ASSOCIATION EDUCATIONAL WORK GEO. B. HODGE \ ?V V LIBRARY OF THE University of California. OIFT OF (PM-fc^^JL^A^J^ Class 1 % • • • ••• • • • •• • • • • Digitized by the Internet Archive in 2008 with funding from IVIicrosoft Corporation http://www.archive.org/details/associationeducaOOyounrich EDUCATIONAL DEPARTMENT Association Educational Work For Men and Boys A HANDBOOK OF Principles, Policies and Methods of Meeting THE Educational Needs of Men and Boys, Day or Night, Inside or Outside the Asso- ciation Building. The Results of Twenty Yeabs of Association Experience Geo. B. Hodge Educational Secretary, The International Committee Young Men's Christian Associations •• :•.:•: :.»,'. ASSOCIATION PRESS New York: 124 East 28th Street London : 47 Paternoster Row, E. C. h^U^ ,^ :hU Copyright, 1912, by The International Committee of Young Men'; Christian Associations • • •• • \ •• •« ••• • • . • •.;••••• • ••• ... '\l PREFACE This book is to succeed "Educational Work for Men," issued in 1902 and which went out of print in 1910. It represents twenty growing years of Association experience in all kinds of Associations, small and large, and among all kinds of men and boys. It is designed to be brief, yet reasonably full of detail in method so that by it : (1) Any secretary in any small Association may profit- ably organize his educational program. (2) Any committee may find how to study its field, dis- cover needs, mature and finance plans to meet such needs. (3) Any person may know the varieties and tendencies of supplementary work in the movement. (4) Any teacher may receive practical suggestions in handling courses and subjects. (5) Any stranger desiring to know about the movement can be thoroughly informed as to its history and the reasons for its substantial growth. (6) Any educational conference, institute or summer school for study of Association educational work may use it as a guide. It is fully illustrated with over fifty charts or graphs which clearly interpret and emphasize many of the facts, principles and tendencies ; also with thirty pages of half-tones showing the various kinds of work in operation. An unusually com- plete, cross-reference index of over 500 topics treated has been prepared and placed at the end of the volume. This will be found most helpful and valuable. The educational statistics are taken from various sources including: Government Reports from the Bureau of Educa- tion, and the Bureau of Commerce and Labor, in Washing- 235367 4 /:.:-/:\::%':-::.P$6MCE ton; the reports of the various State Educational Commis- sions; the Proceedings of the National Education Associa- tion; reports of state and city superintendents of schools; the Sage Foundation; many books, periodicals and other printed matter, including American Education by Draper, Continuation Schools by Jones, Laggards in Our Schools by Ayres, publications by Thorndike; also from visits to, and reports of, educational facilities in England, France, Switzerland and Germany. In its immediate preparation many days have been given by several men aside from months of painstaking effort by the author. For valued counsel and much material help, the Committee is under obligation to: J. G. White, educa- tional secretary, Buffalo; J. G. Perkins, educational secre- tary, Chicago ; E. L. Wertheim, educational secretary, West Side, New York; M. J. Davies, educational secretary. Cen- tral Branch, Brooklyn; W. C. Smith, State educational sec- retary, Massachusetts, to whom we are also indebted for special photographs on boys leaving school; F. M. M. Rich- ardson, railroad educational secretary, and R. P. Kaighn, educational secretary among industrial workers — both of the International Committee; and especially to R. T. Hill, my associate in this department, who prepared the chapter, "Among Boys," and parts of several other sections. Also to Mr. B. B. Farnsworth, general secretary, Twenty-third Street Branch, New York, to Mr. E. L. Shuey of Dayton, a member, and Mr. F. B. Pratt, the chairman of the educa- tional section of the International Committee. We trust the result of their labors will prove a real help to all Association educational efforts. George B. Hodge^ Secretary New York January, 1912 TABLE OF CONTENTS I. Introduction and Survey Page Paare Need 7 Scope and Nature 11 Opportunity 10 Value 12 Purpose 11 II. History, Principles and Policy History 20 Policy 28 Principles. 24 Religious Instruction. 84 III. General Features Reading Room 89 Educational Trips 49 Library 41 Class Lecture Series 62 Lectures 48 Educational Clubs 64 Practical Talks 46 Class Work 61 IV. Class Work Schedule 62 Special Courses or Schools 81 Divisions 64 Text Books 82 Terms 66 Teachers 84 Admission .' 67 Examinations 89 Tuition Fees 69 Closing Exercises 90 Class Sessions 78 Summary 91 Class Rules 76 Day Work 94 Courses of Study 76 V. Administration and Supervision Nature and Principles 100 Equipment 182 Educational Committee 102 Student's Equipment 188 Educational Secretary 107 Budget 189 Training 114 Records and Reports 144 Study of Field 117 Chronology 152 Cultivating Interest 123 Educatograph 166 Advertising 128 VI. Among Different Groups City Men and Boys 168 Industrial Workers 168 Railroad Men 168 Colored Men and Boys 171 Rural Men and Boys 162 Outside of Building 172 Army and Navy 166 Coming Americans 178 CONTENTS VII. Among Boys Page Page In General 178 Shop Work 196 Keep Boys in School 180 Educational Trips 199 Rooms and Furnishings 183 In Camp 199 Reading Room 185 Agricultural 202 Library and Books 186 Dramatics 204 Practical Talks 188 Exhibits 205 Educational Clubs 189 Leadership 207 Class Work 191 VIII. Vocational Training Industrial Education 209 Suggestions from Abroad 222 Continuation Schools 212 Vocational Guidance 228 Apprentice Schools 216 Agricultural •. 231 IX. Miscellaneous Thrift and Savings 233 Social Service Civic Training 235 Exhibits and Contests Visual Instruction 237 ASSOCIATION EDUCATIONAL WORK I. INTRODUCTION AND SURVEY 1. The Need From the United States Bureau of Education we learn many significant and startling things : a. Boys leave More than two-thirds of the boys leave our splendid public schools before the end of the eighth grade. The chief reasons for so doing are — to help earn a living for the family, the "call of the dollar," or because they dislike school. b. Length of schooling The average length of a boy's schooling is less than six years and this school training is taken before the age of twelve or fourteen, while the boy is too young to appreciate his loss. c. Boys graduate Less than one boy in four completes all the grammar grades, and but one boy in eight goes any farther with his schooling. Only one boy in forty, or one-fourth of those who enter the first year of the high school, complete the course in high schools, public or private, or go higher. d. Sixty per cent Of all boys twelve to thirteen years of age, who certainly should be in school, less than sixty per cent are there. 8 ASSOCIATION EDUCATIONAL WORK How Boys Drop Out of Public Schools in the United States From Sage Foundation Reports, 1911 Grade Age Boy First 6 100 Fifth 11 65 Eighth 14 27 High School 18 6 e. Those who remain From the Sage Foundation reports we learn : (1) That of one hundred boys in the first grade there are only fifty-five in the fifth grade, twenty-seven in the eighth, six in tlje high school, and one to enter college. (2) That only five per cent of the males in the nation are fitted by definite educational training for their occupa- tions or vocations. These and similar striking facts show the great lack of the more adequate and fuller use of the vast wealth of American public school facilities by the boys. f. Illiteracy From various reliable national authorities noted by A. S. Draper, New York Commissioner of Education, we learn that among the voters in the United States, illiteracy is more than four times as great as in England and Scotland where the facts are based on records of marriage licenses ; sixteen times greater than that in Switzerland ; and 250 times greater than that in the German army. The present records show that owing to the very large immigration during the last few years, the per cent of illiteracy in the United States is slowly increasing rather than decreasing. CoLKsi: IN Public Steaking Los Anuelks, Cal. 'w ^, ♦ " V *r^^^^- aV iOT^'it^W^ One Section of Automobile School— Boston, Mass. Chemistry, Copper Analysis— Seattle, Wash. INTRODUCTION AND SURVEY 9 Illiteracy* PROPORTIONS OF THOSE IN VARIOUS NATIONS WHO CANNOT READ OR WRITE New York State Educational Department. Report on Illiteracy. 1907. Commissioner, A S. Draper I Germany— 1 in 2600 ■ Sweden and Norway— 1 in 1250 ■ Denmark— 1 in 600 warn Switzerland—! in 166 ^^^mt^ammm Holland— l in 40 ^m^ma^^mma^ England and Scotland— 1 in 40 ^■^^IBi^HBBI^HI^iHi^^HBI^B^^^^^Hi Prance— 1 United States— 1 in 9 •In Continental Countries figures based, largely, on army recruits. In England and Scotland largely on marriage licenses. In United States on voters. Illiteracy in Southern States is excessively high. Percentage of Illiteracy In Nations without compulsory education laws 60 to 68% In Nations with compulsory education laws 1 to 10% In States in United States without compulsory education laws . 12 to 88% In States in United States with compulsory education laws . . 8 to 12% g. Occupational training From official reports of various national and state edu- cational commissions we learn that there are more than 370 different kinds of professions, occupations, trades and lines of Hfe work represented in America. For only a small portion of these occupations have definite facilities supple- menting public school privileges been provided to help men and boys prepare for life work; while in some foreign nations the corresponding training facilities — commercial, industrial or technical — are many times greater than in America. The need for specific, timely, adapted supplementary training in commercial, industrial and many other voca- tional lines for men and boys in America seems to be many times greater than all kinds of constructive effort yet pro- vided to supply such need. 10 ASSOCIATION EDUCATIONAL WORK 2. The Association's Opportunity In view of the many and increasing series of needs like these to meet the demands of our present-day complex civili- zation, there is an unparalleled opportunity for the service of individual men, of clubs, of the Young Men's Christian Associations and of the Church to help meet such needs by largely increasing all forms of supplementary facilities for general vocational training, including commercial, industrial and professional. fukijC s JPriyfafe Schools j attendance At .. SkAde^^c roytic**.* T!£i D J*r YM.Cfi. oTktr SuPPLENlENTftRi Ed'H ^UmhaJtd Area. \fOCatiOi\a,L " Com7ner-«t*t miiuiiiimiiimmiminimitiMi^iftmin::^'. S Afc to JO The field for supplementary education among males is here shown to ad- vantage. The shaded areas of two kinds show relatively the number of males in public schools and also in all supplementary industrial, vocational and pri- vate schools. The blank area shows the opportunity for vocational training needed by males under 55 years of age. THE OPPORTUNITY 11 As the Church through the past two hundred years, in all similar needs of men and boys, has so often wisely led in providing the necessary additional educational training through college, technical schools and other appropriate features, so today its leaders through the Association have an increasing opportunity and responsibility for extending adapted service in the highest interests of men and of the nation. For twenty years the Associations have been slowly but steadily developing such facilities, increasing the number of subjects taught from 20 to 120 in 1911 ; the number of teachers from 500 to nearly 2,600 ; the practical talks from 400 to over 9,300; the number of students from 12,600 to over 61,800; the annual expenses from $60,000 to over $780,000; the annual tuition receipts from nothing to over $528,000; and the number of different men annually defi- nitely aided from 60,000 to over 626,000. 3. Purpose or Objective The purpose of Association educational work is to develop efficient Christian manhood; to help men and boys help themselves ; to inspire them to higher ideals of life and ser- vice ; to acquaint them with and help them to wisely develop their own capabilities; to increase habits of industry and thrift; and to prepare them to render more easily, willingly and effectively the highest type of industrial, social and Christian service. It encourages and strengthens other good forms of edu- cational work ; improves citizenship, commerce and trade through appropriate facilities offered at any hour of the day or night; and places emphasis upon Christian character building as fundamental. 4. Scope and Nature Many years of Association experience in an ever enlarg- ing program of practical educational privileges conducted 12 ASSOCIATION EDUCATIONAL WORK in or outside the Association buildings to meet needs of men and boys, show the following general divisions of privileges with their record in the same for 1911. For complete defi- nition of each of the following topics or features see chap- ters III., IV. and V. Reading rooms, used daily by nearly 1,000,000 men and boys; libraries, from which 700,000 good books were read; educational lectures, of which 1,900 were held; practical talks, 8,800 of which are reported; educational tours of various kinds; educational clubs with 22,000 men; class lecture series for work of University Extension type and with 6,300 men; educational classes in which 2,560 teachers instruct 61,850 students; tutoring, taken advantage of by 7,000 men and boys ; individual altruistic service of a large and increasing extent; extension features of great variety outside the Association building and promoted by over 130 organizations; work for coming Americans; and Day schools and courses of a large variety with over 5,000 men and boys enrolled. 