required. Prizes are not infrequently given by employers “ to students who pass with success the examinations of the Board of Education, of the City “ of Guilds of London Institute, of the Society of Arts, or of other recognised examining “bodies. ... In one of the best thought out schemes of this kind the prize increased in “ value with each year of the student’s evening school course. In certain cases students who “ have passed successfully through a course of study approved by the employer become thereby “ entitled to a rise of wages, which would not otherwise be granted. In several instances the “ usual annual increase in the rate of wages of an apprentice ... is made partly “ dependent either upon regularity of attendance at approved evening classes or on passing “ certain approved examinations. Again, the recognition of increased efficiency may be “ marked by preference in selection for posts carrying greater remuneration or greater chances “ of promotion. Thus engineering firms not infrequently ofier encouragement to students “ who show marked excellence in their technical studies by transferring them from one “ section of the workshops to another, or to the drawing office, so that they may enjoy oppor- “ tunities of obtaining wider trade experience. “ More varied in form and more subject to local and trade conditions are the concessions in “ the matter of working hours which some firms find it in their power to make. This is a “ form of encouragement which, perhaps, would not at first sight have suggested itself as very “ probable, and a note of some of the methods of affording it which have, in practice, been “ found compatible with economy of production in trade workshops is therefore likely to be “ no less valuable than interesting. There are already numerous examples of students attend- “ ing approved evening classes being allowed, without loss of pay, some reduction on the “ ordinary hours of work. Thus some firms allow employes to leave the works on two or “ three days in the week at an hour which enables them to attend evening classes with some “ degree of comfort in the way of obtaining meals and changing working clothes.” All these suggestions appear to us valuable, and, if generally adopted by employers, would add immensely to the efficiency of the evening classes. With a view of determining the extent and nature of the co-operation which might be established between the emjiloyers in London and the Council, we suggest that enquiry should be made. Probably the best course would be for the Council to draw up a memorandum containing a list of questions which, if answered by the employers, would supply the desired information. This memorandum could then be sent to the principals of polytechnics and other technical institutes in order to obtain their assist- ance. The principals would be able to advise the Coiincil concerning the best firms in the neighbourhood to whom the memorandum should be sent. If the principals could arrange that certain of the larger employers should be seen, no doubt the general value of the enquiry would be much enhanced. The result of the enquiry will, we hope, show that the Council would be wise in widely extending the present system of scholarships tenable at evening classes. At the present time the Council offers 30 artisan art scholarships- Of these, 10 are of the annual value of £20, and 20 of the annual value of £10, in addition to free tuition. Candidates must be employed in some trade requiring artistic handicraft. The holders are required to attend classes in art on at least three evenings in each week during the school session at a school of art or other institution approved by the Council- The scholarships are tenable for three years, subject to satisfactory reports being received. In addition to these scholarships, the Council awards 100 junior artisan evening art exhibi- tions. The exhibitions are intended to cover the fees and travelling and incidental expenses of students engaged during the day and attending evening classes. Exhibitioners are require'^!! to pay their own fees. The exhibitions are of the annual value of £5, and the holders are required to attend classes in art on at least two evenings in the week during the school session. The exhibitions, subject to the receipt of satisfactory reports, are tenable for two years. Besides the above, the Council is prepared to award 250 evening exhibitions in science and technology. The exhibitions are intended to cover the fees and incidental expenses of students engaged during the day and attending evening classes in some polytechnic or technical institute. The exhibitions are of the annual value of £5, and are tenable, subject to satisfactory reports, for two years. The question of awarding special scholarships to enable evening school scholars to proceed to polytechnics is now under consideration. The success of these various scholarships, and in particular of the first two kinds, for which there are a large number of candidates, would seem to suggest that further developments on similar lines might prove of material benefit in the training of skilled workmen. It would, however, be unwise to offer more scholarships until the inquiry among the employers, of which mention has been already made, is completed. Some provision, however, might be made in the estimates to allow the Coaincil, if it thought fit, to offer new scholarships, tenable at evening classes, during the coming year. Technical day classes. While London has reason to be proud of the development of its evening classes, it has not the same solid grounds for satisfaction when we turn to the question of day technical or trade schools. In his “ Some features of American Education ” Mr. Blair has collected the figures bearing on the subject. “In 1901,” he writes, “the total number of British day “students of technology was 3,873. Of these, 2,259 were engineering students. In the nine German technical high schools (day institutions) there were 14,986 “students in 1902; and in the scientific colleges and schools (day institutions) of the United “States in 1900 there were — students of agriculture, 2,852; of mechanical engineering, 4,459; 8 “ of mining engineering, 1.2G1 ; making a total of 14,267 students, in addition to 10,925 students of general science courses (university and technological), including applied chemistry. In “ Charlottenhurg alone there were 3,428 day students in 1899 and 4,194 in 1902 ; in the “Massachusetts Institute of Technology, Boston, 1,608 day students in 1902-3; and in the “ same year, Sibley (scientific and engineering) College of Cornell University had 886 day “ students.” Even when allowance is made for the differences of population, England will be found to be far behind other nations in the extent of its day technical schools. We have hitherto almost exclusively confined our energies to the development of the evening class system. There are, of course, obvious advantages in this method of training. There is no clashing with the hours of the workshop, while teachers, engaged during the day in one or other of the skilled trades and industries, can be obtained without difficulty. On the other |i hand, there are equally obvious disadvantages. The students come to the classes more or less tired with their day’s work. This is especially the case with children soon after leaving the elementary schools. They have been accustomed to the short hours of the school-day and pass from the school to the longer day of the workshops. If, in addition to this, they at the same time join evening classes, which make heavy demands on mental and physical energy, the sudden extra strain must be in many cases a very serious matter. Further, when trade is brisk and overtime worked, they are unable to reach the school in time for the class, and much irregularity is the result. It is not therefore surprising if, to those avIio have just left school, classes of a recreative character offer the most attractions. There is, however, no need to regard day and evening classes as competing with one another. We have not to choose between the one or the other ; we want both. It is an obvious waste for the expensive plant and apparatus of the technical school and polytechnic to lie partially idle for the greater part of the dav. The laboratories, it is true, are partlv iTsed by the secondary schools attached to the polytechnics ; but with the growth of the secondary school system it is inevitable that the pupils should be transferred to separate buildings and the polytechnics be left free for the further development of definitely technical dav instruction. This process of transformation is already at work. Of late vears there has been a steady increase in the number of the day technical students. The