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training the second essential in an apprenticeship

publish 2022-10-28,browse 26
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training.the second essential in an apprenticeship system worthy the name is the provision of adequate training.the word training is used in its broadest sense to include preparation, not only for the life of the workman, but for the life of the citizen as well.in the preceding chapter we have seen that the scholarship schemes, connecting the elementary school with the university, and rapidly increasing throughout the country, are offering opportunities of training for those likely to rise high in the professional, the commercial, and the industrial world.it is probable that sufficient attention has not as yet been given to the supply of the most advanced kind of technological instruction, but the fault is being remedied, and the defect is due rather to lack of knowledge than to lack of will; and it is the instruction, and not the facilities of access to it, that is wanting.what we are concerned with in this chapter is the training of those destined to fill the posts of foremen and managers of small undertakings, of the skilled workmen of the future, and of those never likely to rise above the ranks of unskilled labour.we are also concerned with those who will occupy corresponding positions in the commercial world.it has already been shown that the training of these persons is onesided and inadequate, and, in the case of the majority, can hardly be said to exist at all.on the other hand, we have seen good reason to believe that the technical school can be, if not a complete substitute for the workshop, at any rate a necessary and fitting supplement.the day has gone by when it was necessary to argue at length the uses of technical instruction.employers in this country, as they have long since done on the continent and in america, recognize the advantages.yearly, whether by compelling the lads in their service to attend the technical school, or forming themselves into committees to advise as to the most desirable methods of teaching, they are displaying a keener interest in the question, and a fuller faith in the possibilities of practical training given outside the walls of the workshop.the defect of existing arrangements has been shown to lie in their limitation.for the majority technical instruction has been unsatisfactory or impossible of access.we must show in the present chapter how all may enjoy the advantages of training; but before doing so we must consider, a little more closely than has been done before, the kind of training required by the petty officers and the rank and file of the industrial army.in much of the preceding discussion it has been assumed that what the man wants is an allround training.this is undoubtedly a fact, but by an allround training is not necessarily meant a training that will produce a craftsman of the old school, equally capable of turning his hand successfully to any of the operations with which his trade is concerned.except in rural districts, in a few of the artistic crafts, and in certain branches of repairing work, a man of this kind is not generally required.it seems probable that the industrial tendencies of today are making decreasing demands for purely manual skill.the report of the poor law commission contains a valuable discussion of the question, and sums up the conclusions in the following passage: the general trend of our answers was that the skill of modern industry is scarcely comparable with the skill of labour in the past.one might say that, within twenty years, with the universal employment of machinery and the excessive subdivision and specialization of its use, the character of the productive process has quite changed.there is a growing demand for higher intelligence on the part of the few; a large and probably growing demand for specialized machineminders; and, unhappily, a relegation of those who cannot adapt themselves to a quite inferior, if not worse paid, position.if, then, the skill which we might have looked for and desired is what might be called craftsmanship, we must conclude that the demand for skill is, on the whole, declining.the allround ability which used honourably to mark out the mechanic is no longer in demand, so much as the work of the highly specialized machineminder.[179] but if there seems a less demand for allround skill, there appears to be an increasing demand for trained intelligence.in the greater industries employing adult male labour, machinery does not in the least resemble the long lines of revolving spindles one sees in a cotton mill.in the machine tools of an engineering shop there is comparatively little of such automatism, and, even where the machines are automatic, single men are put in charge of a number of machines, and the setting and supervising of these is work probably demanding a higher level of intelligence than ever before.i should say the skilled men require even more skill than they did, says mr.barnes, because of the finer work and more intricate machinery.side by side with automatic machines there has come about more intricate and highly complicated machinery.the semiskilled of today, says sir benjamin c.brown, is in many cases as good as the skilled was a quarter of a century ago.[180] or, as another witness puts it: the tendency of machinery is always to cause a substitution of intelligence for dexterity, the person who was in effect a machine by reason of his dexterity giving place to one who could understand a direct and mechanical process.[181] there seems also good reason to believe that the demand for intelligence outruns the supply.in the workmen, usually classed as skilled, the employer requires intelligence, but he wants something more; he wants trustworthiness, and frequently a certain highly specialized manual dexterity.the training of the workshop can supply the third of these qualifications; it cannot, however, supply the other two, which are in the main the products of education.but between the second and the third there is a certain antagonism.monotony in the workshop does not cultivate intelligence; it is actively hostile to such growth.unless there is a welltrained intelligence to begin with, the continual performance of a single task will reduce the man to the level of a mere machine.now, the employer does not want a mere machine; if he did, in these days of inventive genius, he would soon discover something more reliable in the way of machines than flesh and blood.he wants a machine with intelligence; he must therefore have a man.but the intelligence must rest on a broad basis of education, or the machine element will prove too much for it.this is the reason of the statement, found so often in evidence on technical training given by enlightened employers, that what is mostly required is a good general education.now we are coming to see that a general education does not imply a certain specific syllabus of instruction; it may be the result of the most varied kinds of instruction.we have ceased to take the narrow view that it consists only in booklearning and aptness with the pen.we have recognized that manual training may rightly play a large part in any system of education, and for the full development of certain types of mind is absolutely indispensable.consequently, though the employer does not need the man of allround skill, there is no reason why the workman should not acquire a general use of the tools employed in his trade

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