5. Value of Educational Work a. Value to men The value of Association educational work to men and boys, as shown by experience, is proven by : (1) Enabling them to wisely use leisure time day or night. With the reduced length of a working day in many places from twelve hours to ten, to nine, and then to eight hours, the successful daily use of these two to six leisure hours for largest efficiency in life to the man and to the community, becomes an increasing problem. The man suc- ceeds or fails depending upon his use of these off hours. While the great majority of such leisure is after 5 p.m., yet in the modern developing of social conditions there are in- VALUE TO MEN 13 creasing numbers of males with off hours in the forenoon or afternoon, rather than in the evening. Large numbers of men are on a night shift, thus making day privileges necessary. (2) Inspiring them for larger usefulness. Every form of proper study becomes helpful not only in business pur- suits but leads to a larger and higher life, and to a broader mental horizon. Increased intelligence of the right kind creates a desire for that mental culture which is considered by many as having the only real value, and for the power of real enjoyment and usefulness in life. (3) Helping men and boys discover their bent, as through the proper training of such inclinations, desires and abilities they are led into more congenial and successful life work. (4) Developing larger and more adaptable capacity for service. In the present day with its increasing demand for adapted skill and intelligence in labor of all kinds, the tech- j nical training of the eye to see, of the mind to think, of the will to act, and of the hand to do, is peculiarly essential. (5) Fitting for promotion and its usual increase in sal- ary. Since 1893 nearly 400,000 different men, in from 10 to 200 class sessions each, have been aided in Association class work alone. The conservative estimate by business economists places the increased value of the service, due to the training a person secures who takes the most thorough courses of Association class work, at $75 per year. This increased income per year is equivalent to that of a safe 5 per cent bond investment of $1,500. Can a young man more easily gain a larger or safer permanent investment? (6) Similarly careful and conservative estimate shows that for every dollar annually invested by friends of young men in Association educational work for a series of years, at least $2 is seen in the increased income of the man or boy taking advantage of the privileges thus provided. 14 ASSOCIATION EDUCATIONAL WORK Educational Privileges and Their Use — North America Entire line (dotted and full, together) shows number of males of each age- careful estimate from census and Government reports. Heavy portion shows approximately those in school. Dotted portion shows approximate field for supplementary education. Age Fourth or Fifth Grade. 10 ^^^^^^^^^^ 12 Eighth or Ninth Grade— Enter High School. "The call of the dollar.' 14 ^^^^■^^■IH^^^^^^B High School. College and Professional. 18 20 ^HiH Opportunity for Continuation, Trade, 22 H Vocation and Apprentice Schools— The Special 24 ■ Field of the Young Men's Christian Associations. 26 I Over 6,000,000 boys go to work with only 4 to 7 *o years' schooling. Here is the need OQ for the trade, voca- tional, or apprentice school. 32 The higher institu- 34 tions of learning in the United States have less than 200,000 male stu- 36 dents— one and one-half per cent of males over 10 38 years of age. 4Q This graphic field of Educa- tional opportunity for men continues with those from 42 42 to 60 years of age or more. (7) Chambers of commerce estimate the value of this Association educational service to the interests of the city and the nation at fifty cents per working day. As a double factor of safety, suppose we call this only 25 cents per day, then for all of the 61,850 men in class work (1911), the VALUE TO MEN IS value of this increased annual service to the nation is over $4,500,000. (8) Helping boys to remain longer in school and thus realize far more from the excellent public school facilities. Thousands have dropped out of public school at 12, 13 and 14 years of age, and after spending one or two seasons in the Association have gained that appreciative intelligence which has led them back into the upper grades of the gram- mar schools or into the high schools. Thousands of others from 14 to 18 years of age, through the appropriate Asso- ciation facilities, have gained ability, faith, courage and the means to enter college. Many hundreds of other boys, through the influence of the growing educational work, have been stimulated to enter college. -^ (9) Development of Christian character — the climax of best educational effort. As a bad man educated is one of the most dangerous men in the world, so by interesting con- trast, we find that in the training of the great majority of the world's best leaders and workers. Christian character development has been one of the chief factors. The uniqueness of the Association is seen in that while it has successfully met practical educational needs in 120 distinct lines of class work, and thus supplemented other schools; while it has afforded such privileges in leisure hours ; while the interest and attendance of men is from ten to twenty per cent higher in the Association privileges than in public evening schools; while more than half of the expense of this work aside from buildings, light and heat, has been paid by the students themselves — and all of these things any school can do — yet the Association in addition has had a different objective from most other schools in its aim to have all these efforts and privileges permeated by the spirit of Christ and to develop sturdy Christian character in all. In this way the Association makes for the very best indus- trial, social, commercial and Christian citizenship. 16 ASSOCIATION EDUCATIONAL WORK b. Its value to employers is seen in: (1) The more efficient service rendered by employees. More of care and intelligent interest in the employment usually come from a broadened, trained and more sympa- thetic employee. (2) The larger profits, better output and greater respect enjoyed by the plant or corporation on account of the in- creased skill and intelligence of the employees. As a man is known by the company he keeps, it is equally true that a company is known by the men it keeps. For such larger and better results it is but natural that employers can well afford, and are increasingly found willing, to promote and extend salaries of employees; also in most cases they are found willing to support and encourage the Association that can help provide such improved service. (3) All that it means to have intelligent, rather than ignorant, labor ; to have careful and contented, rather than shiftless and discontented, men and boys. The Association features with their up-lifting social and Christian atmos- phere, generate those qualities which are cooperative and encourage comfort and peace rather than stir up trouble and discord. c. Its value to the public (1) It encourages, strengthens and supplements other good schools. When rightly conducted. Association educa- tional work materially helps to raise the educational stand- ards, helps to create a thirst for education among all, and increases the educational interest, respect and support in all good effort, thus expanding the educational horizon, and lifting civilization in the right direction. (2) Pioneer or experimental service. Its business being to meet discovered educational needs as well and as quickly as possible has given the country a wealth of service that cannot be estimated. Dr. Elmer E. Brown, when United Carpentry and Roof Framing— Portland, Ore. ■'wi . k^ 1 Plan Reading, Estimating and Building Construction— West Side Branch, New York City English for Coming Americans— Cambridge, Mass. VALUE TO THE PUBLIC 17 States Commissioner of Education, said, "The Association is a great educational pioneer. It discovers and blazes the way which the main column of the public school system of the country later follows." So far as we know definite educational efforts in the evening to meet the needs of many employed men and boys in more than 20 subjects have been born in the Association and later have been adapted and introduced into public and private evening schools. This includes practical work in applied chemistry; drawing ap- plied to the building trades and to industrial design; sign making and show card writing; real estate; insurance; ad- vertising; automobile schools; poultry raising; fruit cul- ture ; a number of special forms of industrial training ; some types of semi-professional or vocational training. (3) Better results in commerce, trade and industry are already seen. Thousands of men in drawing, mathematics and other Association classes have greatly improved their service in factories, building trades and manufacturing. Scores of thousands of men in arithmetic, bookkeeping, business English and other similar Association classes have made themselves more efficient in all forms of commercial, business and managerial positions. (4) The larger appreciation of the value of an educa- tion, and of going to school, on the part of boys and men. Attention is being given to the real economics of good edu- cational training. More than ever they realize that time and money thus spent is not an expense but an investment. They are beginning to appreciate the truths of the following economic educational facts: (a) A grammar school education increases the chances of a person's earning capacity 50 per cent, a high school training increases his efficiency 100 per cent, and a univer- sity training 300 per cent. (b) Boys with little or no schooling fill blind alley jobs, provide the great mass of unskilled labor, lead a life of but 18 ASSOCIATION EDUCATIONAL WORK little comfort, real joy or completeness, and earn, according to records and reports of industrial commissions, from $300 to $450 per year for an average life. Similarly boys who have spent four years more in school and finished the gram- mar grades are able to put more into life and get more out of it. They earn from $400 to $600 per year for an aver- age life. In forty years the latter will each earn $5,000 more than the former, and this amount is equal to $5 per day for each of the 1,000 more days they spend in school. In what other way can a boy so easily place $5 per day in an investment which can never be taken away from him ? (c) The uneducated man, so economists tell us, earns about $1.50 per day or in forty years he would earn $18,000. The man who has spent twelve earnest years in going through the public schools, completing the high school course, has similarly proven himself in numbers of cases to have earned a minimum of $1,000 per year, or in forty years $40,000. The difference between the two, $22,000, is thus the simple cash value of an education. To gain this increased income of $22,000 in forty years, the latter person spent twelve years or 2,200 days in school. Hence one day in school for the boy who goes through the high school is worth $10. (d) It is at least an interesting coincidence, and quite universal, that in proportion as states give much or little public money and effort to educational training, there will be seen a corresponding large or small wage earning power. A few years ago the United States as a whole spent $2.60 per capita upon public educational training, while Massa- chusetts similarly spent $5.30. At the same time while the daily wage earning power per capita for the United States as a whole was 44 cents, the similar daily wage capacity for Massachusetts was 96 cents. (e) A few years ago, the Governor of Alabama in mak- ing a plea before the state legislature for greater liberality VALUE TO THE PUBLIC 19 of funds to encourage public school purposes, said, "We of this state are obliged to give eight days of labor for what one day of labor would bring in Massachusetts." (f) In a careful study of the 10,000 men in "Who's Who," on the relation between educational training and careers, it was found that 65 per cent of these 10,000 men were college and university trained, 25 per cent were high school graduates, 10 per cent had received only a common school education, while the name of no person who had had no definite educational training was found in the list. f"m, ^ W — — — S-^ ^ ^ 1 iL- 3 ^ ^ S _ii VtlL\ 01 g s^ -\ -- — — 1 — 1 7a ^ St — El tc -i R/ a/Htr IG _ \ \^ ^ ^A/) -V \\J ^ 7 he^ ^ h n^ ; ^ --^ h s\^A V JJ>1 A f» J> ■7. ffet -7/7/ //*>? ^r" ^f7nr / / •*" I.-. '^C ■% pfit ^i or |<3A< ^/r/y /)r(\ pffO / /. ' ^C % »m r ^ /*» ^0 r A / / >i „ ^ m ^ d h cc mi il ff/o/ en i<^ 3 ^. -1 m ■ XP r 3- 1c -j\ 1% an. ZOA QSL , ^5. y — ' t^ !fii _£a ja 7% OfL. HU, QA. i: — — — — — — '±c ^ '^ ^ IR M — — — — — — — — A.., \t\. Im. / f-uA '1 X S^Ct < It r /4 9 /'. f A 7 i f A t e 3 g 1 z. 5 Z 6 r 7 z 9 f 9 s 5 / A 2 3. 3 J f A t J « 3 7 J B 3 9 These findings on the "Money Value of Educational Training" are the result of much investigation by Mr. James Dodge when president of the Society of American Mechanical Engineers. It is worthy of careful study. II. HISTORY, PRINCIPLES AND POLICY 1. In England Although begun with the sole idea of benefiting men spiritually, the Committee of the London Association at its regular semi-annual meeting, December, 1845, reported the organization and conduct during that fall and winter of the famous Exeter Hall educational lectures; also the forma- tion of mutual improvement or literary societies, "in order to bring young men under the influence of the Association, who could not be reached by the directly religious agencies." The educational lecture, therefore, was the first educa- tional feature organized by the parent Association, and the educational club, in the form of a literary society, was the second feature, and both in the fall of 1845. This famous lecture course ran twenty years, and was probably the long- est in duration, included the largest number of noted leaders and lifted the public conscience more than any similar course since. In 1849 reading rooms and library work began and these privileges were not only for members but for all whom their influence could reach. Class work was not organized until 1853. /In this connection we note first, the primary object in founding the Association was the religious life of men; second, the first eflForts to help men in daily life were educational as, lectures, clubs, reading rooms, libra- ries and then class work; third, earnest care was taken in all these steps that these so-called secular agencies be kept closely as auxiliaries to, not substitutes for, the main object of the Association. While some excellent service has been rendered, yet com- paratively little effort has been given to extending the edu- HISTORY, IN NORTH AMERICA 21 cational work of the London and of many English Asso- cations with the result that other organizations, as poly- technics and various kinds of institutes, have now occupied the field and are doing splendid work. The Young Men's Christian Association thus lost a large measure of its oppor- tunities along this line of effort during the past 60 years. 2. In North America For convenience the periods of the development of this work in North America may be given as follows : a. 1851-1866 — Opposition A period of inactivity with comparatively little or no educational work. The first North American Associa- tions were organized in 1851 at Montreal and Boston. But little available material is found in written records or his- tory concerning educational work for the first fifteen years of Association growth. A few Associations like Boston, Montreal, New York and others conducted reading rooms, some library work, a few lectures, also occasionally a liter- ary society. So far as is apparent from records, only a small portion of the interest and effort to help men in edu- cational features was evident until thirty-five years or more after the planting of the Association on American soil, or until after the first generation of its American founders and promoters had passed away. There have been infer- ences that during these early years the zealousness of the American leaders for the religious work, together with the fear that the so-called secular features might choke or de- stroy the religious, were so pronounced that they not only did not encourage educational work but seemed to seek every opportunity to oppose and discourage it under Asso- ciation auspices. 