342 AMERICAN SHIPYARD APPRENTICESHIPS, 



actual construction work, and eight weeks at sea, during the summer months. We now 

 have our first senior class of eleven men who have completed the requirement of practical 

 experience of eight weeks in a shipyard and who have come back this fall after eight weeks 

 at sea in the engine room. The shipowners have cooperated to the fullest extent in placing 

 these men, some going to the west coast, others to Europe, and others to Mexico and Cuba. 

 This present senior class is the best I have ever had the pleasure of teaching, as they have 

 had enough practical experience to take great interest in their theoretical studies; and they take 

 hold of their work in ship design with some first-hand knowledge of the sea and ships. 



Mr. Hugo P. Frear^ Member of Council: — There is probably more information in 

 Mr. Bailey's paper on American shipyard apprenticeships than available from any other one 

 source. It seems to cover the field both concisely and comprehensively. Those who have 

 not given the subject special attention will note that as much progress has been made in the 

 methods of training and encouraging apprentices as in the methods of teaching in our 

 public schools and universities. 



As the world progresses, the demands on the profession, the educator, the artisan and 

 apprentice are more exacting. Opportunities for the deserving must be afforded for the 

 attainment of greater proficiency in a shorter time than formerly. It is, however, difficult 

 to say how far the education of the average apprentice should be carried in addition to 

 making a good workman. Increased opportunities are to be recommended to the extent that 

 they do not effect a decrease in personal effort. Fundamentally any system of apprentice- 

 ship is tO' afford a boy an opportunity to learn a trade to make his living. The majority must 

 work at productive labor or we would all lose our jobs. 



It seems to me that a grammar school education is sufficient for one who always expects 

 to follow his trade, and that he certainly should have acquired this before arriving at the age 

 of sixteen. The educational features of an apprenticeship should, of course, be open to all 

 and not compulsory, but rather planned for the brighter boys who have the ambition to 

 become something more than tradesmen. While this may not be precisely the idea expressed 

 in the paper, it is perhaps not so dissimilar. The system of credits, reports and marks as out- 

 lined by Mr. Bailey is well calculated to segregate the boys into their respective classes. 



While there seems to be some difference of opinion on scholarships, it seems to me an 

 excellent idea. They should be awarded to only those who deserve them on account of their 

 ambition, ability and personal effort. This, also, is in line with the thought expressed by 

 Mr. Bailey. 



Local conditions would, in some measure, influence apprenticeship activities. Where 

 there are good night schools they seem to fill the requirements and may be more permanent. 

 They, at least, require effort and sacrifice on the part of the boy. The boys who will be 

 most benefited will make the effort to go to a night school. I have known of about one 

 hundred boys from one yard going to night school at their own expense. The same thing 

 applies to correspondence home courses, but not to the same extent. 



The apprentice should learn the value of money and thoroughly understand that his 

 pay and the privilege of learning a trade are compensation for work performed. No other 

 money should be paid him except in the nature of a prize for completing his apprenticeship. 

 Scholarships, correspondence courses, night schools, and other advantages, if paid for in 

 part or in full by the company, should be regarded as prizes subject to more or less com- 

 petition. 



