CALDWELL pofNT OF VIEW IN INDUSTRIAL EDUCATION 3 



conditions, intelligent sympathy with industrial life, out of which 

 many will develop the desire to participate therein. From this 

 general course including its proper proportion of industrial edu- 

 cation many boys and girls should go to trade schools to fit them- 

 selves for a particular industry, the trade scliool and the pre- 

 ceding grade school making a continuous education for efficiency. 



The claim of inclusion of industrial education as an element of 

 the general course, rather than making of it a complete course of 

 itself and one directed toward a specific activity is founded upon 

 good reasons amongst which the two following are prominent: 



First, to be most successful in any line of industrial work, one 

 needs good general foundation in a good many subjects of study. A 

 symetrical development may not always be unfortunate, but it 

 often is. A good artisan, whether ne be agriculturalist, carpenter, 

 watch maker , railroad or civil engineer needs good general education 

 in order that his thinking may have proper orientation. We can- 

 not build the fourth story of a building first, and have it occupy 

 the position of the fourth story unless we introduce much use- 

 less and expensives caffolding, and even so, when finished it is 

 relatively inaccessible and removed from the general ground- 

 work upon which other buildings are standing. If we build the 

 fourth story upon the ground it is out of harmony with other 

 ground stories. 



Some people look upon industrial education as a short-cut to 

 efficiency and possibly such may sometimes be true. A formal 

 system of education in which are still retained many things that 

 once had meaning in social efficiency, but do not now have, has 

 been justly accused of doing less than it should to put people into 

 sympathetic and efficient contact with the conditions with which 

 these people must live. It does not follow, however, that be- 

 cause of this fact it is best to discard all of this system of educa- 

 tion, or the general principles that underlie it. 



Secondly, general industrial education is needed to develop the 

 knowledge that will enable a worker in one line to appreciate 

 something of the life of a worker in another hne. Difficulties 

 such as arise between labor and capital are due to imperfect 

 understanding of "the other man's work." Trade schools into 

 which boys and girls go while in the middle of their grade-school 

 education will be in great danger of helping us toward a condi- 

 tion of caste, since workers in one trade may not have even the 