22 ASSOCIATION EDUCATIONAL WORK b. 1866-1880— Toleration A period of toleration of some forms of educational work in a few places. The work was regarded as a side issue of the Association and left to take care of itself. It was not promoted or encouraged, but rather opposed and discour- aged. Records show a slow but steady growth in the num- ber of reading rooms, libraries, lectures and a few literary societies and four Associations reported sixty students in class work in 1866. These classes were almost wholly con- fined to a study of the dead languages and largely limited to divinity students. c. 1880-1893— Awakenings A period of awakenings and new interests. Some effort was made to encourage the work. A new conception began to develop which realized that the Association stood for more than the development of the merely spiritual life among men. There was continued opposition, but from a less number of people. The subject began to appear at state conventions during the last three or four years of this period, and in 1889 came for the first time before the Inter- national convention. A number of leaders with wisdom and foresight began to agitate for the definite and system- atic encouragement of this work. Reading rooms, libraries and lectures continued as before with more attention given to increasing their usefulness. The practical talk was intro- duced with much success. Educational clubs were expanded in variety and novelty. Class work was developed in com- mercial and language subjects. A beginning was seen in industrial and science subjects during the last year or two of the period. d. 1893-1900 — Encouragement A period of encouragement, development and of super- vision of the work as a whole. The International Com- HISTORY, IN NORTH AMERICA 23 mittee through an added department of its service began the encouragement and promotion of this work. Principles were studied, experience of all forms of supplementary work were gathered and suggestions drawn for the benefit of the Association. An advanced step was taken when a few local Associations employed special secretaries to give particular attention to this work, thus marking the begin- ning of a new epoch, and through its helpful influence the work as a whole was greatly strengthened. Special effort with boys was started, and the educational department came to be regarded as a vital part of the Association movement. The day of its being a side issue ceased among the majority of leaders. Opposition grew less and less. Increasing effort was made to discover definite and particular needs of men and the work was placed on a much stronger financial basis with the charge of nominal tuition fees for class work. Increased interest was found in many forms of applied science as related to manufacture, industry and trade. A system of International examinations was inaugurated which materially enhanced the character of the work done and increased the respect and support of the public. Many educational institutions began to encourage and commend the Association rather than to criticise. e. 1900 — Expansion We are now in the period of expansion and extension. The general objects, principles, methods and policies are continued with ever increasing quality, added interest and larger value. Spring terms are added to the winter work, day work becomes more prominent as an expansion of the evening work. Summer schools for boys during July and August are conducted. Special schools, many kinds of which have their birth in the Association as it meets present-day needs of men, are started — as automobile, ac- countancy, art and decoration, salesmanship, advertising, 24 ASSOCIATION EDUCATIONAL WORK insurance, real estate, textile designing, plumbing, fruit cul- ture and many others. Work outside the building begins to grow rapidly. Much interest is taken in new forms of industrial education and vocational training, various features pertaining to agricul- ture, gardening, live stock, poultry and scores of the newer vocations claim increasing attention. Local supervision in- creases in the number of places and efficiency of service; some state supervision is given and with splendid results. Increased emphasis is placed on quality of service, rather than quantity ; on developing intensively rather than exten- sively; on the higher and more efficient training of educa- tional secretaries ; also on Christian character building among both boys and men. How Boys Attend High Schools (Public and Private) Prom U. S. Bureau of Education, 1910 First Year.... 196,758 or 44. % m^^B^mma^i^ma^^a^mmmmmmmmm Second Year.. 120,984 or 27. % ^^■■■■■■■■■■■■■■■■i Third Year... 79,072 or 17. 59^ mmmmmmmi^m Fourth Year . . 52,505 or 11 . 6% Graduate 50,533 or 11, 3. Principles In general the Association has for its object the develop- ment of all-round Christian manhood and boyhood — spirit- ually, educationally, physically, socially — all phases in one coordinate effort to make life more abundant for each man and boy and thus establish Christ's kingdom on earth. The Church at work among men and boys for the making of men, not money; for developing successful lives, not the mere making of a living; for cultivating and promoting altruism not selfish commercialism. The Association is not MCBURNEY MEMORIAL CUP O B E AX E R KNOW LE DOE, i/| _ DIGGER ^^ I WHAT CAN^YOU ISJttifoUESTION Q L rUTURE Educational Designs from Students' Poster Contest ITS PRINCIPLES 25 bound by tradition, has no so-called system to hinder its flexible efforts, and is thus not unwieldy. In its efforts to serve men and boys it is limited only by the means at its disposal. The experience of the past twenty years indicates that the best results in any community are based on the following principles of Association educational work : a. Aim Its aim is to develop efficient Christian manhood and boy- hood. b. Policy Its policy is to first carefully study local conditions and discover the educational needs of men and boys ; then to mature such plans with available means as will best meet these discovered needs. c. Encouragement or supervision It will have ample encouragement or supervision and generous support. Money and efficient men thus invested yield largest returns. An Association with average interest but with poor supervision is likely to have its educational work become a burden ; while with efficient and trained supervision its work as a whole in all departments is lifted because its educational work is respected, supported and extended through the community as an investment. d. Adaptation It will be adapted to local conditions in various features, in leaders, in places and times of conducting. One secret of its success is to fit the system to the person rather than, as is the case so often in public schools, to fit the person to the system. \J 26 ASSOCIATION EDUCATIONAL WORK e. Administration It will be adequately administered. A board of directors, committee force and employed officers with conviction, ap- preciation and leadership are necessary. f. Flexibility It will be largely elective and flexible, to meet the varying needs of different bodies of men and boys; conducted at such times and places as are most expedient. g. Relation to life work It will seek to be more and more closely related to present needs of commerce and industry, at the same time placing emphasis on such cultural training as will enrich and develop the lives of men and boys. The school, the shop, the office and the vocation will come more and more closely together and this will cause new and varied forms of effort and working relations between the Association and the factory, the business, and the vocation, for promoting appropriate apprentice and vocational privileges. h. Teachers and leaders It will include the best available talent for teachers and leaders, many of whom will receive substantial salaries be- cause of the special expert nature of their service. The dominant spirit in such teaching will be altruistic rather than commercial. i. Competition It will encourage and strengthen rather than compete with all good educational efforts. While it may offer the same subjects and courses as other schools, yet with its methods, purposes, social atmosphere and variety of fea- tures, the Association will be attractive to bodies of men and boys not touched by other agencies, and thus will create a unique field of its own for needed service. ITS PRINCIPLES 27 J. Personal investment It will charge nominal fees for its principal features, knowing that a person appreciates and makes larger use of that in which he invests something of himself. See Tui- tion Fees, pages 69, 92. k. Outside the building It will extend and adapt its various features wherever needed to places outside the building — various centers, in factories, homes, halls and public school buildings. L Membership It will place a premium on Association membership, be recreative and attractive, as well as thorough and practical ; full of inspiration and suggestion, fitting each for a more serviceable and efficient life. m. Some objects briefly stated (1) To arouse consciousness of educational need. (2) To help discover the individual's "bent." (3) To stimulate and encourage mental development. (4) To fit for larger service. (5) To aid in adjusting or readjusting men's lives to life's demands. (6) To afford a field for servers and leaders as well as for the served and led. (7) To give men and boys what they most need next. (8) To teach the dignity of labor, encourage thrift and savings, cultivate appreciation for the intellectual and the more abundant life. (9) To help men put more into the world because the Association helps them to get more out of the world. (10) To encourage the development of efficient Christian character. 28 ASSOCIATION EDUCATIONAL WORK 'Prot9oytion of Mala (SU 7o yr* o/^cf c) /HScKeo I Mi^K ScAaeC Out o^ Sckool Of all the males between 5 and 70 years of age, shown in the entire area of the diagram, the shaded area shows the proportion of these men and boys in any kind of school, public or private, conducted by day or night. The unshaded area shows the field of opportunity for appropriate educational facilities to meet the unmet needs of those out of school. 4. Educational Policy Careful study of Association educational work for many- years reveals the following general policy: As to a name, "Association Institute" is largely used. It is short yet com- prehensive; includes class work, talks, clubs, reading and all varieties of educational effort conducted by the Asso- ciation for men and boys both day and night, in the build- ing or outside of it. In case it is largely endowed it often honors the donor in name, as "The Hillyer Institute" of the Young Men's Christian Association, Hartford, Conn. Best and largest results in small Associations, whether in one feature or in many, are found where the following practices are followed: Each Association is urged to adopt as many of its features as are found to meet local discovered needs. In proportion as each Association sets a carefully selected goal and works patiently toward it, largest success is seen. (For more complete description of the conduct of each group of features, see chapter III.) a. Reading room Encourage systematic use of standard periodicals, weekly bulletin board for directed reading, personal interest of committee and directors. Separate rooms for boys and men. Goal — Thoughtful weekly reading of two or more periodicals by each member. EDUCATIONAL POLICY 29 b. Books and library Through reading clubs, volunteer service and talks by interested leaders, guide and increase the systematic read- ing of good books among men and boys. Draw from public and private libraries in addition to that of the Association. Cultivate use of reference library in the study room of the Association. Goal — Three books per year per member. c Formal lectures Of high grade that lift the community, rather expensive, held in large hall or theatre, with mixed audience, admis- sion fee, possibly a part of the lecture and entertainment course. Goal — Two to five per year. d. Practical talks Informal, inexpensive, boys and men separate, usually small groups, held anywhere, in the building or outside, any time, as noon or night, and given by local talent. Goal — Ten to 100 a year, or one for each twenty-five members in small, and one to fifty in large, Associations. e. Educational trips or tours Boys and men separate, to various points of interest in home community or elsewhere, and involving from one hour locally, to a several days* trip to one or more cities. Goal — Two to ten per year. f. Class lecture series For mature and experienced business or college men, in professional or semi-professional or vocational subjects, as law, accountancy, advertising, insurance, real estate, sales- manship, poultry, investments, art and decoration. High grade, rather rare and expensive leaders and teachers ; much demonstration, illustration, discussion and reading; ade- quate tuition fees; course from ten to twenty-five or more 30 ASSOCIATION EDUCATIONAL WORK sessions, usually one a week. Goal — Two to ten or more series per year. g. Educational clubs For discussion, reading, research, study or educational service or stimulus of any kind among men and boys ; five, ten or fifteen per club; a leader; definite program for one month, three months, six months or a year; nominal club fee; literary, science, music, debate, current topic, civic, art, technical and vocational. Goal — Two to twenty, or at least one club for every 100 members in small, or one to 300 in large, Associations'. Number of Different Students in Association Educational Classes 4 1890-10,600 1893-18,000 1895-22,500 1898-25,130 1900-25,902 1903-30,622 1906-36,826 1909-46,948 1911-61,850 h. Educational classes To meet local needs. Commercial, industrial, technical, vocational, cultural, and grammar school subjects, all very practical. Teachers to be aggressive, successful business leaders or authorities, and Christian men. Boys and men usually separate. Apprentice, trade, continuation, and other forms of industrial schools in all manufacturing centers; business and commercial courses in every place. As a rule it is never wise to "farm out" Association educational work, to rent Association rooms to an outside educational agency, i EDUCATIONAL POLICY 31 or to conduct features on the percentage basis. Best results come from its entire conduct by the Association on its own business basis and under its sole auspices. Goal — Twenty to 2,000 or more students, or at least one student to every three members. i. Tutoring Home study with personal instruction, many small groups studying under successful leaders anywhere at any time. j. Extension features Including placing of periodicals and books in shops, plants and other places; conducting talks, clubs and class work at noon or night outside the building — reaching all sections of the city. Should be largely missionary, though small fees may be charged in a few subjects. k. For coming Americans In addition to teaching males of other nations to speak, read and write in English, to lead them into intelligent American citizenship. A large part of this work is con- ducted in rooms or halls outside the Association. Goal — At least 10 per cent of the foreign population of the city using Association educational features. "English for Coming Americans," by Dr. Peter Roberts, is found to be one of the most successful texts and methods of teaching English. L Individual altruistic service On the principle of the Big Brother Movement with one man becoming a friend and teacher or leader to one or more separate boys or men; helping, counseling and working with them ; all in the spirit and for the sake of helping the other fellow and with no thought of return. A large amount of this work is now done, but there is room for an infinite extension of such service. Goal — No limit. 