EVENING SCHOOLS AND SCHOLARSHIPS. 339 



be necessary for him to give considerable thought and study to the subject of just how he 

 is going to talk to the young men in a way which will instruct and encourage them, because 

 encouragement is, I think, a most important factor. 



I feel, too, that fair and honest treatment and avoidance of even apparent discrimina- 

 tion against a boy is of paramount importance. Youth is very susceptible to impressions, and 

 if you discourage a boy with injustice, or what he thinks is injustice, you will not get much 

 work out of him and the memory will last a lifetime. 



My point therefore is that the curriculum must be supplemented by careful study as to 

 how it shall be presented. 



Mr. Spencer Miller, Member: — The paper by Mr. Bailey indicates that he has a 

 true understanding of the wider educational facilities of our great industrial establishments. 

 If it be true that we learn by doing, our factories must be adding not alone to the knowl- 

 edge of the worker but to the science of education itself. 



Mr. Bailey suggests by bold relief the need of a closer cooperation between our techni- 

 cal schools and our industrial establishments. This closer contact cannot fail, to be of dis- 

 tinct value to both institutions. It would seem to be logical that a plan devised to meet the 

 needs of apprentice boys could not fail to bring into the ranks of the American workers 

 an intelligence and perspective on their own work, and the relation of their job in life to the 

 community as a whole which would be most salutary. 



What is true of the shipbuilding industry is no less true of the other great American in- 

 dustries. In the light of our modem understanding of our responsibilities, our concern about 

 the men who work in our factories does not begin at the factory gate in the morning nor end 

 with the factory whistle in the evening. The growth of persotmel, managers, and the exten- 

 sion of service has gone wide of the mere working hours. And it is proper that this should 

 be so. 



Lord Haldane, one of England's most distinguished public servants, recently said in the 

 October Forum that "education, if it be made adequate, may be looked on with hope as a 

 palliative of industrial unrest." Again he said, "It is the development of the soul of de- 

 mocracy in this fashion that the movement for the education of the adult worker aims." 



It is for this reason that I say that Mr. Bailey conceives of this plan with a true vision. 

 The details of his classification (a), (&), (c), (d) provide a systematic way in which the 

 varying demands of the apprentice group may be wisely met. It might add to the general 

 honor conferred upon the different apprentices if the democratic machinery of self-govern- 

 ment as outlined on page 334 were utilized and the candidates for these scholarships nominated 

 by the apprentice group and selected by the educational adviser in the shipyard or industrial 

 establishment. 



To the leadership of men like Mr. Bailey in the shipbuilding industry, we as engineers 

 are indebted for showing the way to a better and more harmonious industrial relation. In- 

 dustrial unrest is not inevitable unless we think it is. The application of intelligence, of 

 understanding and good will, will do much to foster the real spirit of cooperation which is 

 needed in our democratic commonwealth as well as in our industrial establishments. 



Professor Harold A. Everett, Member: — It is very refreshing to have a paper on 

 education given before this Society, because such papers are not so very frequent in our 

 proceedings, and I thoroughly agree with what Mr. Peabody said — that the life of the Indus- 



