foundry and power plant. They are taking many of our men and you will see what wonderful opportunities are offered for them there.

PROFESSOR BRACKETT: May I ask whether no subjects from the four years' course are omitted in the collegiate part of this six years' course? And if not, whether the treatment of these subjects is not abbreviated?

DEAN SCHNEIDER: Nothing is omitted and nothing is abridged, and something is added. The course in chemistry this year was broader than the course given to the regular four-year men. The young fellows who enter the foundry get, during the latter part of the year, some shop-accounting work and time-keeping. In fact, after they have finished the hand-production work of every department, they get the costkeeping or business end of that department. Along about the fifth year they will get a course by an expert, covering the various methods of cost-keeping and shop-accounting. Every other Friday night they are given a one-hour talk down in the city by some man who is an expert in his particular line of work. We will find one man who knows more about bevel gears, let us say, than any other man in the city. We will get him to talk to these students. These lectures are so arranged that while one man delivers one lecture, the sum total makes a complete course. Last year Mr. Wessling, of the Bullock Electric Company, gave a series of lectures on foundry practice. This work is not published as a part of the curriculum. When he gives the lectures to the next class he will have all the old class back; they will want to hear it

all over again, because they will be more interested. DEAN KENT: I am not surprised that they get their work into six years. Because the authors state that they have a select lot of students.

PROFESSOR WILLISTON: Four years of college training plus six years apprenticeship in the shop plus two years as special apprentices makes a total of twelve. This is the equivalent of what is contained in the six-year course described in this paper; so the ratio is exactly two to one. This is proof of the statement that I have often made that you can train a man and educate him at the same time without either process interfering with the other. You can train him better, in fact, if you will educate him at the same time, and you can educate him better if you are also training him.

PRESIDENT HOWE: I am very much interested in the practical question of doing this. If the men are in the course six years and have four months recitation work each year, they will have altogether twenty-four months of work. For three years we give our students fifteen to eighteen hours recitation work per week. In order to do four years' work in three, we must either increase the amount of recitations per week by one third, or we must increase the length of the lessons one third. How is that problem to be met in this course?

DEAN SCHNEIDER: We increased the length of the lessons. In mathematics-that is a fair subject to take a test in-they have done more than twenty-five per cent. better work than the four-year men. The class is given an advance schedule of its lessons.

The whole year is scheduled in advance, every lesson, and the student knows what lessons he will have during his next week at the university. During the week at the shop he prepares some of his work.

PROFESSOR CALDWELL: In case an institution is not in shape to carry out the complete scheme as presented, would it be practicable, in Dean Schneider's opinion, to divide the work, giving a half of each day to each side and alternating the men forenoons and afternoons; this of course supposing that the factories are situated close enough to the college?

DEAN SCHNEIDER: No; the manufacturers would not accept a plan of that sort.

REPORT OF THE COMMITTEE ON INDUSTRIAL

EDUCATION.

The purpose of this report is two-fold:

1. To advocate and make an earnest plea for the more general establishment of industrial schools giving strictly vocational instruction in both day and evening classes.

2. To report to the Society in a general way the progress in the movement for industrial education that the committee has observed since the date of its last report.

At the outset it should be stated that there are two kinds of industrial training, one whose chief and often sole purpose is to help young men to an immediate success in obtaining employment, and the other which aims also at the physical, intellectual and moral development of the boy.

The first kind of industrial training has flourished in many parts of Europe. A manufacturing establishment, a municipality, or a state government establishes an industry and then organizes a trade school to supply the operatives or "hands." It is evident that the training furnished by such a school must be simple, direct, and effective. It may produce a body of well trained and skilled workmen in a single line or between narrow limits; and may be exceedingly effective, looked at from the point of view of the business that it fosters, or from the standpoint of the young man anxious to obtain immediate and profitable employment. The results, however, while bearing

evidence of skillful hands in a few directions, as a rule, will have been secured at the expense of a broader training.

There are a few such schools in America and no one can object to their organization by industrial establishments or private means so long as they put no bar in the way of students getting a different kind of training in another kind of school. As illustrations of schools of this type we might cite the short courses given for the training of automobile chaffeurs offered by the automobile schools, or by the Educational Departments of the Young Men's Christian Associations, or by others; the short courses in plumbing, brick-laying, plastering and similar trades offered by such schools as Coyne Trade Schools of New York, Chicago, St. Louis and San Francisco, where the object is to give in the shortest time possible just enough instruction in the essential points of a trade to enable the applicant to secure employment; and similar courses of instruction in other schools maintained by private corporations to teach young men a limited number of operations in order to make them of immediate value to employers. There is a place for such schools and they may do a distinct good by affording an opportunity for young men to obtain kinds of employment from which they would otherwise be barred, but they cannot render the highest type of service.

There is, however, in this country another sort of trade school with a much higher aim which is altogether admirable. These schools offer longer courses and give a broader and more general training in the