32 ASSOCIATION EDUCATIONAL WORK m. Special courses Including professional, vocational, industrial, commercial or technical courses. To meet the needs of graduates, as well as of those without educational training. They are most likely to pay their own way and possibly provide a revenue to help carry deficit of other educational features. Goal — Take advantage of opportunity. n. Day work In every Association with a building there is opportunity for definite day work, whether business, commercial, college preparatory, technical, vocational, apprentice, or other special classes. Such work when wisely conducted by the Association — not by an outside corporation or on percent- age basis — never injures other day educational work, but strengthens and encourages it. It means economy, efficiency and strength to the local Association. Goal — At least one student to twenty members. o. Supervision and promotion (1) An educational committee of three to five active Christian business men of large vision, representing varied leading community interests, the chairman at least being a member of the board; subcommittees each with three or more added men to develop various phases; advisory com- mittees added for special features, as auto, law, etc. (2) A strong, trained. Christian leader as educational secretary and agent of the educational committee ; with an ability no less than that of the principal of the high school, cooperating with the general secretary to properly meet the educational needs of boys and men in the community. In many places he should have one or more assistants in charge of various phases of work or as deans of various divisions of the educational department. In large boys' departments Freehand, Commercial Art and Design— Twenty-third Street Branch, New York City Wood Carving— Baltimore, Md. p>i^<^ Vr ~ s^K jBM ^HI architectural and Mechanical Drawing— Duluth, Minn. EDUCATIONAL POLICY 33 one assistant educational secretary under wise cooperation with the boys' secretary should give his entire time to pro- moting educational privileges among boys. p. Organization and conduct The work of the Association in this department is to: (1) Carefully discover local educational needs of boys and men. (2) Mature plans and conduct various features to ade- quately meet such needs. (3) Cooperate with the finance committee in providing the educational budget. (4) Organize and promote plans for emphasizing habits of thrift and savings among men and boys ; also placing similar emphasis on their systematic benevolence, including the Church and the Association, local, state and Inter- national. (5) Vitally relate all of this work to the religious, physi- cal and other Association efforts for the building of Chris- tian manhood. q. Educational budget A respectable proportion, from 20 to 40 per cent or more, of the eritire Association budget. This does not include funds for equipment. Expenses are for supervision, adver- tising and conduct of educational features, as reading room, library, lectures, talks, clubs, class work, and the like. Receipts include income from endowment, special contri- butions, tuition fees, and a portion of the membership re- ceipts. In the interest of unity, efficiency and economy it is usually better to handle finances through the general office, rather than through the educational office. Endow- ment of local educational work is an increasing necessity. Tuition fees for "the three R's" and elementary subjects should be small, as fifty cents to $2 per term of three 34 ASSOCIATION EDUCATIONAL WORK months, two sessions per week; larger fees for technical and vocational subjects, as $2 to $10 or more per term. For the best good of all, many subjects must be conducted at a financial deficit, while other features for men of means may yield a small surplus. The total fees for all subjects should approximate the total of teachers' salaries plus advertising. r. Advertising From 10 to 20 per cent of the educational budget, where there is an educational secretary, or at least a minimum of $1 per Association member. s. Objective To build Christian character, and help boys and men to better do their part of the world's work. A movement con- ducted for men and boys, rather than for money ; for char- acter rather than for cash; for making a life rather than for making a living. 5. Bible Study and Religious Instruction The more firmly united in cooperative interest and effort with the other departments the educational work can become the better it is for all. This is the experience where the largest and best results are obtained. The object of this work being for the development of efficient Christian man- hood, and its highest results being seen in relating men to Jesus Christ as Saviour and Lord — the climax of the best education — effort will naturally lead toward an increasingly close relation of all educational policies to Bible study and religious work features of the Association. Many things are in common in the conduct of both these kinds of privi- leges as in class work, teachers, lectures, clubs and so on. RELIGIOUS INSTRUCTION 35 a. Personal work As referred to elsewhere the uniqueness of Association educational work is to so permeate all its policies, its teach- ers and leaders, its printed matter and the very atmosphere of the entire department, with the spirit of Christ that it will even unconsciously tend to develop a normal Chris- tian character in every student. For the encouragement of such interests, without making them seem over religious, and thus defeating the best results, and so that they may be wholesomely attractive to every boy and man even though they may desire to steer clear of all religious interests — an unadvertised committee of picked Christian men repre- senting the various features of clubs and classes is often formed to cooperate with others in magnifying the real value of the Association in the lives of boys and men. The work of such committee is always quiet and personal, with no formalities. It looks toward leading each student into some form of Bible study, attendance upon one or more of the weekly religious meetings for men, and other- wise bringing him into active Christian life and service. The thought that dominates Christian leadership in all de- partments of the Association is "Except the Lord build the house, they labor in vain that build it." b. Teach a Bible class Experience shows that it is feasible and desirable for every educational department to promote some Bible study either through the leadership of the educational secretary, a member of the committee, or one or more teachers. It is extremely necessary for the educational secretary himself, in addition to his personal devotional Bible study, to teach at least one Bible class or lead a "life problem" club, in connection with the Association work. Often the members of this class are from the educational department. The teachers and leaders should all be men whose influence will 36 ASSOCIATION EDUCATIONAL WORK distinctly make for Christian character building. By pre- cept and example, by word of mouth and the printed page, the daily life of Association teachers and leaders will tell in the lives of their students. c. A problem It must be borne in mind that : (1) The commercialized spirit is rapidly increasing and at times seems to eclipse the altruistic and Christian spirit for which the Association stands. (2) Although the religious and missionary spirit are rapidly growing, yet selfishness seems to be also increasing, and the problem of how to successfully counteract this tendency with the altruistic is a very real one. d. Religious instruction in schools (1) The lack of definite moral and religious instruction in the public schools of the United States needs to be made good by Sunday schools, churches, Associations, individuals and organizations until the way may satisfactorily open for the general introduction of appropriate instruction of this character in the public schools. To help meet this need several organizations, such as the Religious Education Society and the Moral Education Association, are giving attention to its important interests. (2) In this connection it may be of interest to note that the number of criminal cases per thousand population in England for many years has been much less than in the United States. The same is true also for juvenile delin- quency. One reason for this larger relative proportion of criminal tendency in America is said to be due to the ab- sence of religious instruction in the public schools. One other reason is due to the large influx of immigration from southeastern Europe. RELIGIOUS INSTRUCTION 37 TJcliijious Instructioft USc^aQl SkUuL ana m dtf. yetufious imtruetton^ Jo to VJ mav. /t each, Ua'ttf Ststioit, ThAnckeiilkj * ttffa'it^t. •/ £HfU»>JL - fof* ti 2S7- «f- es.ek session (5t ron.t(M.a«&«M. 5oA*«/«. /of* e•.*^ i»e««/*M. Un^UAAiAte*. T^ubUc Schools e. It is desired The Young Men's Christian Association as one agency striving to develop efficient manhood and citizenship knows from experience that those boys and men in whom normal manhood and Christian character building have been de- veloped make by far the noblest of citizens. Increasing numbers of parents, realizing the need of hav- ing their boys taught by men teachers, and especially to have them under the Christian social atmosphere and religious' instruction of the Association while they are going to school, are asking the Association to conduct appropriate day schools for their boys. This shows a really needy field, and at the same time a rare opportunity to serve the community in the very necessary direction in which the public schools at present are restrained from normal eflfort. 38 ASSOCIATION EDUCATIONAL WORK f. In England and Germany The sturdy character developed in the great majority of schools throughout England and Germany also proves the wisdom of religious instruction introduced into their schools, whether public or private. The diagram on an adjoining page speaks for itself. In all the Council schools of Manchester, England — the public and tax-supported schools — religious instruction is given daily in the morning for thirty to forty-five minutes. The syllabus of instruc- tion in the Old Testament includes the lives of Abraham, Isaac, Joseph, Moses, Joshua, and many of the Prophets; the history of the Israelites from the earliest times to the disruption of Israel, the Ten Commandments, and selected Psalms. The syllabus of instruction in the New Testament includes the Life of Christ according to the four Gospels; the Acts of the Apostles ; the Lord's Prayer ; the Beatitudes ; the Sermon on the Mount ; and many other similar striking themes. Their plan for religious instruction provides for a regular annual examination — partly written and partly oral — in the work covered in the syllabus. This test is conducted by the same official inspectors and examiners who conduct similar examinations in other subjects. Number of Teachers in Association Educational Classes 1900 1,215 1903 1,430 1906 1,827 1909 2,084 1911 2,549 ^ III. GENERAL FEATURES 1. Reading Room The reading room is a part of, or closely related to, the library as an educational feature, and both are regular parts of the educational department, provided by the edu- cational budget, under the supervision of the educational committee and educational secretary. Practically every Association with any equipment has its reading room. Its function, however, is not so much to entertain as it is to instruct. .... , <• a. Selection of periodicals Much care should be used in the selection of periodicals and papers and in their subsequent use. By ordering once a year an Association may secure the advantage of club rates. For Association purposes a minimum choice should be made of those magazines and papers which aim to en- tertain or amuse and a maximum of care and thought given to the selection of those standard, acceptable, high grade publications which instruct, uplift and stimulate. Assist- ance in selecting periodicals — in which both boys and men should be remembered — may wisely be secured from Asso- ciation men of experience and frequently from city or state libraries. b. Conduct and supervision The conduct of the reading room is very important- Ventilation should be a first consideration. It should be well lighted, with artificial lights near each reader; an(J when well aired, should be a place for comfortable reading,, not for lounging, visiting or sleeping. It should be near the general lobby and thus subject to supervision. A few 40 ASSOCIATION EDUCATIONAL WORK periodicals may be placed in the lobby. Technical or special periodicals may well be found for reference in the study room of the educational department. Magazines should be placed in durable covers; papers should be secured in newspaper holders and hung in racks. Disorderly order may be permitted; equipment should be clean. Mutilated papers and periodicals should be quickly removed. Penal- ties, if necessary, should be attached to deliberate cutting, marking or mutilation of papers and magazines. Other educational features, such as lectures, talks, clubs and classes, can be materially strengthened by the selection and proper use of technical and certain general periodicals. Lists of special and timely magazine articles should be posted in the reading room, study room, lobby or elsewhere. Such lists may be prepared by committeemen, teachers or secretaries, or secured from the city or school libraries. Many of the best magazines should be preserved for bind- ing and placed in the library. Others of the used periodi- cals may be distributed profitably among public and private benevolent or charitable institutions, placed for extension reading in shops, foreign districts or where they would be helpful. c. Systematic reading Haphazard, aimless and profitless reading which seems prevalent among young men should give place to systematic regular and adapted courses of reading. Moreover, many men are glad to have such a course outlined for them by specialists in whom they have confidence. Various reading courses may be followed profitably, including those ar- ranged by the International Committee, University Exten- sion Bureaus, the Chautauqua Institution, the American Institute of Social Science and other similar organizations. Reading clubs among dormitory men, among soldiers and sailors, among railroad men, in rural communities and else- School for Carktakkrs ano Janitors— Bedford Branch, Brooklyn, N, Y. Apple PArKiNr. Xokth Yakima, Wash. First Aid for Coal Miners— Scranton, Pa. LIBRARY AND BOOKS 41 where, may be conducted. The program of work should be adapted to meet varying circumstances. Such reading courses are highly effective in promoting healthful and stimulating home study. 