The labor world. [volume] (Duluth, Minn.) 1896-current, 1906-12-01
TRADE IA UNIONS
!. ). :. AND EDUCATION
BY Paul s. Gillette.

quarters that trades unions are con-
stRAtutlonally opposed to technical
training schools. That this is untrue
ootn with respect to mechanical and
academic training may be seen by
feaolnE the history Of these ancient
tools Tor the uplift OF the worlds
1ollers. The one thing they have OPP.
posed In schools teaching sthe theory
OF the tAdes is the effort that has
oeen MAdN Iii, some Of the eastern cit
les to NEED the market with men who
are g1ven$a mere smattering of the
trades in some Of the places of in
struction. When one or more persons
claim to teach a trade in three months
or SIX months, as 1t is claimed the
plumbers and bricklayers' trades can
be taught by certain institutions in
ONO, we can afford to smile at the
very inconsistency Of it, for every ex-
perenced man knows how utterly
Impossible 1t is to complete a trade
IN that time. He also sees a great
Danger In the perpetuation Of any
metnod that puts an inferior grade Of
workmen In the field. Such men by
tnelr very numbers, and as much by
tne1r inferior product, will tend to re-
ouce the income and opportunity Of
employment for finished craftsmen.
1t. Is Tor this same reason that we
md physicians. of the bona flde
schools securing the passage of laws
that will protect them against
mood OF poorly trained quacks. The
M. D. spends four years of close
study to become fit for public service
and 1t Is not to be wondered at that
they take. drastic measures to bring
all practitioners up to the standard.
BY their educational requirements
both in school and out they make the
way even more difficult than it Is in
trades. Still there is little blame
thrown on them.
The craftsmen who seek special train
Ing as well as general. The story of
their progress, as set forth by the
most authoritative statisticians and his
torians, clearly shows that they have
at all times pursued the, way that
seemed ito promise the highest cult
ure possible for them to attain. We
will on this occasion consider the
theme as it is illustrated In the. his
tory of our own beloved United
States
Says Carroll D. Wright: "Educa-
ton and all that education means
was preached as the surest means of
reaching all the aims of the labor or
CARNATIONS" :. This was written in
reference to: the period when Amer
lean workmen were struggling to es-
tablish a standard working day of ten
hours. 1t was at the time when the
United States President, Van Buren,,
issued his proclamation establishing
a ten hour day in the navy yards in
1870.
It Is only. a., matter Of qoutation
from history to show that trades un-
! ions have at all periods in which
their story has been preserved. stood
for education as g. part of their sys-
tenn. It: must be borne in mind that
they are. not primarily designed for
the establishment Of schools. Their
! main purpose is to improve the con-
| ditions under: (which. men and women
toll. But tradesunionists are human,
they must therefor have the ambit-
ions common to all men, and one Is
the, craving for culture, which natur-
ally enough must be of the kind that
| fits them to become: more efficient as
| craftsmen. or better qualified. in some
thing useful. Let it be understood
that the education most sought by
| the working people Of America is
| utilitarian in character, not that they
conf1ne their studies to the industrial
sciences, but they seek to be self-sup-
porting and a support for dependents.
l p
economic value in some occupation,
artisan, professional or otherwise.
The founders of the knights of La
Dor: saw this when they incorporated
into their. principles compulsory at
tendance at school Of children ranging
in age from seven to fifteen years,
and the furnishing. Of text books by
the state free Of charge.
| This was only characteristic of the
entire movement to protect child life.
The leaders who protected children
by placing an age limit on those en-
engaged in continuous employment, by
urging compulsory attendance at
school, recognized the great psyche
logical law that childs mind is just
plastic enough and just at the right
age to be impressed with a fund
amental. education between seven and
fifteen years. They furthermore have
more hours for recreation, the de-
velopment Of brain and Drawn, than
II confined from A. M. till P. M
as the law: Of California subscribes for
those eighteen years of age or under
California has school law providing
that parents, or guardians, having
charge of a child between eight and
fourteen years Of age, must send it to
school not less than five of the school
months, and at least eighteen weeks
Of their attendance must be consec-
utive Fines are imposed on persons
| in charge for failure to comply
without, good and sufficient cause, as
provided. Massachusetts, preceded
this, for the legislature of that State
enacted a law in 1886, making edu-
cation. Of. working children compul-
sorry, and in 1866, child labor was reg
ulated by law, a commission being
appointed in the same year to probe
the question of hours. This is one OF
the most vital factors in education
| %}voa VIZ ho1vo schools ~, o1o~@,>