did during one year is significant. The six-year cooperative students, although working but half the time, did three-quarters of the work of the regular students, including all the mathematics and sciences of the freshman year, and their average grades were 25 per cent higher than those of the four-year freshmen. As a matter of fact, the cooperative students have taken all the university work excepting three hours of English and three periods of shopwork, but, of course, they have received more shopwork at the city plants. than they would have covered at the university.

The question is sometimes asked relative to this plan in vogue at Cincinnati, How do the manufacturers themselves view it? The fact that they enter into the cooperation is sufficient evidence that they believe in it. But the evidence is positive, through the Cincinnati Milling Machine Company, in a paper presented by Mr. Charles S. Gingrich, mechanical engineer of that company, at the Fifteenth Annual Convention of the Society for the Promotion of Engineering Education, July 3, 1907. Mr. Gingrich stated in his address:

* * *

It is our good fortune to have the University of Cincinnati centrally located among us. When it proposed to us Professor Schneider's plan of a cooperative engineering course, it appealed at once to the business sense of each individual manufacturer. The plan looked attractive from the business standpoint. It promised us an immediate supply of boys of a much higher grade than those who take up the regular apprenticeship. It held out the prospect of our getting in a few years engineering graduates with a practical shop experience. We have all tried to give a shop training to young men from the colleges, but it is never entirely successful. The cooperative engineering course plan practically brings the school into the shop. Our present schedule of half time during the school year and full time in the shop during vacations puts the boy in the shops eight months out of the twelve. In other words, during the six years that he is taking the course we have him in the shop four years, the same length of time that is served by our regularly indentured apprentices. The fact that these students are capable of taking the university course is in itself proof of their high quality, and men of their class will grasp the principles, as well as the details of shopwork, very much more quickly than our regular apprentices. We expect, therefore, to give them a very broad shop training in the four years they will be with us.

This university is demonstrating the wisdom of the suggestion now made by various educators, that the ordinary college student would be greatly benefited by breaking a year out of his college course and entering upon some actual practical labor.

In this connection Mr. Frederick W. Taylor, consulting engineer, Philadelphia, has had some experience, and contributes valuable evidence. He has been very much interested in endeavoring to so educate young engineers who graduate from technical schools that they may be more useful immediately after graduation than they have been in the past. His personal observation has been that those young men who, either from necessity or otherwise, have had a year or two of practical work before graduating from college are a great deal more

useful than those who have not. They profit much more by their college course and are much better developed by such treatment.

Mr. Taylor has made a start in attempting to demonstrate the usefulness of this type of education by having young men leave the college at the end of their freshman year, take a year in a machine shop, and then return to the college for the balance of their course. His experiments in this line with young men of his city are most encouraging, all the young men giving the greatest satisfaction to their employers, and they decide themselves that they are getting great benefit from their practical work. Mr. Taylor therefore calls the experiment a distinct success.

These experiments open the way to a new feature of coordinate work, and they will be watched with great interest.

II.-TYPE OF INDUSTRIAL EDUCATION UNDER WHICH APPRENTICES ARE CONTROLLED TO SOME EXTENT OUTSIDE OF WORKING HOURS.

There are some establishments having a peculiar form or type of apprenticeship where the manufacturer or employer controls the individual apprentice, to some extent, outside of working hours. This system has both the elements of the old apprenticeship system and the elements of the type involving school and shop work, or that which has just been described and exemplified. There are not many examples of this third type, nor can it be ascertained to what extent it is being carried out, but the experience under it is interesting, for it shows a method of industrial education which may have some important bearings in the future on the whole subject of industrial training.

NORTH END UNION, BOSTON, MASS.

This organization is peculiar in its nature. It undertakes to teach the art of printing, and at the same time secure some employment for its apprentices. The apprenticeship indenture at the school carried on by the union consists of an agreement by three parties, the master printer, the pupil apprentice, and the North End Union School of Printing.

The boy is bound to the master printer for a term of four years, with the express understanding that one year of the term shall be devoted to school training, and if the apprentice fails to perform the work of the school of printing in a satisfactory manner, or proves idle, unteachable, or disobedient, the master printer has a right to be released from all obligations under the apprenticeship contract.

The school of printing, which has been in operation about nine years, is under the supervision of a board of master printers. This board consists of some of the best-known printers in the country. The pupils at the start were young men who were at work in printing

offices during the day, the school being in session three evenings each week, the object being not to make more but better printers. This method did not work satisfactorily, because the average boy, after laboring in a printing office all day, was not an ambitious student at night. His term of employment and prospect of advancement seemed to him so uncertain that the extra effort on his part was not by him deemed to be worth while, and so his enthusiasm, if he ever had any, soon waned.