2. Library As a center around which the other work revolves or as a strong supplement to other features the library is an important part of the Association educational work. In either case much attention should be given to the location and equipment of the library rooms, to the selection and arrangement of books, both circulating and reference, and to methods of utilizing to their fullest capacity all books and equipment. a. Location and equipment Library facilities, especially when in the study room, should be located near or easily accessible to the office of the educational secretary. The room or rooms should be clean, quiet, attractive, comfortable and well lighted. Chairs and tables should be arranged where readers may secure the best light obtainable either during the day or at night. The furnishing of the library is important. Substantial though not expensive tables and chairs are desirable. A dignified yet cozy atmosphere is often secured by carefully selected pictures. Drapery and floor coverings add much to its attractiveness. b. Conduct and supervision Books should be arranged so that they will be easily accessible. They should form a "working" library in which reference books, such as encyclopedias, dictionaries, maps and other standard volumes, depending upon local work 42 ASSOCIATION EDUCATIONAL WORK and local conditions, may be found. If possible book cases should always be left open, with systematic arrangement and occasional change of books unless they have been sys- tematically catalogued and located. Useless books or vol- umes of little value should give way to newer books or the space be used to better advantage. Technical, scientific and similar books should be pro- vided to supplement special lecture courses and classes. Students may be encouraged by instructors to look up spe- cial topics and carry on individual library and research study. City, school or local libraries may be used to supple- ment this work. Loans of books on special or technical subjects may often be secured from local or state circu- lating libraries to supplement lecture, class or club work. With the decreased cost of fiction and the increased num- ber of public libraries many Associations spend relatively less in the purchase of such material. By posted lists of new books, card catalogs, occasional book talks, book club, frequently replaced loans from other libraries, public and private, and in other ways, the library can and should be made useful and stimulating. Many successful secretaries place a few carefully selected books on their private desks which, marked or unmarked, can be handed personally to those who visit the secretaries' offices. Much good is done by secretaries in this way among young men who would not themselves be apt to select and read the right kind of stimulating, thoughtful and message- giving books. The library cannot successfully run itself. Unremitting effort should be made by secretaries, committeemen and others to make it function properly. In no place within the Association building will carelessness and unsystematic administration be more apparent than in the library. Whether or not it is a stimulating center of Association life depends largely upon the interest, attention and supervision GENERAL FEATURES 43 which it receives. The librarian, when there is one, is one of the assistant educational secretaries. Number of Men and Boys in School — All Kinds Based on United States Bureau of Education Reports, 1910, also the Educational Commission of the Chicago Commercial Club Number of Male Students Enrolled in all Schools, Public and Private— 9,800,000 (19.4% of Male Pop.) m^mmm^immmmmmimma^^Kmmmi^^mmmi^^^^^mmmmm 100% Per Cent of Male Students in Regular Attendance Per Cent ICnrolled in all (irades below the High School Per Cent Completing Grammar Grades w^immmmmamm 17. 99$, Per Cent Entering High Schools ■■■■■ 11. 8<^ Per Cent Completing High Schools M3.4% Per Cent in all Secondary Schools— High Schools and Academies Per Cent in all Supplementary Schools— Evening, Business, Art, etc. ■ 2.6% Per Cent in all Higher Education— Colleges, Universities, Professional Schools ■ 1.90% Total Males of Vocational School Aj^e HS 22 years) 18,500,000 m^mmm^^^^^^^mmmmmma^^^amm^mK^^mmmmi^^ 100% In Vocational Schools, or Taking Vocational Studies in Other Schools ■■4.9% Number Completing Course ■ 1.97% 3. Lectures a. Definition The educational lecture, distinguished by a definite edu- cational content, contrasts with the practical talk in the following respects: It is more formal in character; the audience is larger ; fees are generally charged ; the speaker is usually paid ; much more effort is needed in making pre- liminary arrangements; and expenses are involved which are much greater. The lecture may be popular in char- 44 ASSOCIATION EDUCATIONAL WORK acter but should find its highest merit in definite instruc- tion, information and incentive to further study. A few, but not all, numbers in a lyceum course may be called "educational lectures." From one to a dozen or more lectures may be given upon as many different subjects and thus the possible lack of sequence in topics distinguishes them from the "class lecture series." The speaker should present a lucid and symmetri- cal treatment of his subject and leave a well-defined impres- sion upon his audience. b. Subjects Topics suitable for educational lectures are varied and numerous and should be chosen to yield the largest good to the largest number. Much useful material may be found as follows: (1) Biography, with its incident lessons in history, poli- tics, literature and fine arts. (2) Travel, with its wealth of practical lessons in geog- raphy, history and social and economic conditions. (3) Social problems with their lessons in social welfare, reform, and industrial, civic and commercial problems. (4) Useful and fine arts with their lessons in industry, science, invention and beauty. (5) Engineering, including discussions of modern appli- cations of steam, gas and electricity; construction w^ork, aerial and water navigation; transportation and similar topics. (6) Personal life problems and a choice of one's voca- tion, amusements, thrift, hygiene, health, home life, educa- tion, culture, etc. c. Organization and conduct Educational lectures are surest of success and yield largest service when they are conducted as a supplementary LECTURES 45 feature to other activities, such as class or club work. As such and in contrast to the practical talk, the subject is generally chosen first and then a capable speaker found, if possible, to present it. This does not exclude, however, the use of lecture platform speakers of large ability whose lectures are worth securing. Competent men are not always obtainable locally, so frequently one must seek else- where for a special talent, either in cooperation with other Associations, through lecture bureaus, or otherwise. Talent should be secured long enough in advance of the lecture date so that ample time may be had for preparation; the speaker should also be advised carefully as to the character of his audience and in general what is expected. University extension lectures are exceedingly valuable when carefully chosen; but care should be used that they be not made a simple and easy way by which the local Association either through its officers, committeemen, or others escapes respon- sibility for planning and promoting independently those features most nearly required to meet local needs. Attendance should be primarily limited to men, though mixed audiences are often desirable and necessary. The educational committee, subcommittee, special committee or group cooperating with the general secretary or the educa- tional secretary should care for the general promotion and conduct of this feature. They should arrange also for necessary advertising and publicity. Much effort should be made to secure not only an audience but the audience desirable for a particular lecture. d. Finances Expenses in securing talent, car fare, preparation for lecture, such as necessary stenographic service, making of lantern slides or special apparatus, drayage, expressage, advertising, etc., should be met by the Association. Talent may often be secured free; frequently a reasonable charge 46 ASSOCIATION EDUCATIONAL WORK is made; in any event the speaker should not be encour- aged to receive large fees. To cover legitimate expenses the Association may make a direct appropriation from its budget, a special fund may be raised and utilized for this purpose, or a reasonable admission fee for one or a series of lectures may be charged to defray all or part of the expenses. 4. Practical Talks a. Object One of the most informal, and yet most interesting and valuable educational features, is the practical talk. Its object is to give a man or boy larger and wider interests; to suggest a subject on which he will do further reading; to add informally to his knowledge and outlook on Hfe; to lead him through a combination of recreation and educa- tion, to spend a portion of his leisure time more profitably ; to pave the way for more thorough work; to inspire him to better interests and impulses through a strong person- ality in the leader. They have been largely used also to helpfully introduce the cultural element among students in class work. b. Conduct ^ A practical talk can be given on any subject, at any time, anywhere, to any group of men or boys, under any circum- stances and by anyone who knows what he is talking about. It may be given either inside or outside the Association building and to as many as can conveniently listen, see or hear. Generally, small groups are better. The lobby, parlor, game room, "gym," an office, a class room, a corner, or before the fireplace — all of these places in the Association building may be utilized ; the corner of a shop at the noon hour, the shipping room of a wholesale house, a lunch PRACTICAL TALKS 47 room, a church, a club, schoolhouse — any gathering place at morning, noon or night, outside the Association building may be used. The conduct of the session depends entirely upon circumstances. Men or boys should be put at their ease and into friendly relations with the speaker. c. Selection of speakers and subjects In general, the man and not the subject is the most impor- tant matter. Make a careful choice of speaker and then discover what he is most fitted by temperament and expe- rience to talk about. Not the least value of the talk is the development of latent powers and possibilities in undis- covered men. Let the subject adjust itself to the man, not the man to the subject. It is highly desirable to plan definitely for a series of from ten to one hundred or more talks during the year, depending on membership and extension work. If possible the subjects should be varied according to the seasons, local interests, happenings of the day, and in other ways be made helpful, attractive, informing and stimulating. A good plan is to choose a number of speakers in advance and secure their agreement to talk upon acceptable subjects on short notice. By this method one always has a supply of speakers on hand and runs small risk of disappointment. d. Methods and principles Each speaker should be told carefully by outline, if pos- sible, what is expected from him, about how long he is to talk, in what way, to what kind of men, and to how many, and what you wish to accomplish. He should be encour- aged, in case of technical, science or similar subjects, to demonstrate by models, experiment, machines, instruments, drawings, charts, pictures and objects, the subject under discussion. As a rule no fees should be charged and no expenses save those of car fare and other incidentals need 48 ASSOCIATION EDUCATIONAL WORK be incurred. The development of volunteer leadership will thus be encouraged. No one feature will produce greater and more beneficial results for the time and expense involved than these in- formal talks. Results should be found in an intensified interest in new subjects; organization of new clubs; in- creased demand for new classes; larger student enrolment; more wholesome interests and greater service of the Asso- ciation. Efforts should be made to secure one or more of these results to as large an extent as possible. e. Tedk topics Some of the subjects which Associations have found most attractive are as follows: Practical Science. Demonstrations in chemistry, physics, elec- tricity, medicine, astronomy. Travel and Exploration. Chats about vacation experiences; trips at home and abroad. Government and Polities. Talks on problems of city and country life; government ideals and problems; political parties and prin- ciples; civics. Biography. Talks about men of today and yesterday; who they are or were; what they are or were doing. Modern Engineering. Bridge building, tunnelling, power plants, water supply, drainage, irrigation, canal building, aeronautics. Music and Art. Conversations about the beautiful in song, color and form; musical composers; painting, sculpture, arts and crafts; books. Personal, Domestic and Public Economy. Talks on thrift, sav- ings, accounts, life insurance, building and loan associations, house- hold accounts and expenses, expenditure of public money, taxes. Nature Study and Woodcraft. Should be adapted to the season and community. Demonstrations are always interesting. Outdoor tramps offer good time and opportunity. History and Economics. Discussions of current events, present- day problems, industrial life, factory production, labor problems, charity organizations, pauperism, crime. Health and Hygiene. Bathing, care of the body, teeth, throat. No. 1. Boys Drop Out of School— One Hundred Boys in First Grade Boys' Summer School— Columbus, o. TOURS AND TRIPS 49 eyes, skin. How to keep well; sex and personal habits; foods and eating; play and recreation; clothing. Miscellaneous. How to use a razor; care of the hair; tele- phone; telegraphy; printing and newspaper work; medicine and surgery; law; the pulpit; value of an education; business methods; personal life problems; marriage; child life; photography; poultry. 