governors of the Battersea Polytechnic have already transferred its secondary school for girls to a temporary building and are anxious to build a new school for both the boys and the girls, while the Woolwich Polytechnic is in a very similar position. It therefore remains for the Council to consider what steps it can take to hurry on this desirable change. There are two methods of promoting the growth of day classes, both of which merit considera- tion. There is what may be called the “ part-time ” system, and, secondly, the trade school. Industrial scholarsMj^s at day classes. In the “ part-time ” system the boy or girl spends a portion of the day in the workshop and the remainder in a day technical school. It is probable that this system admits of considerable development. Many reasons serve to justify this sanguine expectation. One of the War Office regulations for Woolwich Arsenal insists that all the “ trade lads ” there employed shall have leave with pay one afternoon per week during the first three years of their training, in order that they may attend the special class which is organised for them at the Woolwich Polytechnic. Failure to attend the classes during the hours for which leave is given entails loss of pay. Trade lads are not required to work overtime during these three years. The L. and S.W. Eailway Company allows all its apprentices at the Nine Elms works to attend classes during working hours. Students are divided into two groups, and each group attends classes at the Battersea Polytechnic on two mornings a week from 8.0 to 9.30. Tarious firms of printers have arranged for their employees to attend afternoon classes in letterpress printing. The apprenticeships for girls arranged by the Council, with the financial assistance of the Merchant Taylors’ Company, which are tenable at the establishment of Messrs. Debenham and Ereebody, are likewise awarded on the condition that the apprentices spend one or two afternoons a week at suitable classes. The Council itself has given aid to allow of “ part-time ” attendance^ of this sort. At the instance of some of the principal employers in the silversmiths’ trade, the Council has for some years awarded small bursaries to a number of their apprentices not exceed- ing 60. They are given to silversmith apprentices who attend the special classes for silver workers at the L.C.C. Central School of Arts and Crafts and the Northampton Institute on Saturday mornings from January to June. These bursaries, which are intended to cover the travelling expenses and loss of wages of the apprentices, consist of free tuition and a money payment of two shilings and sixpence for each morning’s attendance. Inquiries in connection with the proposed technical institute at Hammersmith indicate a friendly sympathy on the part of the employers. Further, we have considered a report, mentioned before, from the Advisory Committee of the L.C.C. Shoreditch Technical Institute, which bears very closely on this “ part-time ” system. The Committee circularised a large number of 'the employers in the neighbourhood of the institute in order to discover whether the employers would be willing to allow their lads released from work to attend classes one' or two mornings or afternoons a week. “IVe gave the replies,” say the Committee “very careful consideration, and were very gratified by the manner in which “ the proposals were received in many cases, often amounting to enthusiasm. Many of the “ employers looked beyond their own immediate interests and considered the position from a “broad educational and economic standj)oint.” The answers, of course, varied considerably, but were on the whole very satisfactory. It would appear that a majority of employers would be willing to make concessions of this character. Some of them suggested that the Council should arrange that the masters should not suffer pecuniary loss, due to the absence of the 9 apprentices during a part of tlie day. Tlie case of the silversmith apprentices would supply a precedent for action of this kind. The Advisory Committee, in summing up the report, passed the following resolution — “ That it is desirable to establish day classes for apprentices, and that “ a trial is warranted by the nature of the replies received to the circular letter sent to employers “on the subject; further, that to ensure the complete success of any scheme having the above “ object, it is eminentlj" desirable that a system of small bursaries should be established in order “ to recoup apprentices on account of deductions in wages which their employers might make “ for loss of time.” We agree in general with the resolution of the Advisory Committee. The scheme appears a singularly hopeful one ; it has, moreover, the peculiar advantage that work at the bench will go on side by side with instruction in the school and, further, that the students will come fresh to the classes. But we are of opinion that, before offering bursaries of this kind, the inquiry among employers, which we have already suggested should first be completed. We propose to include in the memorandum, which we are suggesting should be sent to selected firms, the question of this “ part-time ” instruction. Before establishing a system of this kind we ought to determine carefully what proportion of the time of the apprentice should be spent at the technical institute. This would probably vary with the different trades, and it is quite possible that in some cases, as, indeed, one employer himself suggests, a true “ half-time ” arrangement might be established. The employer would then have two sets of apprentices, one set present in the morning and the other in the afternoon. At the school the course of instruction given to the one set in the morning could be repeated in the afternoon to the other,. A plan of this kind promises obvious advantages. We ought also to discover to what extent this system can be applied in the case of girls. The amount of the bursary and the period for which it should be held are questions which demand further investigation. To these matters we are giving our careful attention, and shall later, after consultation with the Polytechnics and Evening Schools Sub-Committee, report again. For the present we are only asking the Council to allow the inquiry and to give its general approval of the scheme without pledging itself to any definite pecuniary outlay. We have further considered whether this “ part-time ” system might be applied not only in the case of those who are already in the trade, but also in the case of children about to leave school and looking out for some occupation. We have felt that the moment of leaving school is the critical period of a boy’s life. The case of the London boy is a particularly difficult one. It is so fatally easy for him to drift into some employment which, while the initial wages are high, offers no prospects in the future, and leads him inevitably, when a man, into the ranks of the unskilled labourer, the casual worker, and the unemployed. It is so hard for him or for his parents to discover, even if such be their wish, a satisfactory way of entering a skilled trade. We have given special attention to this problem, and feel that, in some case? at any rate, a modification of the “ part-time ” system might indicate the road to the desired goal. The boy and girl about to leave school (for there is every reason to include girls) would be informed that they might compete for industrial scholarships which would carry with them a small bursary and free tuition at approved day classes, provided that they could obtain em- ployment in one of certain specified skilled trades. It would be necessary to furnish them with a list of employers in the neighbourhood who, in answer to the proposed inquiry, had ex- pressed their willingness to co-operate ; it might even be found possiljle to induce the em- ployers to advise the Council of vacancies about to occur. It is probable that many parents, provided that they were assured that their child were taught a trade thoroughly, would be willing to sacrifice the advantage of immediate large earnings for the sake of the better open- ing in life which the receipt of the smaller earnings at the outset would afford. It is no doubt true that many of the poorer parents would be unable to forego the larger earnings. In cases of this kind it is possible that the Council would be willing to increase the bursary in order to enable the child to take the more favourable, though, for the time being, less remunerative situation. Such a course would not differ in kind from the procedure adopted in the award of the Junior County Council scholarships. Here, under certain conditions, a maintenance grant is added to the free tuition, in order to induce the parent to allow