The sun., 1907-10-04
SoaE TRADE SCHOOLS SgIOED
I'VE ss~e gv~ss~" w vs- s.~N s ~ tes~s
v~ssss~ - ss- s~~~s., W~s sss. s-. b.
'.~sr- ts~ si~~s~~ssss -t.~ Ven, n-..
wv~ss y. ~ ts~,~vs s~s sss~,.s.

'h~ahsr' Stem mstnt~r ~ th~ Nnari
y Ftiosuon vhc r~e,rn~d r~-~r,iv fro,n
hHor" talked Yesterday n -prr~ s--ul,.
~ hi. s'u.iv ~ ~v~ral tpr~isn rulHc .,.1,,pl
svsstn- ~" important fsc, q Witch 10
va convinced . that Ne~ Norh nn., have
tfad" -~hools n ~ i- ,o stand veil ,n the inter.
national struggle frr world cn,nmero..
IN. ss'ho9la ~ London ~ p..rHn, Par.
Vienna, Frsnhfort. ~ ,ll ~. lafg. c,,is.
VISITED are ne frpfn our mos, 'rouhIs-
som~ problem. -s,id Nr stem Herr -e
hav" an enormuus and constantly growing
school population to witch Fnsh-h -
ioreign language That imposes upon o,ir
-y.'"fn q problem which d"e- M, troIhln
even Jondon ror in-'ancp, tho total lew
i-h population ~ London doe- no, exc~ad
mJg', and comparatively few ~ 'hrm
speak foreign language Here ve have
5000 or more Jew-. prac' o.,llv all ~ whom
-peak -ou" fo-r,gn language London ha-
~ few Italians they are negbg gihla uuau-
r'v We hav. probably more than IUr,sn
Italians
80 W. have m. problem of .upplyius
el"m"nta school sittings to trach an army
of children English before ". can teach
them anything elsr II IL that problem
our time. our money.
In the many cities visited found that
not having this foreign children problem
Ia tax their time and money. they have Ron.
rapidly ahead of us in technical schools.
~ trad. schools, as they are commonly
called over there. In every city visited.
from tho-' "f 3r,ooo population up. fourd
excellent lrad.' schools and was deepIv
mn
! iu not eSaRgeTat" when | -ay that 10 her
lrAde schools Germany to-day owes toa
large degree her important place IA th.
worlds CcmmerC..
Ihese schools are properly called trade
schools, for they teach not only "A technical
tnOvledge hut the economies Of trade ,
That Is very valuable To the indi vidual and
valuable To society and TO commerce Let
me plain:
10 years Of age, when they have been well
founded in the elementary and prepara-
tory courses. In the trade schools they take /,
two and three year courses They are I
taught some trad" thoroughly. II was a !
pleasure To see the plant. the appliances
for such teaching. Then they are instructed
IA the economics of trade: they are inn
pressed With the Importance Of consi derine I
all the clements OF cost They know /
something about the question Of markets |
for raw material, transportation, factory /
economies, by products, wastes A boy .
leaves such school knowing how TO do the !
technical work Of his selected trade, and he .
knows uie economic value OF turning out ,
good work. good goods
You do not have TO consider shis phase
of the matter long 10 understand how il
helps Germany, we will say, that every
year thousands Of Young men are entering
INTO nor ranks of tradesmcn with a broad
knowledge oi what trade means Even
IN a town oC the size of Salzberg, W OU
population, ] saw a fully equipped trade
and "chnical school which would be a
mod'l for any city.
Ne" York must also consider the social
question involved. This army of educated
artisans ~ tremendous force in elevating
the social ~ atus Of the whole body OF crafts
men. They dignity their calling They
form Ruild- which have a good influence
on the whole people socially
The members of the Board of Education
are unanimous in wanting 20 establish
such schools here in New York We want
TO offer opportunity 10 our boys and girls
81 ~ 10 devote the following three years of
their lives to learning useful trades into
which they can az once enter IA wage earn
ers But of course that would cost money
and We have not yet been able to supply |
full time sittings for all the children who
apply for elemental schooling. This year
we have something like 5000 pupils in
part time sittings; this year we ask $40 900 400
for our public schools. With those two
facts staring them in the face the taxpayers
naturally eVlnce no great enthusiasm over
the proposal to establish new kinds OF
schools which wilf-cost more money. For
Ten years we have been trying TO get our
sttnRs up to the demand. We have spent
money literally In building splendid school
houses-ftner than any l saw abroad--but
each year the demand keeps ahead of US.
Now | shall advocate going ahead with |
the trade schools without waiting for the
supply of elemental schools equallng the
demand We must do II IL We want our
H.. (. Al.
OF Western Europe. Our professional
ranks are overcrowded We educate boys
10 become lawyers and doctors and thew
starve. On the other hand skilled mechan-
ics. artisans. designers. are In great de- !
mand. New York must busy herself
giving boys and girls knowledge which
will earn them good livings. better our
trades output elevate the social status of
wage workers. rather than cater TO profit
less PRIDE"