5. Educational Tours and Trips au Principle Seeing is believing, and what one sees he remembers. This is the underlying principle in the educational trip or visit. Such excursions by a group of men or boys may be made to any place or institution worth seeing. b. Places visited Among them may be mentioned: (1) Local public institutions, such as gas works, electric power plants, water works, telegraph office or telephone exchange, post office, public buildings. (2) Local or neighboring industries, as brick-kilns, pack- ing plants, steel mills, mines, collieries, railroad yards, saw- mills, dairying plants, newspaper offices and shops. (3) Factories, as silk, cotton and woolen mills, bakeries, harness and shoe factories, potteries. (4) Business concerns, as department stores, banks, wholesale houses, insurance associations. The limit set by such excursions depends entirely upon the local community and its neighborhood within visiting distance. c. Value As a supplemental educational feature these trips are very useful. Classes or clubs may make regularly planned visits to industries or concerns directly or indirectly connected 50 ASSOCIATION EDUCATIONAL WORK with the subject in which they are interested. Practical talks may be preceded or followed by such visits and thus stimulate the organization of or attendance at classes and clubs. Association libraries can add materially to the effec- tiveness of their work through the promotion of tours and trips to supplement library books, courses or periodical literature. The special value of the trip lies not only in the informal and semi-recreational type of instruction offered, but in the stimulation of new interests and wide acquaintance by those who participate. No less value attaches to the leadership involved and to the importance of interesting business men and managers in using their occupational facilities for good. d. Organization and conduct It is well to observe a few principles in the organization and conduct of such trips which Association experience has tested and tried: (1) Visiting groups should be small, generally limited to ten or fifteen in number, but depending upon the place visited. (2) The responsible leader who accompanies each group should have some previous knowledge of the place visited and of the men to be met. (3) Such trips should be arranged well in advance with the management of the place to be visited. Advice should be given by mail, messenger or telephone at least a few hours in advance of the time when the party is to arrive. (4) Arrangements should be made, whenever possible, for a personally conducted tour by an officer or capable employee, encouraging much explanation and demonstra- tion. (5) Arrival should coincide with time appointed. Delays are exasperating to business men and are apt to prevent further assistance. TOURS AND TRIPS 51 (6) Visitors should be discouraged from "wandering" or in any way interfering with workmen or appointed leader. (7) Application- for places in the party should be re- quired in advance. (8) A series of such trips should be planned well in advance that most efficient results may be secured. (9) A word of thanks and appreciation should always be sent to officials of the place visited; publicity of such visit may well be had and if possible some report in writing for Association reports encouraged from the groups. Mall W/iCE-gqwNEws yOCATlOMS ^maJi cmttr cirtti.) X ► > 7J > ' »> n Ml 2, P--^=!l poiq a-^sl 11 o 5 i^" B 0-'. 11 i^^r 3 s: 3 n O. a o. ■< C a "-I - B s ogogS li 1? O = i S ;s .if > "III "SI? ^ " ^ 2 ^- 1^1 II 2 ^.P r o — » Sps 5 — » ?o -• p w ? 09 ? ??g •< !-• MS — ?3 oil? S o Sw o S2 >s 2 5* » (B a» g o » S 2. < 2 X B 9> ^' X i. xg?. X5| o 2. o *< ■3i< «< c?:5 avj *H? . ^5 ^5S .^-^^ ^?? . ^i2 S8& + Oo + S.S +58S- + E:sr + ?o M "-s K^ S? '=•"1 »5? S-'O K* •D pr o X xlf xl xir xl o-S of •og of W oq a aq • g H II w — •fl ? . ?2 1^ 8 = 9o C o s5 ! i II 5 1" 'P. 5' 9B 5 p o S 2 3 ^ 64 ASSOCIATION EDUCATIONAL WORK 2. Divisions of Class Work a. Commercial and business Commercial arithmetic, mechanics' business arithmetic, penman- ship, business correspondence, bookkeeping, accountancy, stenog- raphy, typewriting, business and commercial law, commercial geog- raphy, office boys' training, business, commerce and finance, adver- tising, real estate, salesmanship, care of buildings, journalism, com- mercial apprentice schools, store schools, day schools. b. Social science History of the United States, municipal government, economics,, ethics, sociology, civics. c. Industrial and technical Freehand drawing, industrial design, clay modeling, architectural drawing, plan reading and estimating, building construction, masonry construction, structural work in steel, mechanical drawing, blue print reading, machine design, locomotive and car design, physics, elementary electricity, applied electricity, electric wiring, electric railways, telegraphy, telephony, shop mathematics, applied mechanics, strength of materials, elementary chemistry, applied chemistry, me- tallurgy of iron and steel, mining and assaying, pharmacy, practical steam engineering, marine engineering, locomotive engineering, sta- tionary steam engineering or engineers' license, boiler firing, ship drafting, navigation, surveying, "municipal engineering, railroad engi- neering, first aid to the injured, personal hygiene, public health or community hygiene, textiles, shop work or manual training, arts and crafts, automobile work, window trimming, sign painting, sign lettering and show card writing, art in house furnishing and decor- ating, seamanship, motor boating, fire protection, printing, industrial apprentice schools, day technical schools. d. Machine and building trades Carpentry and building, pattern making, foundry work, forging, tool making, machine shop practice, sheet metal work, boiler making, metal roofing, tinsmithing, plumbing, heating and ventilation, steam and hot water fitting, bricklaying, plastering, house painting, fresco painting, apprentice schools for machine and building trades, day work. No. a Bovs Drop Out of School— Of One Hundred Boys in First Grade There Were Seventeen Bovs in Eighth Grade In many other cities this proportionate number is from twenty to thirty. The Sage Foundation report for selected cities is twenty-seven Wireless Telegraphy- Everett, Wash DIVISIONS OF CLASS WORK 65 e. Language and academic Business English, English composition and rhetoric, literature, English for Coming Americans, German, French, Latin, Spanish, algebra, plane geometry, trigonometry, physical geography, public speaking and elocution, reading course, elements of music f. Agricultural and rural science Forestry, soils, field crops, grain grading and judging, rural econ- omy and farm management, insects, pests and plant diseases, animal husbandry, poultry husbandry, dairy husbandry, rural engineering, agricultural clubs for boys, educational work in camps. g. Special railroad Subjects for enginemen, trainmen, office men, subsidiary company employees; also for those in air brake, transportation of explosives, administration, freight rates, combination of fuel, and many others. Railroad apprentice schools. While the majority of these subjects will be treated as regular class and recitation courses, yet an increasing num- ber of the more advanced courses and those for mature and experienced men in vocational training and semi-profes- sional subjects, may be treated as a series of class lectures with quizzes, demonstrations and reading. See pages 29, 52. h. Subjects pursued in class work 1898 1902 1911 Business and commercial 60% 49% 38% Social science 2% 2% 2% Industrial and science . 8% 17% 21% Building trades . 4% 5% 6% Language and academic 26% 27% 33% 100% 100% 100% Total students . 12,500 28,750 61.850 From the table it will be seen that while 60 per cent of the 12,500 students, or 7,500 in 1893, were pursuing busi- ness and commercial subjects, 38 per cent of 61,850 students, 66 ASSOCIATION EDUCATIONAL WORK or 23,503, pursued similar subjects in 1911. In other words for a clear understanding of the table one must relate the per cent in each case to the number of students for the year. While the business and commercial percentages have grown less and less, yet the total number of students in those sub- jects has been steadily increasing. tf.OOi r TIA, D fYfcrCTLt Stucl€H.t9 '9f I I I CtoL^aifUcL i 7 '7 T ] /o mt ^^^i^ Of the 62,000 students in class work (1911) about 3,000 are Railroad men, 1,000 Rural, 1,100 Army and Navy, 900 Colored, 10,000 City boys 14 to 18, and the remainder of 46,000 are City men. 3. Terms The Association educational year corresponds with that of public schools, institutes and colleges, or from July 1 around to July 1. The more active work runs from about October 1 to April 1, while a spring term from April to June is now conducted successfully in a large and increas- CLASS WORK— TERMS AND ADMISSION 67 ing number of Associations; also summer terms and boys' summer schools from July to September are operated at sixty or more points. While the season's work in a majority of subjects covers about six months, yet in an increasing number of larger Associations, and in places with educa- tional secretaries, it is found convenient to arrange for a few short subjects in the fall term, as from October 1 to December 20, and plan for their repetition or add other subjects for a new constituency of men during the winter term, January 1 to April 1. In such places the three months' term is being considered the time unit for class work. The fall and winter terms usually run about twelve weeks each, while the spring and summer terms run about ten weeks each. The annual report for the summer term in any year will be made in May of the following year even though a few of the less important facts of such report have to be estimated. The advertising concerning dates, length of terms, tuition fees, place of meeting, names of teachers or leaders should be clear and well understood. 4. Admission Each person desiring to take advantage of educational privileges will first confer with the educational secretary, or other proper Association officer, counsel concerning what subjects and features it may be wise for him to take up, fill out his application blank and pay the regulation fees for the work selected. When conducted in the Association building such charges usually require a membership fee of from one dollar and up for boys, and two dollars and up for men, in addition to the tuition fees for the various edu- cational privileges desired. Such total amount of payment, however, should be treated as a single item to avoid a troublesome confusion over numerous fees. For example, it is better to say that it will cost $9 for a man to take busi- 68 ASSOCIATION EDUCATIONAL WORK ness English and shop mathematics for six months, and while he does so he is a member of the Association ; than to ask him to pay $2 limited membership fee, a $4 tuition fee for mathematics, and $3 more of tuition fees for English. As a rule it is desirable that the regular membership fees for persons seeking educational privileges should be not more than the so-called limited membership fee of $2 or $3 or its equivalent in a generally accepted foundation member- ship fee in all Associations. Experience shows that the best results are realized from treating the entire matter on a simple a la carte plan — pay for what you select. To en- courage students to make the most of Association privileges, to continue their courses as long as possible, and at the same time to make it equally valuable and attractive for them to take advantage of such privileges for any three months, or even for but one month, the most successful practice indicates one amount for such privileges for the year, and proportionally larger amounts by the term or by the month. For example, if the tuition for business English is $4 per term, the rates are usually $7 for two terms, or $9 for the year. If students are unable to pay the entire amount at once local arrangements are made for payments to be made in thirty or sixty days. It is of course under- stood that the Association reserves the right to change the schedule of any class or discontinue the same when condi- tions make ft necessary; also to suspend or even expel a student for gross violation of proper conduct. In any such cases no refund of tuition fees will necessarily be made. The card catalog system of filing applications and enrol- ments in the various educational features is in common use. The information desired varies with the place, but gener- ally includes the date, name, residence, occupation and busi- ness address, age, nationality. Association membership, tuition fee paid, the different subjects of class work entered, and so on. See enrolment card, page 150. Secretaries will TUITION FEES » gladly profit by the various kinds of cards and systems used in different Associations. 