the child to remain longer at school. The underlying principle is in each case the same. It is to the advan- tage of the community to supplement the earnings of the parent in order that in the person of the child it may obtain a more useful, because better trained and instructed, citizen. Here, as before, it would be premature to make definite recommendations, and, before doing so, we must await the result of the enquiry among the employers. It is probable that we shall find that many employers do not take children so young as 14, the age when compulsory school attendance at present ends. The “ part-time ” system, there- fore, can never be regarded as alone sufficient to secure an open door into the skilled trades for the children as they leave school. We can never consider satisfactory a state of affairs in which for two or three years boys enter the ranks of such unpromising, though at first highly-paid, occupations as that of the van boy, the errand boy, or the district messenger, without some adequate provision for their future. During these years the habits of study acquired in the elementary schools will too often have disappeared and are not easily revived. Further, if a boy is to wait two or three years before he enters a trade, it is probable that in the majority of cases he will never enter it at all. He has grown accustomed to comparatively high wages, and will rarely reconcile himself to the considerable reduction which any sort of industrial training necessarily involves. The boy must be caught in the net of some skilled trade as he leaves school or iie will never be caught at all. For this and other reasons which will appear later, we think that an organised svstem of day trade schools should be gradually developed. [ 2 ] 10 Industrial scholarships at trade schools. “ The trade school,” as one of the pioneers of the naovement has said, “ is to take the place “ of apprenticeship, as we understand it, and in the substitution, to abolish the drudgery and “ waste of the latter, in the earnest and economical instruction of the former.” The trade school in different countries has assumed a great variety of forms. From the provision of a two years’ course to boys as they leave school up to the supply of technical instruction reaching a university standard, there has been an infinity of gradations. But in general the underlying principles of the school are identical. The student devotes his whole time to the work of the institution. If he has already entered the workshop he leaves it for a year or more in order to take up the course of instruction. “ Part-time ” pupils may be found, but the object of the school is to provide a carefully thought out system of training for those who are able to avail themselves of its advantages untrammelled by the necessity of attendance at the factory. There are two sides to the education provided by the trade school. There is first the theoretical instruction in the scientific principles on which the particular industry is founded ; with this are frequently associated classes which enable the student to continue his general education. 'Jhere is, in the second place, the specialised teaching given in the workshop of the school. Here the student learns the use of the tools and the machinery required in the trade in ques- tion, and carries out the actual operations of manufacture under the guidance of skilled instructors. It will be seen that a training of this kind is particularly well adapted for those who will in the future be foremen and managers of industrial undertakings. Where the courses of instruction attain university level, the schools supply just that sort of environment calculated to develop the qualities which the “ captains of industry ” ought to possess. In no other part of the world has the system of industrial training given in day technical classes been developed with such care and completeness as it has been in Germany. Three distinct types of institutions, each adapted to students with varying needs and experience, may be distinguished. A full account of these, with details of curriculum and selected courses of instruction, will be found in Dr. Rose’s series of “ Diplomatic and Consular Reports.” There are, in the first place, the ten great technical universities which have the power to confer degrees The general aim is the application of scientific knowledge to industrial purposes. Each technical high school is composed of as many independent departments as there are corresponding divisions of applied science. Thev provide usually a four years’ course, which is open to students who have completed a nine or ten years’ course at a classical gymnasium, real gymnasium, and upper real school ^classical, semi-classical, and modern schools). In order to show the growing popularitv of these institutions. Dr. Rose mentions that during the last 17 years the students have increased 206 per cent., while at the older universities the corresponding increase has only amounted to 12 per cent. In 1902 there were 14,986 students, including 2,489 foreigners, of whom few came from England and the majority from Russia. There are, in the second place, the technical or trade schools. These are, in general, of two kinds. At the higher schools instruction is mainly theoretical, as a long course of practical work is pre-s\ipposed ; at the special technical schools for metal and textile trades the instruction is practical and of a workshop natiire, as the schools are intended to take the place of apprenticeship. In both certain educational qualifications are required of the students. These trade schools, which are scattered over Germanv and Prussia, are very numerous and cover almost every branch of industry. There are 72 schools of building and engineering, and 46 devoted to mechanical engineering and electro-technics, besides many others which give a training in particular trades. The course extends from two to three years. A long summer vacation is allowed in suitable industries to nermit the students to return for that time to the workshop. The classes need not be attended in uninterrupted succession. The students, the majority of whom have already served their time in the workshop, are frequently poor, and often earn by a year’s or half-a-year’s practical work the necessary money to attend a further class. They find little difficulty. Dr. Rose adds, in obtaining work, as the schools have an excellent reputation. Of the 1,049 pupils at the Stuttgart school in the year 1901-2 the majority were masons, stone-hewers and engineering “ Techniker.” The age of the student varies considerably, and while all must have completed the fifteenth year, many are as old as ■20 or 25. In the other type of trade school the pupils are yoiinger and must have reached the age of 14, while most enter at 15. Fees are usually paid, but special provision is made for the poorer students. These schools, as a rule, take the children as they leave the elementary school or shortly after. They provide a real substitute for apprenticeships, and secure for the pupil that all-round training which can no longer be obtained in the workshop. In the United States the movement in the direction of trade schools, while of later develop- ment, is now advancing with the lightning rapidity characteristic of that country. The reports of the various members of the Mosely Commission are eloquent in the ]iraise of the facilities for technical instruction and the admirable results which are secured. Mr. Mosely himself .wi’ites — “ My observations lead me to believe that the average American boy when he leaves school “is infinitely better fitted for his vocation and struggle in life than the English boy, and in “consequence there are in the United 'Rtates a smaller proportion of “failures’ and fewer who “ slide downhill and eventually join the pauper, criminal, or ‘ submerged tenth ’ class. The “ aim of education in America is to make every boy fit for some definite calling in life, and “ my own experience leads me to think that every lad, if properly trained, is fit for something.” A special feature is the close co-operation which exists in the United States between the em- ployers and the trade schools. The managers of the large industrial undertakings, many of whom were seen or commrinicated with, are practically unanimous in their ]U'aise of the beneficial results of the technical instruction. In many instances the only way of entiT into the workshop is through the door of one or other of these institutions. Several of the more 11 important colleges record the successes of their students in the industrial world in the same way that our own secondary schools treasure up the distinctions won by their pupils at the University. One member of the Commission gives a graphic