After four years' trial of the evening school it was decided to turn it into a day school and make the term one year. Its prospectus stated that the aim was simply to give the pupil an intelligent start in his trade and instruct him in the essentials of good printing, so that with subsequent practice he could become a successful workman. To give him some training in the school and then set him adrift to find his place in the trade was not considered as fair to him, or of any benefit to the trade itself. Consequently an indenture form was adopted, drawn up along modern lines, with terms and conditions such as would attract any ambitious boy who wished to learn the printing trade.

This apprenticeship agreement covers a term of four years, the first year of the term being spent in the school of printing. No wages are paid the first year, while a tuition fee of $100 is charged, and a close scrutiny of a boy's qualifications for the work is constantly exercised. At the beginning of the second year the apprentice enters his employer's workroom and receives $9 a week for the first six months, then $10 a week for the next six months, and is gradually advanced until the last half of the fourth year he receives $16 a week. The working time of the school is the same as in the regular workshop, and the apprentices are responsible to their employers for regular attendance and faithful performance of the work in the school.

The superintendent of the union school emphasizes the direct connection which this school has with the employing class, and states that the exploitation of a boy in the interest of the employer, or vice versa, has never actuated the conduct of the management, and that the gentlemen who constitute the advisory board give much time and thought to the problem of the apprentice trade school. The superintendent also made strong statements, in the course of this investigation, relative to an apprenticeship system of the right sort, to the effect that it was an agreement between two persons to perform certain acts which are of mutual advantage, and that an apprenticeship indenture is essential to the success of trade training, if the shop is to supplement in any large measure the school training. He believes. that the problem of trade training is made very complex by the system of specialization and that the shorter the time required for a beginner to learn a process the quicker he is apt to be made a pro

ductive unit in the factory, so that unless an apprenticeship system had some indenture scheme guaranteeing to the boy an opportunity to learn his trade as a whole at a fixed wage with steady increase, resulting in more rapid advancement in trade training, it would not be, after all, a proper system. This is also the view of the General Electric Company.

The peculiar indenture at the North End Union, in the opinion of the directors of that interesting scheme, will guarantee to the employer continuous service of a boy for a definite time, and a better grade of boys (for an employer will not enter into a contract covering several years with a boy not selected with care), while the employer will get more faithful service, because the boy realizes that his interests are bound up with those of his employer, and that his advancement depends upon how he improves his opportunity.

Mr. Samuel F. Hubbard, the superintendent, states that it depends largely upon the employing class to provide facilities in the shop so that a boy can utilize the education which he received in the training school, and that, on the other hand, when he enters the school he ought to get into some relationship with the trade. This is the principle carried out at the North End School. Mr. Hubbard doubts the value of a part time idea, on the ground that employers have informed him that they could not be bothered by such a scheme, yet we see that on an advanced basis such a scheme works well in Cincinnati.

An apprentice at the North End School is allowed to give a note for $100 for his tuition, the superintendent not believing in having an outside party pay the boy's tuition fee.

The following data are interesting as showing the practical workings of the union from a money point of view:

North End Union, Boston.

INCOME FOR FIVE YEARS, ORDINARY APPRENTICESHIP, WITHOUT THE SCHOOL.

INCOME FOR THE SAME TIME, ONE YEAR OF WHICH IS SPENT IN THE SCHOOL.

Another interesting example of this third type of apprenticeship is the school established about thirty-six years ago in New York City by Messrs. R. Hoe & Co., manufacturers of printing presses. The need for a school of this kind grew out of the fact that the constantly increasing demand for improved machinery made it necessary to have a more intelligent class of workmen in the construction department in order to bring about the desired results, and the company decided to establish a school where the boys and young men employed in the shops during the day might spend a portion of the time in the evening in acquiring a knowledge of such things as would enable them to better understand the work in which they were engaged, and which might ultimately result in training up a superior class of workmen.

Admission to the school is restricted to the apprentices who are serving their time with the company, and tuition in the school is entirely free. The course of instruction covers a period of four years, and is carried on in conjunction with practical work in the shop during the day. It includes English, mathematics, geometry, and free-hand and mechanical drawing, opening the first week in September and closing the last week in May; sessions are held three nights each week, and the school is under the general management of the company. As the course of instruction is arranged to continue during and terminate with the regular period of apprenticeship in the shops of the company, all the graduates are competent to do prac