5. Tuition Fees With the development of educational work in variety and quality, there has been a rapid total increase in tuition fees paid, from nothing in 1892 to $48,000 in 1901 and $528,000 in 1911. This increase has influenced some Associations to charge rather larger fees in some subjects than the best interests of the work would seem to warrant. a. The principle The Association is not run for money but for men; not for commercial purposes but for altruistic manhood build- ing. To enable each man to understand something of the value of such work, and to form an element in the best training of appreciation, discipline and character, experience proves the wisdom of charging appropriate but relatively small fees. A person appreciates a thing in proportion to the sacrifice made for it or investment in it. The membership fees in addition to the tuition fees paid by the men seeking educational privileges — and ranging from $2 to $5 or more per man — are relatively set over against the house charges of light, heat and a portion of the general expenses. The simple tuition fees as a whole in any Association should approximate — not be more than — the expense of teachers' salaries plus educational adver- tising. Much of such work in every Association must con- tinually be conducted at a financial deficit, but the Asso- ciation declining to conduct such work on account of a probable deficit records itself as a commercialized and non- missionary or un-Christian organization. Associations able to conduct courses among mature and well-to-do men able to pay $50, $75 or $100 or more for a course and thus secure a little surplus for such work, instead of cutting off 70 ASSOCIATION EDUCATIONAL WORK the non-paying efforts and classes, should turn such surplus over to meet the deficit and extend the practical usefulness of such missionary educational effort, either in the building or outside of it. Only in this way can we begin to practice the spirit of Christ and of helpfulness to men. Receipts from Students' Tuition Fees Young Men's Christian Associations 1890 $ 00 1893 2,000 ■ 1895 6,000 ■ 1898 24,000 Hi 1900 38,000 warn 1903 84,455 wmtmmt^ 1906 206,103 ^mmmmm^^^mmi^m^m 1909 355,595 ^Kmmmm^mma^^^a^a^mm^^^mM 1911 528,206 ^amm^mma^^i^^^am^tmmmmm^^mmK^^mmma^^m b. OiHcial resolution The following resolution was unanimously passed at the annual meeting of the Educational Secretaries' Association in 1911 : "Whereas the Association of Educational Secretaries recognizes the existence of at least three kinds of students : "(1) Boys, foreign-born, and other young men who can- not afford to pay an amount equal to the cost of instruction in the common branches of 'the three R's.' "(2) Young men and boys who can afford, and who pre- fer to pay an amount equal to the teacher's salary, for in- struction in such classes as bookkeeping, drafting, mathe- matics and sciences. "(3) Men with sufficient means to pay more than the cost of instruction, advertising and supervision in special courses, such as salesmanship, automobiling, accountancy and the like. TUITION FEES 71 "Therefore be it resolved that it shall be our policy in determining fees to keep these divisions in mind and to adjust tuition fees accordingly, especially recognizing the importance of conducting work for the first division and using whatever surplus is secured from the third division to go toward the deficit incurred on the first division of students. It will, however, be unwise in most cases to expect educational departments serving only the first and second divisions of students to cover more than teachers' salaries from tuition fees." c. Size and variety of fees Experience shows that for work in the building in ele- mentary subjects the fees range from $2 to $5 per term of three months, two sessions per week ; in industrial and tech- nical subjects, from $3 to $10 for the same time; in lan- guage and academic subjects, from $2 to $10, depending upon the nature and character of instruction, as elementary or advanced. In no two cities are customs and practices concerning such matters the same. All schedules of fees, for successful results, are most closely related to local con- ditions. The following grouping, out of the experience of several Associations, seems to be practical and suggestive: (1) For students in grammar school grades — three R's, including the employed boys' school, English for foreigners and elementary arithmetic, penmanship and business Eng- lish — the students should only be required to pay what they can. The amount, however, should be predetermined and published with other matter relating to the course. (2) For students in high school grades — the various kinds of drawing, mathematics, sciences, stenography and typewriting, bookkeeping, languages and other academic subjects — students should pay sufficient tuition fees to meet instructors' salaries. 72 ASSOCIATION EDUCATIONAL WORK (3) For students in technical school grades — semi-profes- sional and more advanced work, as salesmanship, advertis- ing, automobiling, applied sciences, advanced electricity, surveying, insurance, real estate, plan reading and esti- mating, and so on — sufficient tuition fees should be paid to care for advertising, salaries of instructors and leaders, and also a portion of the cost of supervision. ML^KIES^^ Y®8IPJ© MEM 55^" This diagram is the result of a careful investigation, credited to Mr. Edward Bok when editor of the Ladies' Home Journal. It shows that more than one-half of the young men in commercial and business pursuits are receiving about $600 per year, while only 5 per cent receive $2,000 or more per year. As a rule it is found that with the $600 men there are three times as many applicants as there are positions to fill, while with the $2,000 men there are not enough trained and educated men to fill the positions seeking such men. It is also found that the educational training and equipment of the men applying for the $600 positions are very meager. As a rule they have not had more than from five to seven years of elementary public school training. With from two to five years' additional industrial or vocational training these $600 men would be increased in their wage-earning capacity from $600 to $1,000, $1,500 or $2,000, ability depending upon their own personalities and circumstances. No. 4. Bovs Droi' Out of School— Of One Hundred Bovs in First Grade There Were Three High School Graduates Twelve Years Later The Sage Foundation reports five as the correspond injs: number of High School boys for each one hundred in the First grade, for cities with High Schools Sections of Day School— Cleveland, O. cc c c CLASS WORK— SESSIONS 73 6. Class Sessions Plan to begin active work as early as possible in the sea- son and continue as long as practicable. If a summer term or a boys' summer school has been conducted, it will be easy to begin the fall term some time in September. If summer privileges have not been offered, the fall term may not begin till October 1 or even later. a. All-round work Increasing emphasis is being placed on discovering the physical, social and religious needs of each person in the educational department, and helping him meet such needs. It is certain that many persons taking four or five nights in class work would be far better served if they spent but two evenings in educational effort, two evenings in the gymnasium and an additional evening in a Bible class, or club or both. b. Sessions per week Before 1890 the average evening class session was one a week, in the next decade is was nearly two, and in the last decade it has been about two and one half sessions a week per subject per person. A student, as a rule, should be dis- couraged from spending more than four evenings per week in educational work, or from taking more than two subjects where each meets at least twice a week. In a number of Associations it seems desirable to meet certain conditions, so that special emphasis is given one or more subjects ; hence we see three, four or five sessions in such subjects for the same group of men held each week ; but this is unusual and such students should not take more than one subject. c. Hours The class hours vary with local circumstances, but for evening work are usually from 7.30 to 9.30 or 10 p.m. This 74 ASSOCIA TION ED UCA TIONAL WORK period is usually divided into two parts, when a change of classes is made so that a student would be able to attend one class from 7.30 to 8.30 and another from 8.30 to 9.30 p.m. In all such subjects as drawing, design, laboratory and shop work, bookkeeping and similar courses requiring much hand work with tools, papers and other material, the entire evening of two hours should be given to a single recitation. It is, however, desirable to plan the two-hour subjects so that they will not interfere with the single-hour subjects. In many large Associations numerous educational privi- leges including talks and class instruction are held in the late afternoon, especially for boys between fourteen and eighteen years of age. This enables a number of physically strong boys who wish to utilize these hours to their advan- tage a rare opportunity. Gradually much of such work will be done not only in the Association building, but at other convenient centers, or at places of employment for such men and boys ; and not only in the late afternoon hours but perhaps even more generally in the early morning hours between 7 and 9 a.m. This is already the case in a number of continuation and apprentice schools under Association auspices. Many city Associations may well conduct such appropriate educational facilities in the early morning hours in connection with stores, offices, and other places employing boys. d. Expansion of program With the growth of the work and the congestion of such facilities in the evening, it is found necessary in many places to begin a number of classes at 5 p.m. and others at 6 p.m. to accommodate men from offices and shops with such edu- cational facilities as they desire, even before their supper hour. Many students now take their educational sessions between 5 and 7 p.m., before going home. In a large number CLASS WORK— SCHEDULE 75 of places thousands of men and boys go direct from their places of employment to the Association building, where they secure an inexpensive lunch or supper at 6 o'clock and begin their class work at 6.30, thus finishing by 8 or 8.30 p.m. Arrangement of Subjects, Hours and Finances. Subject g § 06 Evenings Hours h-5 6« 03 1 §2 'u Sv Arithmetic Bus. English..., Mech. Drawing. Bookkeeping.... Penmanship .... Bus. Law Electricity Chemistry A A A B B B A A Monday and Thursday Monday and Thursday Tuesday and Friday Tuesday and Friday Tuesday Friday Wednesday Wednesday 7.30-8.30 8.30-9.30 7.8O-9.80 8.00-9.30 7.80-8.00 7.80-8.00 7.30-8.30 8.30-9.30 $3.00 3.00 6.00 5.00 1.00 1.00 5.00 5.00 14 15 10 10 14 9 9 12 $42.00 45.00 50.00 50.00 14.00 9.00 45.00 60.00 !•$ 60.00 $72.00 $ 72.00 U 48.00 A. Putnam B. Smith C. Jones D. Brown Advertising Total $315.00 $70.00 $322.00 e. Simple schedule To aid hundreds of Associations in small cities and towns the following suggested program or arrangement of sub- jects, rooms, expenses and so on, based on actual expe- rience is given in the adjoining table. It assumes two small rooms available ; one night left open for lectures, talks and other features; four teachers; about $70 spent during the year for advertising; the largest class having only 15 stu- dents, and 51 different men in all ; with a total class enrol- ment of 93. It will be noted that if properly developed this plan can be conducted with no more expense than is covered by the students' reasonable tuition fees. When properly advertised and promoted it is found that about one third 76 ASSOCIATION EDUCATIONAL WORK of the total students for the year will enter at the first ses- sion and about two thirds will have entered by the end of the second week. 7. Suggested Class Rules While in the best Associations a formal rule is prac- tically unknown, yet experience proves that certain sugges- tions have led unconsciously to better results. The students should be led to understand and appreciate the following: (1) Regular and punctual attendance is expected. (2) Three unexcused absences will forfeit a student's place in the class. Three times tardy without excuse will count one absence. For unexcused breaches of conduct a student may be suspended or referred to the committee. (3) After the fifth lesson students are not received without special examination. 8. Courses of Study a. Group courses Courses of study involving many related subjects and aiming at vocational fitness for either boys or men, are steadily on the increase and to be strongly recommended. To this end the following group courses taken from "Out- lines of Courses of Study," with their adaptations are being increasingly used: (1) Commercial Course. First year. Elementary business Eng- lish, commercial arithmetic, penmanship, spelling, business corre- spondence. Second year. Business English, advanced arithmetic, bookkeeping, commercial geography. Third year. Bookkeeping, English, business law, office methods. Fourth year. Accountancy, office practice, commerce and finance. (2) Shorthand Course. First year. Elementary business Eng- lish, commercial arithmetic, penmanship, spelling, business corre- spondence. Second year. Business English, stenography, business correspondence, office methods, commercial geography. Third year. Stenography, typewriting, English, office methods and practice. COURSES OF STUDY 77 (3) Practical Mechanics. First year. Elementary business Eng- lish, mechanics' business arithmetic, mechanical drawing. Second year. Business English, mechanical drawing, mechanics' arithmetic, laboratory work, elementary physics. Third year. Shop mathe- matics, machine drawing, shop work, elementary chemistry. Fourth year. Design, applied mechanics, applied electricity, chemistry, shop work. (4) Electrical Course. First year. Elementary business English, mechanics' business arithmetic, mechanical drawing, elementary physics. Second year. Business English, electricity, laboratory work, algebra, physics. Third year. Applied electricity, advanced algebra, elementary geometry, shop work, chemistry. Fourth year. Applied electricity, shop work, shop mathematics, design. (5) Plumbing. First year. Business English, arithmetic, drawing, shop work. Second year. Shop work, drawing, mechanics' business arithmetic, physics, chemistry. Third year. Shop work, drawing and shop methods, sanitation and ventilation, building laws of the city, rules of board of health. (6) Boys' Group Courses, Grade I. Arithmetic, English and busi- ness correspondence, geography, history, civics and government, hygiene. Grade II. Arithmetic, English and business correspond- ence, geography, history, civics and government, experimental science. Per Cent of Association Members in Educational Class Work Among Various Groups of Men and Boys — 1911 1. Many single Associations, tinder 8. 96 ^ 2. Railroad 3.7% ■■ 8. Colored. 5.49;. ■■■ 4. Rural 10.4% 6. Army and Navy 12.7% 0. All Associations in No. America. 