account of how on one occasion the superintendent of the Edison Electric Lighting Company descended upon a certain institu- tion and, on seeing a class at work, offered to engage all the students at the close of the session. In Erauce a similar development is in course of operation. A full account of the trade schools in that country will be found in the report presented to the Municipal Council of Paris by M. Louis Dausset in 1904. We have also had presented to us by our chief inspector a report by Mrs. Oakeshott, who has visited the schools herself, on the Ecoles Professionnelles of Paris, and, as it is specially concerned with the training of girls, we have , had it printed as Appendix C. to this report. It will there be seen that the Municipal Council of Paris, after vainly attempt- ing to revive the old-fashioned apprenticeship, were driven to fall back on the trade school as a substitute. The same forces at work in England are manifesting their influence abroad, and all point to a transformation of the method of industrial training. All these French schools are free, and provision is made, in cases of need, for a maintenance grant. The appendix concludes with suggestions for the establishment of kindred schools in London. In the United States and Germany it is, we are informed, rare for public provision to be made for the maintenance of scholars. It is, we feel, not altogether a satisfactory feature that in this country there should be less disposition on the part of the parents to make sacriflces for their children’s advancement, and less willingness on the part of young people to exert them- selves than in other countries. In view of what is being carried on in foreign countries, it is not with any feeling of satisfac- tion that we can survey the extent of the existing arrangements for trade schools in England. As has already been mentioned, our evening class system is unique, but we have hardly done more than make a beginning in the provision of facilities for industrial training during the day. In London, apart from isolated courses at the polytechnics, the only real day trade school is that at the L.C.C. Shoreditch Technical Institute for boys and the newly-established day trade school for girls at the Borough Polytechnic. Both have fully justified their existence. At the Shoreditch Technical Institute the Council offers 25 scholarships to boys tenable at the day school held there. The scholarships provide free instruction, and for scholars under 14 a main- tenance grant of £10, for scholars between 14 and 15 of £15, and for scholars between 15 and 16 of £20. The scholarships are tenable for two years, but the Council reserves the power to extend them for a third 'year. The competition for these scholarships is keen ; this year there were 270 candidates for the 25 scholarships offered. The day trade school for girls at the Borough Polytechnic has been equally successful, though it has but recently been started. Instruction has been given in waistcoat making; and classes for dressmaking and upholstery have now been added. Admission is by scholarship, which carries with it free tuition only. We are informed that in many cases the absence of a maintenance grant precludes the poorest girls from taking advantage of this school. In view of the success of these initial experiments, we would suggest that scholarships similar to those at Shoreditch should be awarded and made tenable at some trade school in South London, and we refer the question of the position of the school and the character of the instruction to be given to the Polytechnics and Evening Schools Sub-Committee. We would also suggest that scholarships should be awarded to girls tenable at day trade schools. These, like the scholarships at the L.C.C. Shoreditch Technical Institute, should, under conditions, carry with them maintenance grants which would vary in amount according to the length of the course taken. We refer to the Polytechnics and Evening Schools Sub-Committee the question of selecting suitable centres, but we would venture to suggest that more than one such centre is required. The inquiry among employers will throw much light on this subject. It will show where such trade schools are most required, what trades should be taught in each locality, and the general extent of the demand for such institutions. When this has been completed it may become possible to draw up a large scheme for scholarships and trade schools to be gradually carried out by the Council. A substitute for apprejiticeships. At the end of this somewhat lengthy report we may perhaps be allowed to essay the task of presenting in a single picture the kinds of training which will take the place of the old indentured apprenticeships— —a training which the Council should endeavour, as the years go by, to call into being. Ignoring details and passing over the transition period, we may look forward to see realised some such system as that outlined below. The boy, as he leaves the ordinary elementary school, will have offered him, provided he possesses the required ability, t e choice of tvo distinct courses of instruction which will assure him an all-round training in a skilled trade. There will be on the one hand the “part-time” system in which he will spend a portion of the week in the workshops and the remainder in the day technical school, and on the other there will be evening classes, which a better co-operation with the employers will render more effective and less interrupted by the working of long hours in the factory, n certain cases scholarships carrying free tuition and a maintenance grant will be awarded m tne day students to compensate for the small earnings receiveu during the years of training. U er scholarships of less value will be allowed to some of the evening students in order to encourage regularity of attendance. But it is probable that the growing intelligence of the employer will cause him to insist that apprentices who do not attend the day classes must be evening school. From this class of student will be drawn the skilled worker of the future, whose ability is not sufficient to raise him, as a rule, to any of the higher posi- tions in the industrial world. b p ° 12 The boy, as he leaves the higher elementary school, will be able to enter the day trade school, either by paying the fees himself or by winning one of the trade scholarships which will carry with it free tuition and a maintenance grant tenable for two or for three years. With this stream of boys coming from the higher elementary school will mingle another stream of boys who, having won junior County Council scholarships and completed their course at the secondary school, have competed for one of the trade scholarships, either from choice or from inability to win an intermediate scholarship. From this class of student will be drawn the future foremen and managers of industrial undertakings. Finally a development of the Senior County Council scholarships will make it possible, not only for the intermediate scholars,, but also for certain of the holders of trade scholarships to proceed, for the highest technological instruction in the engineering, electrical, chemical, or other industries, to the University. From these will be drawn, we may hope, the future inventor, the future managers of large businesses, and the future “ captains of industry.” A somewhat less elaborate system will afford similar facilities for girls. It is probable that many vears will elapse before a complete ladder of industrial scholarships will be constructed. But if the Londoner is to hold his own with the rest of England, and if England herself is to maintain her high position in the industrial world, the formation of a graduated system of technical training must be regarded as one of the most crying needs of the day and one of the most urgent duties of the Council. R. A. Bray, Chairman. 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B o b P C d o 1^ (D 3 “ dn d ce fP HP “ •!> O F-—' d ^ d o d o ® "b "S 'H ^ bTi !3 © - © ,d _r:.~ B ’ jd ®s ) P td ; nd -^^ ■S b '’1 -2 S ^ 03 A a <> bT) (^k ® o, d g . P o CO ^ O O -+^ «M a O to'§ ’ .a p '© 60 ® p o .d H = d “ ^ © ^ jj p.-b^ — d 2 d « ^ O nP B b r;r.a- ■ ■ d 'p §' — © . A ^ ^ ,13 <*-, P O PI § a g g rP A a P k- kH a ^ ’?H FI Ph^ ^ © o fW "Ph ^ Ph O P •£ S .3 "d rS^ .3 o ^ a Ph 2 '2 ShC d 'rS 1^ m 'T' ■ A. 05 60 d Ph p. p _ p ® F, rP .-^ §o - fP d -4^ «4-H © o 5 P p a .2 a tp ® A © Q. ^ d J3 Plh3 © Xi a o © .a © ip H d © t3 -■ § o p pCf 5 © o o 2 a I w ^ O 'S d r— I. ^ o 3 o o o Ph CO H Q 9 a o "d - g a. 2 o ti fP o 3 05 CO $ O § w 3:2 P O .3 O .d tc s 5>i C3 $ 5S ,-d ^ i? fc- -r .'P ^ d g p, B s-i (a) The part of Henry Smith’s Charity applicable to the parish of St. Luke, and amounting to £35 11s. lid. yearly, has been amalgamated with the St. Luke’s Parochial charities. It was found convenient to deal with it under the parish of St. Luke (p. 23). 37 c3o5 O ^ SiS ® c3 ■*i _ O o CQ OQ X . M ) ^ SJ d '“ • o .- &0 t; W) ! - 3 3 ® ja ® ® l-i m ^ :fi ^ d d Gh c 3 ■ ^'pSdcTo^d'^ ^ 9 ^ d o a? t*ij ® P <-d c3 , o ®.a -2 ® O ^ d-2 asa „.;- 2 Q 'S 3 -S' -2 ■*^ -2 M ja d ® d S g.^ -' . ^ <13 05 -4^ 05 5) d 2 -4^ ce C3 C5 © ^pd bo ® a •a § 2d •a >.o ® d g hi . ® — i d © o S o d '2 n, “ “ £ .3 ■|i|-S| ® i'^ III a'^'s®dS'^ 2 S®^ 5 --a 2 § ffl ^ ^ .2, cs s P^ J' _d ~ o ,9 « 4 H © iH /I"* ^ ^ ^ 0 ■Sci © s S^OO o Oh d d S ^ ^ o S ^ O w "" o ® c3 3 pd 5 'S MH H -3 o d m O 5 p 0 o § 2 § ° I — ' o 'd : w ® ' 0 CQ 4^3 o 9 ® • .5Po_. d 0 ^ 0 § S § ” o ■-3o-©-S'^ 2 o'g ^tnc 6 gjg a| ^ ^-al- Ph § .a d 3® o .© ^ d g-TJ ©ft © Oh ^ "d > c3 1^ a^ ?3 c3 o o o d o © ^ a © ^ cd © c$ p4^ pO a'® 2 r/T'^ a o ^ S rS ° 6 I ^ J d ■- ■ ^ 2 © d3 & tH ft ® c3 7^ © ^ o a d ” ” 2 © 60 © d ‘■^ 13 CT d 9 S 0 d 2 b o ^ Oh d ^ p, d JT ^ d ® " d 03 ^ 9 '2 2-2 >>g -p -S s > d d _o '-!3 d a o Ph W a Ph o cd tJ |S TS g o ■b3 3 b h 3 -g O 3 Z ag — „ _ o o -d ap _ X) -*^ a © 'S C ^ M d d 5 |H 0 Q © ^ d ^ ^ M U 0 ^ o ® ^ J n ^ h. d o c3 b ^ © 2 a d 0 p o 9 ® S &3 0 © t-i d 43 d 05 O © M d o o J-l 0 O 43 Oh ^ d 0 .-H d 'd 2 J ^ 'd (H =3 § d a o . T3 d ^ ® :d i-I d 1 " © -d 2 ‘d HH 02 o © d -J .2 d +0 © d JH a a d a © d O "S © ►. -d d o o g >,s .13 S © U '-' ■2 ©„ -g -d '■. S '*^ m ^ <+H ^ a o „ (H ^ d d HH> d ^ d 02 Q ‘9 as © y a g f-H d S '-' © d _ © ~ d y P o a TO 'So-g O Oh d Oh d • 0 o M d o © - © i .2 ® CO w o CO © c3 *43 Oh o .g 3 H 'PJ ® © _ t> a ® d ^ © a o .2 P rd .at =rt cd pO O d o pO c3 ■ 8 : O ° ^ iS © Oh 2 a o XI © M 3 2 ^ -2 W OQ c3 -O Q TJ 3 hb O jq O a cd 0 -O o :=3 6 ^ a B o o S >-l 858 J i 39 APPENDIX B. Apprenticeship and Employment Committees. *1. Apprenticeship and Registry Committee, Women’s University Settlement, 45, Nelson-square, Blackfriars-road, S.E. — Hon. Secretary : Miss M. K. Bradby. 2. Union of Jewish Women, 59, Gloucester-place, Portman square, W. — Secretary: Miss K. Halford. 3. Employment Bureau, West Central Jewish Girls’ Club, 8, Dean-street, Soho, W. — Hon. Secretaries : Miss L. H. Montagu, Miss C. Lewis. *4. Skilled Employment Sub-Committee, Chaiuty Organisation Society, 52, High-street, Whitechapel — Hon. Secretary : Miss Jevons. *5. Central Apprenticeship Committee, Invalid Children’s Aid Association, 8, Henrietta-street, Covent-garden, W.C. — Hon. Secretary : Miss Eastman. G. Jewish Board of Guardians, Industrial Sub-Committee for Girls, Butler-street Club, Spitalfields — Secretary : Miss Rosenthal. 7. Trades’ Registry and Apprenticeship Committee, Maurice Hostel, 51, Herbert-street, Hoxton, N. — Hon. Secretaries : Miss Eves, Miss Phillips. *^8. Apprenticeship and Skilled Employment Committee, clubroom, Wells-buildings, Oriel-place, Ilampstead — Secretary : Miss B. Cunnington. 9. Daisy Club, High-street, Lambeth, S.E. — Hon. Secretary : Miss Boyd. •10. Apprenticeship and Skilled Employment Committee, 37, Sutherland-a venue. Harrow-road, W. — Secretary : Miss H. Bell. •11. Apprenticeship and Skilled Employment Committee, Baker-street, Marylebone — Secretary : Miss Schloesser. Note. — Agencies marked with an asterisk deal with the employment of boys. The Maurice Hostel finds employment for boys from the special schools only. The Industrial Committee of the Jewish Board of Guardians deals with boys, and is not affiliated to this Committee. Trade. 1. Household work ... Trades suitable for girls. District in which Training carried on. in workroom. Everywhere... 2. Cookery 11. Lady’s maids 4. Nursemaids 5. Laundry maid at country liouses and carefully selected laundries Generally only one branch taught after the age of 16 ( Typewriting I Civil Service 7. Dressmaking } - Everywhere, but chiefly in the West- end and_City Two years’ course ? | 2 or 3 years — wages 2s. Gd. a week 1st year; 3s. 6d. a week 2nd year; 6s. 6d. a week 3rd year 8. Millinery ... 9. Artificial flower-making... 10. Cigar-making 11. Corset-making 12. Waistcoat-making Everywhere, but chiefly in the West- end and City City and North Lon- don. Mounters in large drapers’ shops in West-end Whitechapel chiefly, a little South-east and East-central Chiefly West - end, some in the City Everywhere, chiefly West-end and City 1| or 2 years — wages 2s. 6d., 3s., 3s. 6d. ; 2s. 6d., 3s., 3s. 6d., 5s. 6d. Do. 3 years — 1st year 3s., then half journey- woman’s wages, i.e. 8s. to 10s. 1 to 3 years — 4s. week 1st year up to 7s. 3 years — 1st year 3s. a week ; 2nd year 4s. a week ; 3rd year 6s. a week Training in institution. Domestic economy day schools. Albany Institute, Deptford ; Battersea Polytechnic ; Borough Polytechnic ; L.C.C. Paddington Technical Institute; L.C.C. Shore- ditch Technical Institute, Hoxton ; North- ampton Institute, Clerkenwell ; Northern Polytechnic, Holloway ; L.C.C. Norwood Technical Institute ; Passmore Edwards Settlement, Tavistock-place ; Sir John Cass Technical Institute, Aldgate; South Western Polytechnic, Chelsea; Wandsworth Technical Institute; Woolwich Polytechnic. L.C.C. scholarships for servants between ages of 17 and 25 at the National Training School of Cookery. Domestic economy day schools and evening classes at the Sir John Cass Technical Institute; Northern Polytechnic; South- Western Polytechnic; Borough Polytechnic; L.C.C. Shoreditch Technical Institute ; Goldsmiths’ College. Regent-street and South-Western Polytechuics; Wandsworth Technical Institute. Evening trade classes at Borough Polytechnic ; Northampton Institute. Afternoon classes for certain apprentices of Messrs. Debenham and Selincourt at L.C.C. Paddington and L.C.C. Shoreditch Technical Institutes ; and Battersea Polytechnic day trade school at Borough Polytechnic, 2 years. Battersea Polytechnic evening class. Afternoon and evening class at South-western Polytechnic and Hammersmith School of Arts and Crafts. Borough Polytechnic waistcoat-making .school for 18 months. 40 Trade. District in which carried on. Training in workroom. Training in institution. 13. Embroidery — (a) Fancy West-end 2 to 3 years — 3s. 6d. to 6s. Afternoon class at Royal Female School of Art; Battersea and Northern Polytechnics; Northampton Institute; L.C.O. Camberwell School of Arts and Crafts; L.C.C. Shoreditch Technical Institute; L.C.O. Camden School of Art ; L.C.C. Central School of Arts and Crafts ; L.C.C. Hammersmith School of Arts and Crafts; and L.C.C. Clapham School of Art. {b) White West-end and home work. A small trade. 2 years — 2s. 6d. to 5s. 14. Jewel-case lining Clerkenwell ... 3 or 4 years — 3s. 6d. to 6s. or 7s. 16. Jewellery polishing West-end and East- central (afterwards in jewellers’ shops as polishers) 2 or 3 years — 2s. 6d. to 4s. 6d. 16. Silver burnishing.;. 17. Lacquering.. East-central Do. 2 or 3 years — 2s. 6d. to 4s. 6d. lb. Ladies' tailoring, i.e. skirt making West-end 2 or 3 years — 2s. 6d. to 7s. or 8s. 19. Upholstery... West - central and 2 or 3 years — 2s. 6d. Evening class at L.C.C. Shoreditch Technical 20. Printing trade — east-central to 4s. 6d. Institute; Goldsmiths’ College; Day trade school at Borough Polytechnic, two years. («) Relief stamping ... Everywhere ... 6 months to 1 year — 2s. 6d., 5s. (6) Vellum sewing (c) Gold laying on II • • « • . if 6 months to 2 years. (d) Envelope folding ... (e) Book folding (/) Printing II • * * ... >> ft 6 weeks — 2s. 6d., 5s. 21. Costume design and draw- For journals and • •• Clapham School of Art ; L.C.C. School of Photo-Engraving and Lithography, Bolt- court, Fleet-street; Royal Female School of A.rfc ; Regent-street Poljdechnic. ing West-end costu- miers. A small trade 22. Machining 23. Wig making A small trade in West-end 3 years — 2s. 4s. 5s. 24. Florists A small trade in West-end chiefly 2 or 3 years — pre mium of £10 to £20- 25. Surgical instrument A small trade chiefly 2 or 3 years’ appren- making in West-end; some in south-east ticeship — 1st year, 2s. 6d. ; 3s. 6d. 2nd year. APPENDIX 0. The ecoles piiofessioiNNElles of Paris (for girls). Rejport by Mrs. Oakesliott, Insyiector of Women’s Technical Classes, presented by the chief inspector. There are six municipal ecoles 'professionnelles (technical schools) for young girls in Paris, each, of which is situated in one of the respectable artisan quarters of Paris, and within reach of the workrooms and industries of the city. There is a school in — Rue Fondary ... ... ... ... Founded 1881 Rue de Poitou ... Rue Bouret Rue Ganneron Rue d’ Abbeville Rue de Tombe-Assoire 1882 1884 1884 1884 1890 In a report published in 1900 by the Paris Education Department, entitled “ Les Ecoles et les Oeuvres municipales d’Enseignement,” written by the Chief Secretary of Education, with a preface by the Director of Education, a brief history and an explanation is given of the reasons for establishing the ecoles j^Tofessionnelles. It appears that the Municipal Council in 1845 had attempted to encourage and revive the system of apprenticeship with but poor success; and in 1872 the Assemblee Municipale was approached by the Prefect of the Seine with a memoir from M. Greard, the Director of Elementary Education, on the subject of an apprenticeship school for iron and woodwork trades. In the debate that ensued, certain conclusions were established concerning the position of apprenticeship with regard to industry, concerning the position of industry in Paris, and, lastly, concerning the functions which apprenticeship schools should fulfil. The schools correspond remarkably well with the views expressed during these debates so that an abstract of them may be useful — 1. It was found that the general condition of apprenticeship in Paris did not meet the needs of the children for the following reasons — A child was put to work at the end of his school career without much consideration as to the suitability of the employment or the place of employment, and for the sake of immediate earnings ; he found in hii life u in the workshop the distrust of the journeyman, who sees in the apprentice of to-day the competitor of to-morrow ; indifPerence on the part of his master, absorbed in his own department ; an intermittent training, without method and limited to one branch of the trade. It was further considered that the development of industry made the old form of apprenticeship impossible. M. Lavergne points out that formerly, even if the term of apprenticeship was hard and long, it was to the interest of the master as well as the apprentice that all branches of trade should be learned ; but that with increasing sub- division of labour and use of machinery, this need no longer existed from the employer’s point of view. An almost inevitable result was that craftsmen and masters of their trade were no longer made. Finally, the dangers of the street and the workroom, the check to the development of the child, physically or mentally, in the atmosphere of a workroom, formed strong arguments for some system of teaching trades other than apprenticeship. 2. Many deputies viewed the condition of French industry with alarm, and con- sidered that the prosperity of France was threatened. This was attributed largely to a lack of thorough and skilled workmen. As a result of this debate, the apprenticeship schools in wood and iron work were established ; and in 1873 L’Ecole Diderot for boys was opened. From 1881 schools for boys and girls were successively establshed. At the present moment there are in all 12 ecoles 'professionnelles, namely, six for boj^s and six for girls. General characteristics of the schools for girls. While each school dilfers a little in detail, each apparently excelling in the training afforded in one of the trades taught, there are certain fundamental similarities, and the principles of organisation are common to each — 1. All are free. Pupils enter between the ages of 13 and 15. 2. Admission is obtained by a competitive examination held in the elementary schools. These examinations comprise — A writing test. A drawing test. Arithmetic. A test in cutting out and sewing. (There is a great desire to enter these schools. One directress told us that 200 candidates applied for 80 vacancies.) 3. The schools accommodate from 250 to 300 pupils and were quite full. 4. They are attended by the daughters of skilled artisans, and in two of the schools, in somewhat better neighbourhoods, by the daughters of small shopkeepers and minor public officials, such as policemen and railway employees. 5. Maintenance grants — In all the schools maintenance grants of dinner, with occasional gifts of garments made by the pupil, are awarded to necessitous cases after careful inquiry. (It is hardly likely that “ riding money ” is needed at these schools. Six schools in different quarters of Paris are within walking distance of most pupils.) In two schools money scholarships are given in addition to the free tuition. These scholarships are 100 francs in the first year, 200 in second, 300 in third. 6. Tuition is given on six days a week, and the hours are from 8.30 a.m. to 11.30 a.m. and from 1 p.m. to 5.30 p.m., with a break of 15 or 20 minutes in the middle of the afternoon. General education takes place in the morning and 18 hours a week are devoted to it; trade teaching occupies 25| hours a week. The course of tuition is for three years. 7. The morning work is undertaken by women of considerable education and ability. The trade training is given by women who have been first hands or forewomen in some good firm. (They earn from 2,000 francs to begin with and prefer teaching to workroom life, because it is regular work and occupies only half a day.) 8. Terminal examinations are held regularly. Students are dismissed if they are idle or unsatisfactory. This, however, rarely occurs. An examination is held at the end of the three years, the judges of which are experts in various trades. Certificates are granted to successful candidates. 9. Attached to each school there is an advisory committee of employers, each of whom is interested in a particular trade. No work may leave the school until it has been tested by them. They form the examining body and award certificates. They visit the schools and make suggestions in regard to the practical nature of the training. They organise visits to workrooms and showrooms, so that students may see the newest models and methods of work. The girls go. armed with notebooks, and return with sketches and ideas, which thev wish to execute at once. (We were told that at first employers were opposed to these schools. They did not believe they would be practical, and they found they would be compelled to pay a higher rate of wages. The latter fear is justified, but the employers are content to do this, owning the superior workmanship which they are now able to obtain.) 10. Everv school is equipped with the best material that the thorough training of the students demands. Most costly silks and satins of all descriptions are used when necessary and in precisely the same wav as they would be utilised in a trade workroom. 11. Every school sells the work it produces. Each school has a clientele of private customers and employers. The private customers are preferred.^ More scope is given to the student when this is the case, in exercising her ingenuity and inventiveness ; 42 and practice is secured in clioosing materials and styles to suit tke customer. Never- theless the making of actual things for customers is subservient to th& training and is only occasionally undertaken when a pupil has entered on the second year’s course and needs to make the practical application of her training. Variety in each branch of work is regarded as of vital necessity to thorough training. 12. The course on household management in the ecules professionnelles — In four of the schools, a certain amount of household management is taught to all the pupils. A large kitchen, scullery, and in some cases, a laundry, are provided. Eight students at a time are sent in rotation for a period of three weeks to learn domestic work under a teacher of domestic subjects. This period of three weeks occurs about three times a year, i.e., nine times during each student’s career. The curriculum varies in each school, but speaking generally, the duties of the students are to provide dinner for themselves and the stall of teachers. The training is not intended as a trade training in the least. It is a recognition of the fact that a working girl generally has two careers to fill — a trade career and that of a housewife. The training in household management is, therefore, intended to give the students some principles regarding right foods and right methods of cooking foods in artisan households. The students plan the dinner — and it is of the simplest and cheapest kind — go to buy the food, cook it, serve it, wait at table, and clear away afterwards. They clean the kitchen and kitchen utensils, and are taught to polish fumiture, mend the linen of the dining-room, etc. In one school, cookery is taught during the morning, and simple laundry work in the afternoon. 13. There is a canteen at some schools, and girls can buy their lunch for 3|d., or buy some part of it, or have what they bring from home, warmed. II. The nature of the education provided — General education — The characteristic both of general education and trade training in these schools is the extraordinarily skilful blending of true education to suit the practical demands of industrial life. {a) Drawing, both in elementary schools and the ecoles professionnelles is recog- nised as the basis of women’s trades. A thorough elementaiy knowledge is given. Girls learn freehand and model drawing, draw from casts and life, and some time is spent on the history of artistic forms. A practical application of their arts is made to especial trades. ih) The facility for expressing herself well is encouraged in every pupil. During lessons on domestic science, moral instruction, and English, the students are expected to stand and answer questions put to them fluently. This power of clear expression is a valuable element in the education afforded in these schools. (c) During composition lessons a whole correspondence is inserted between employers and customers. Bills and receipts are made out, accounts are kept, both in French and English money, and all sorts of business and technical expressions are studied. (cl) The teaching of English is another instance of the educational and prac- tical nature of the instruction. A correspondence is arranged between French and English or American schoolgirls. Each writes in her own language on matters that interest her to her foreign correspondent. The mistress conducts the class in English, and the class collects English trade advertisements, which they translate, thus learning English trade expressions. (c) The rest of the course includes the teaching of arithmetic, dictation, domestic science and moral and civic instruction. In one school lectures were given on domestic science, with no practical lessons, and seemed very dead. To be told what qualities meat should possess, and to repeat those qualities parrot-like and hesi- tatingly to a mistress appeared useless. The moral instruction lesson seemed curiously lacking in any real vitality. Trade Trai n ing. These schools are not intended to teach the principles of underlying trades merely ; they are intended to, and actually do, replace apprenticeship. They are called apprenticeship schools. Girls, on leaving these schools, enter workrooms as improvers and assistants, and the teachers say they do not allow them to accept an initial wage lower than 2 francs 50, 3 francs 50 a day. The pupils lack speed wEen they first enter a workroom, but this is rapidly acqiiired, speed exercises having formed an important element in the trade instruction. All pupils entering the school receive the same general education, and specialise in one of the trade courses open to them. The courses common to all the schools are the best needle trades, viz. — Dressmaking. Embroidery. Millinery. Corset-making. Fine underlinen (lingerie). Some schools in addition teach — Waistcoat-making (in two schools). Laundry work (this is a two years’ course in one school only). Ladies’ tailoring. Artificial flower-making (in three schools). Painting on fans, pottery, china, etc. (in two schools). As in London, the staple skilled industries for women are the needle trades, and two important features of the purely trade training are worthy of mention — 43 (а) Tlie excellent training in the groundwork, which is common to all the needle trades, i.e . — (i.) A high order of technical skill with the needle and machine. (ii.) The ability to take measurements, to cut out and to fit. (iii.) The ability to copy a design, or make a sketch to show a customer, and this power implies the stimulation of the creative, imitative and adaptive faculties, which is a marked feature of the women’s trades in Paris and of the women workers in these trades. (б) The execution of a complete piece of work — thus masters of their craft are made. (c) The close relation between the trade and the teehnical schools. A report with a detailed account of the training in each needle trade could be given, but the trades and the currieulum are so closely allied and the method of teaching so similar, that it appeared better to explain fully the system adopted in one needle trade. Dressmaking is the course which always attracts most pupils in Paris ; and as it is the course in which the principles mentioned above are most apparent and most easy to carry to fulfilment, an outline of the training is given below. The dressmaking course. Students are divided into three sections — 1st year students, 2nd year students and 3rd year students. (a) The training in groundwork. (i.) The acquirement of technical skill. — A very careful training is given to every student in the general basis of fine needlework and machining. In each year certain exercises in needlework and machining are given of increasing difficulty. Each student has a “ dossier ” in which each exercise, as it reaches the required standard, finds a place. Every girl, no matter what needle trade she will ultimately follow, can do all sorts of delicate fancy stitches and drawn thread work for decorative purposes ; she is taught all kinds of tucking, pleating, kilting and ruching in the most delicate and varied materials ; she learns to make buttonholes, loops, to case bones, to braid, to embroider, to machine and stitch in intricate ways, to make sections of garments in order to practise difficult processes, i.e., collars, cuffs, parts of skirts. To each exercise the scholar attaches a label explaining the process performed. In one school a “ dossier” of the best specimens done by different members of the class is kept. A record of the high standard of skill and very various exercises is preserved, and a student is much encouraged when one of her exercises is preserved in the dossier of the class. The application of these exercises is made to practical dressmaking afterwards. (ii.) Measuring, cxdting-out, and fitting. — Part of the first year’s course is to learn to take measurements and to draw to scale and measure; afterwards to cut out and fit from these measurements. One of the first exereises in this branch of work is that a girl is taught to make a tight-fitting bodice and sleeve and skirt. In the second and third year students model in leno on half-size or full-size models or on customers. Models of arms are used for sleeves. The teaehing to measure and cut out from measurements is essential to this later system, because accuracy and the position and direction of seams is thus learned. Very little work is done on small models ; nearly all is for actual people, and the full-sized models are padded to represent the actual figure of the customer. From the outset the student cuts out and fit everything she makes. (iii.) The ability to design, copy, adapt, and create. — It has been mentioned above that drawing plays a prominent part in the eurriculum of general education. Its practical application is seen in the trade teaching. Every pupil makes drawings of her work. While she is learning to draw to scale and measure, she makes drawings of her plans with explanatory notes; she is taught to sketch the dresses in • - the workroom. She goes, notebook in hand, to the dressmaking establishiuents, to sketch the models shown there or in shop windows. She learns to sketch a design of a costume for a customer. A third student is expected to design a costume and execute a part in various coloured lenos, showing the scheme of colour, style and trimming ; a maker of lingerie designs original models and garniture ; an embroiderer’s designs; and often paints her own drawings for exeeution. She is taught to see subjects for embroidery in tapestries, carving and friezes ; she invents her stitches and decorations for trimmings; the artificial florist reproduces faith- fully and minutely real flowers and invents plumes et choses de fantaisie, which are a necessary adjunct to her trade ; the milliner creates new modes. Customers are encouraged to bring old garments to be re-made and adapted ; and any work that has not been sold is unpicked and made to suit the new fashions of the year. (5) The execution of an entire piece of work. — From the moment a girl enters the school this principle is put into practice. The student cuts out and completes every-, thing, whether it is an exercise or a costume. An interesting instance was seen in a piece of work near completion of a third year student. A ball dress of white lace for a customer was being made. The student, under the teacher’s care, had designed, cut, and fitted the dress, and was engaged in completing a beautiful piece of embroidery which she had herself designed. In this way thorough craftsmen and artists are made. All this was having an effect on the students’ bearing. There was a zest and eagerness in the way thev were working, and the work appeared to reach a remarkably high level of excellence. (c) The close I’elatioii between the trade and the technical schools. — This has already been explained at some length, viz. — The advisory committees of employers. The trade teachers. The visits to workrooms. The execution of orders for actual customers. With regard to the two trades — ^not needle trades — artificial flower making and painting on pottery, silk, etc., the same principle of teaching is adopted. Artificial fiower-malcing . There are only three schools in which this trade is taught, and from 10 to 20 girls learn in each school. The girl makes the flower, stem and leaves throughout. She has the flower before her the whole time, and it is almost impossible to distinguish the real from the artificial flower. The manipulation and the tinting are the most striking qualities of the work. The petals are shaped and curl exactly like actual flowers — among some specimens seen were many varieties of chrysanthemums, and the collection might have been made from a hothouse of choice specimens. The tinting of these flowers and of the roses was remarkable. The deep colour at the centre of the flowers was most truthfully reproduced, and the various colours found in certain chrysanthemums was conscientiously given in the artificial flower. A bough of double cherry blossom was shown by one student, who told how she had used the bough and sepals of the real tree and attached to it her own reproduction of the flowers and leaves. It was the exact counterpart of the tree. A certain amount of work in plumes et cJioses de fantaisie is given during this course to enable the students to create other adornments when flowers are not worn, and to stimulate her creative and imitative powers ; but the directress said this was a small part of the course, and required far less careful teaching than flower-making. Painting on pottery, glass, silk, gauze, and miniature painting. This course is given in two schools only, and lasts for four years. A great deal of drawing, design and painting is naturally taught. Laundry. This is a two years’ course, and is given in one school only. Some general observations — 1. Finally, in Paris trades are not taught to girls by means of evening classes. , Where evening classes are held they are of a domestic, literary, or recreative nature. 2. A directress said that the best career for a girl was to find work in London. Better wages are thus earned. (In first-class dressmaking firms there are one or more French hands, who are the best hands. It is probable that if there were trade dress- making schools of a good tjqie in London, English girls could fairly compete with French girls who thus fill the best places.) 3. It is worthy of note that the industries taught in these schools are those which make Paris the great shopping centre of the world ; and the question arises in the mind of the visitor to these schools whether technical skill and artistic perception are the birthright of French people, or whether their high position in certain trades is attained by peculiarly good teaching. 4. The striking feature of the French schools is that their students are intelligent masters of a craft. In dressmaking, which offers a large field for women in this country as well as in France, a great deal can be done. Girls in London are not taught to cut and fit, rarely become more than a bodice-hand, skirt hand, or sleeve hand. The best career for the girls who are not first hands is to become a private dressmaker, and yet the girl who does this is the half-trained woman, who has picked up her trade more or less well. This accounts for the inferior quality of English dressmaking. It appears that much can be done to raise the standard of skilly of the whole industry, both for the girls who work in large establishments, and for private dressmakers. The means that might be adopted are these — (1) The extension of the system of teaching the apprentices of Messrs. Beben- bam and Freebody. (2) Evening trade classes for dressmakers. (3) The establishment of trade dressmaking schools. Cutting and fitting. The execution of a complete object is not taught in any woman’s trade, and in most trades technical schools could turn out a set of workers of a higher stamp than those produced by a workroom training only. It does not appear probable, however, that afternoon^ apprenticeship classes or evening trade classes are likely to be successful to a large extent in other trades than difficult to get women to attend evening classes when numerically they are so great as dressmakers, and it does not seem possible, nor desirable, to over- come this. . . 1 1 1 ,-1 , 1 X (2) With regard to afternoon classes it is not probable that employers to any oreat extent wiirbe moved to allow iheir apprentices time during the working day for attendance at these classes. The advantages accruing to themselves are not so great nor so apparent as to the apprentice, and the disorganisation of the workroom is great and in small establishments not easily overcome. It seems probable that the most sue- 45 cessful way is to form apprenticesliip schools for the teaching of trades to girls who are leaving elementary schools. Suggestions for the establishment of hindred schools in London. 1 . Thaj; trade courses be established at different technical institutes and at a trade school near the centre of trades, the trades suggested being — Dressmaking, ladies’ tailoring, embroidery, upholstery, flower-making, millinery, training as nursemaids, waistcoat-making. Additional trades for further consideration — Corset-making, surgical instrument making^ special courses on laundry work, lingerie. 2. That the trades courses be for a period of 18 months or two years, an extension of this term of training being granted if it prove necessary. 3. That the general scheme of the French schools be adopted — (a) The free day school with some maintenance grants for girls leaving the elementary schools. {h) The definite trade teaching, adopting the French methods of securing it. (c) That general education be given in addition to trade training ; and that drawing be recognised as the basis of women’s trades. {d) That the hours be from 9 a.m, to 1 p.m., 2.15 or 2.30 to 5.30 p.m. These hours would be an intermediate stage between school life and the workroom ; an economy of time ; and, as much of the work is manual, students can work for longer hours than when engaged in literary study. An interval of 15 or 20 minutes in the morning for drill could be allowed. (e) That the course on household management be given. 4. That work for real orders be executed in these schools. {Further details of the ecoles iwofessionnelles are to be found in the report on Women's Technical Classes issued by the late Technical Education Board). APPENDIX D. Sources of information. Technical Education Boan’d — Report of the Special Sub-Committee on the Building Trades, 1899. Report of the Special Sub-Committee on Technical Instruction for Women, 1903, Conseil ^Municipal de Paris — Rapport sur les rdglements des ecoles professionnelles presente par M. Louis Dausset, 1904. . Diplomatic and Consula/r Reports {Germany) by Dr. Rose — German Technical High Schools. Technical instruction in Germany — The building and engineering trades schools. Technical instruction in Germany — Special schools and courses for mechanical engineering and' elect ro-technics . Technical instruction in Germany — Technical schools for special branches of the metal industries. Technical instruction in Germany — Special technical schools for ship engineers. Technical instruction in Germany — Technical instruction in naval architecture and engineering in Germany. Technical instruction in Germany — Navigation schools. Technical instruction in Germany — Special technical schools for the ceramic industries. Technical instruction in Germany — Special technical schools for the woodworking industries „ Commercial instruction in Germany. Technical instruction in Germany — Supplementary and miscellaneous. Special reports on educational subjects, edited by Michael E. Sadler — Voi: IX. — The continuation schools in Berlin. Note on the earlier history of the technical high schools in Germany. Vol. XI. — Education and industry in the United States. Reports of the Mosely Ed'ucational Commission, 1904. Department of Agriculture and Technical Instruction for Ireland — Bulletin No. 8 — “Some features of American Education,” by Robert Blair, M.A. (Edin.), B.Sc. (London). Board of Education, Soidh Kensington — Memorandum to the inspectors of technical institutions. Circular No. G04. Report of the Women's Industrial Council, 1904-5 — 9, Southampton-street, High Holborn, W.C. Report of the East London Apprenticing Fund, 1905 — 66, High-street, Whitechapel, E. Industrial Training in Public Elementary Schools, by Edric Bayley, L.C.C. — Cornell and Sons 63 Borough-road, Southwark. ’ Industrial Democracy (Part II., chap. 10, “The Entrance to a Trade”) by Sidney and Beatrice Webb (Longmans). Life and Labour of the Peojde, by Charles Booth. 9 vols. (Macmillan).