14. % 7. City 16.4% 8. A few single Associations, over 50. % utma^^^mm^^mmmmm^^^^^ b. Subject courses For the great majority of students single subject courses as in arithmetic, in mechanical drawing, or in simple elec- tricity are desired, and the student usually elects one or 78 ASSOCIATION EDUCATIONAL WORK two of the 120 different subject courses now offered in the Associations as a whole, according as he has time and abihty. Much importance attaches to the student's choice of a subject. The committee, educational secretary and teachers will be ready at all times to give helpful advice. If there is a definite aim on the part of the student for his life work it will not be difficult to select subjects that will secure practical results. The occasional addition of a new subject will be helpful. Especially should there be an effort to discover local need for one or two new subjects each term, subjects in which there is no help offered elsewhere in the community. This was always the case with Associations first starting schools for automobiling, salesmanship, poul- try raising, eugenics, credit men, and twenty other subjects. (1) Results of experience. In each of the subjects for class work as well as the group courses, the publication, "Outlines of Courses of Study," published by the Inter- national Committee, gives brief outlines secured from the most successful experience in the best evening schools, insti- tutes and other facilities successfully helping large numbers of employed boys and men. In this work the committee with the service of the International examiners made great effort through the cooperation of twenty or more educators of the country, among employed boys and men, to make the results so valuable and practical that no educational secretary, teacher or Association officer can expect to do his best work without becoming familiar with the material of this book. It is very highly regarded by many educators outside of the Association movement. (2) Aid local teachers. The purpose of these outlined courses is to aid local Associations in deciding upon and laying out their own courses for both boys and men, to help them improve the character and quality of their work and thus strengthen it as a whole. In each course outlined, and to facilitate the plans and work of secretaries and COURSES OF STUDY 79 teachers, there is first given a list of the kinds of men or occupations to which the course is more especially appli- cable. This statement is also followed by another concern- ing the desired preparation on the part of the student before he can most wisely cover the suggested outline. (3) Some necessary cautions. Special emphasis should be laid upon a sequence of subjects, as arithmetic before bookkeeping, algebra, physics or electricity; English before shorthand, bookkeeping and industrial subjects. For their own best good students should not be permitted to enter any course unless they can show that they have covered the preparatory work and can pursue the course with profit. In the great majority of outlines the course is divided into an elementary course for one season, and an advanced course for the second season. (4) Brief outlines. The brevity of the outline is for a purpose. There are many excellent courses in each subject that may be pursued with equally satisfactory results, yet in all of them the essential principles are the same; hence the policy for best results to all, must allow all possible freedom for two of the necessary conditions of success, namely, the specialization for local needs and the essential scope of the personal initiative or individuality of the local teacher. A further extension of the International courses in detail would be at the expense of these two conditions. In preparation of work for home study the situation would be different. Each teacher, however, is encouraged to extend the brief outlines suggested and adapt them to best meet local needs. (5) Length of courses. To meet the demands for better trained men, Associations are extending many courses from fifty to one hundred per cent. The average student ranges from 14 to 26 years of age, is employed, knows the worth of a dollar, usually does his own thinking, and means busi- ness. As such he can creditably cover in two years of three 80 ASSOCIATION EDUCATIONAL WORK nights per week what the ordinary day student who is six or eight years younger, covers in one school year of six hours per day. The word "season" impHes at least six months, two evenings per week, when referring to Asso- ciation courses of study. While some students may cover a course in one season others, because of different abilities and training, may require two or three seasons. Experience shows that it is not the length of the course that counts, hut the nature and quality of the work done. Associations do not agree to fit men for positions or to pass them through any course in a certain time, but rather to offer opportuni- ties for their training. 12,500 10,000 7,500 5,000 2,500 Ages of Students in Association Educational Classes 1911 Note there are 5.3 times as many males over 18 in this Supplementary Educational class work as there are under 18 years of age. Note there are as many men over 31 as there are boys under 18. There are 1,000 more students over 46 than all the boys 12 to 14. The average age of all Association students is 23 years, and increasing. Adult vocational training in ever increas- ing variety of subjects is one present need. 12 15 18 21 24 27 31 36 46 Ages to to to to to to to to to 14 17 20 23 26 30 35 45 60 Hoys Uroi' Out of School- Folk Fifths of thk Boys I^kax e Schooi. Before the End of the Grammar (Jrades, to Go to Work in Shops and Factories Business English— Paterson, N. J. Carpentry, Boys' Club— New Haven, Conn. SPECIAL COURSES 81 9. Special Courses or Schools The uniqueness of the movement is shown nowhere to better advantage than in the successful way many Asso- ciations have met new educational needs of the day caused by the ever increasing vocational demands of the times. With its purpose to help men and boys, with its freedom from the ill effects of too much system and tradition, often inspired to do something different from any other insti- tution in the line of meeting new needs — the Association has thus pioneered many new special schools or courses. For example, the first auto school in America was born in the Association at Boston in 1900. From experience in these special schools the following suggestions as to the organization and conduct of such a feature will be appreciated: a. Discover the need The first step is to find out what need there may be for such a feature as an auto course. Many personal inter- views of leading auto men, of owners of machines and of chauffeurs, to discover whether there is a need. If there is a real need for such facilities, but as yet not appreciated, then steps are taken to create an interest and an apprecia- tion of such need. If such course is needed then an advisory committee of three to five prominent men who are sufficiently interested to back it and practically underwrite its budget is secured. Often six months or a year may be required for the neces- sary preliminaries. The success or failure of the venture often depends on this foundation. b. Secure an adequate leader or teacher This is vital. The advisory committee together with the proper Association officers unite on such an experienced, tactful leader, determine his salary and employ him for full 82 ASSOCIATION EDUCATIONAL WORK time. With him in charge of details, the course is mapped out, equipment secured either from loan, gift or purchase, adequate space on ground floor, as a garage, obtained, and advertising commenced. c. Promote it Its promotion, advertising and development will depend on the amount of interest and conviction shown, the kind and quality of work done and service rendered the students, and the measure of the Association's vision of its oppor- tunity and responsibility. Any such course whether held in or outside the building should be under Association auspices, controlled, administered and supervised by it through the educational secretary, the same as with a class in bookkeeping or a course in electricity. This kind of pioneer service of the Association in its many new lines of effort is much appreciated by thoughtful citizens. 10. Text Books The movement being of wide area and involving all methods of teaching, several text books are suggested in each subject in "Outlines of Courses of Study." These are the ones found in the widest and most successful use in the various evening schools. The educational or general secre- tary in cooperation with the teacher, should select the text book, where one is used, in which the best results can be accomplished whether such book happens to be mentioned in the list or not. No single book should be slavishly followed. Further aids will be found in the use of International exami- nation questions from year to year. Most successful teach- ers and educational secretaries obtain much help and inspir- ation for their work in many technical, industrial, science and commercial courses, as found in the current magazines and periodicals. Text and reference books for all courses, technical and engineering periodicals, trade catalogs of large TEXT BOOKS 83 engineering and manufacturing companies, blue prints, working drawings, and other forms of printed matter may well be added to the reference library. In many places text books and other supplies are found in stock at the Association building during the opening weeks or through the season, and may be secured at favor- able rates. High School and Association Compared, 1911 Proportion of High School Students to all Public School Students— black line. Proportion of Y. M. C. A. Membership in City Association Educational Classes- gray line. 18.8* 50.8% 48* 84 ASSOCIATION EDUCATIONAL WORK 11. Teachers a. The kind of teachers necessary The teacher is the life of the class. It is necessary to have a person thoroughly competent as instructor, leader and guide, the best available within reach, of sterling Chris- tian character, and full of sympathy with the all-round work of the Association. As a rule the most successful teachers come from business positions, drafting rooms, manufac- turing plants, banks, places of high trust and long expe- rience in efficient service. They must be practical men, magnetic, able to command and hold the interest of young men and lead them to a mastery of their subject. Fruitfulness and efficiency of the teacher's life and of his work in the Association will be largely improved by regular meetings for teachers, and through occasional joint meet- ings with the educational committee. Among the means for promoting unity of effort and harmony of action — both indispensable — none excels the teachers' meeting. b. Salaries paid The salaries paid for such service vary in different locali- ties and with the subject, from $1 to $3 per session in class work, to $10 and more per class lecture session in profes- sional courses ; an average for the 2,549 teachers in all sub- jects in 1911 was $1.25 per hour. c. Faculty organization The organization of the teachers and leaders into a fac- ulty, with regular monthly sessions, has proved of great service to the teachers and promoted unity, interest, quality and favorable attitude of the public toward the Associa- tion. As in Dayton, a strong and healthful social element has possessed such faculty organization for many years and has greatly stimulated the life of the entire Association. At some of their monthly sessions a spread of some kind TEACHERS 85 coupled with wholesome fun — judged by their programs — was said to result in more of good to the teachers than was anticipated. Such sessions were often held at the homes of various members of the faculty, either from 5.30 to 7.30 p.m. on class nights, or on an occasional Saturday night or holiday when class work was omitted. Mr. E. L. Shuey, for twenty-five years a member of the International Com- mittee and very actively connected with all phases of the Dayton work, says: "I cannot speak too strongly in favor of faculty organization. For years it has been more bene- ficial to each of our teachers as well as to the Association as a whole than we anticipated." d. Publications To gain an intelligent knowledge of what is done in Asso- ciation educational work, a knowledge of its literature is necessary. Each teacher should become thoroughly familiar with it: (1) "Association Educational Work for Men and Boys," $1.00 in cloth. It gives the history, principles and policy of all phases of educational work, treats in detail of the general features, methods of conducting class work, efforts among railroad men, among boys, of industrial and vocational training and is fully illustrated. (2) "Outlines of Courses of Study," 50 cents in cloth; containing the brief standard courses of study, and the regulations governing the examinations. (3) The illustrated Annual Report of the Educational Department, giving the facts and summaries concerning the condition of the work in various lines and places, and also much additional timely material. 25 cents. (4) He should take Educational Notes, a bulletin pub- lished monthly in the interests of the work. (5) He should keep the record of the attendance and 86 ASSOCIATION EDUCATIONAL WORK work of each member of the class as provided for in the Revised Class Record. e. Methods With the earnest young men in the classes, the brief time at their disposal, and the necessity for greatest help given in the shortest possible time, emphasis is placed on the follow- ing suggestions for all courses : ( 1 ) Every effort should be made to lead students to think for themselves, to see the reasons for each step and thus develop individual power and ability. (2) They should be helped to formulate rules and prin- ciples naturally and inductively from a familiarity with the operations which these rules and principles describe. (3) Best results come from leading students not only to understand thoroughly, but to acquire the ability to cor- rectly apply the principles of each subject as related to the practical duties of life. Before beginning work in any sub- ject each teacher should become thoroughly familiar with the standard courses of study in the subject, with the plan and object of the movement for unified work, the sugges- tions from the examiners, and the character of the exami- nations. (4) In outlining a lesson to a class in drawing or in any industrial subject or in shop work, experience shows that it is well to give a blackboard description of the lesson with its details before the class even if blue prints are furnished individual students. Where the work in a subject is en- tirely individual and no two are on the same topic or prob- lem, these helpful blackboard descriptions cannot be so extensively used. The tendency at present, especially in all advanced work even in the fundamental subjects like book- keeping or drawing, is more and more towards individual work with students. A class for purposes of best indi- vidual help should not be over eight or ten men for a single SUGGESTIONS TO TEACHERS 27 teacher. In elementary courses in arithmetic, bookkeeping, penmanship and English fifteen men may be satisfactorily taught; and in the lecture subjects, as business law, twenty or thirty or more men may be equally well handled by one teacher. f. In general Talks on habits of study, or how to secure the most from a given subject, will be most helpful, especially at the begin- ning of the year; and friendly chats with suggestive hints on making the most of time- and opportunities together with new methods and improvements should intersperse the entire work. For the average student in drawing, mathematics or science and shop work, it is suggested that half the time should be spent on the drawing, mathematics, physics and mechanics, and the balance on shop work with tools or in the laboratory. The student in shop work should be encour- aged to make his own working drawings for the articles he constructs in wood or iron as far as such practice continues helpful. Emphasis should be placed on all forms of study of the English language, as correspondence, use of words, spelling and composition. When these have been well pro- vided for, attention may then be given to the foreign lan- guages. A student should not attempt too much. Lead him to take up few subjects and do thorough work. Time should be taken for the satisfactory preparation of every lesson or bit of work required. The men should be encouraged to use the library and study rooms of the Association and to feel that the secretary, the teachers and officers are willing to render them every possible assistance. Most students will find regular exercise in the gymnasium a help to them in their study and class work. The best interests of the Associations as a whole can be conserved 88 ASSOCIATION EDUCATIONAL WORK only as we develop capable minds in physically sound bodies, and all for the purpose of service to others. g. Male teachers necessary Twenty per cent of the public school teaching force in the United States are males. In some states the per cent of male teachers is less than 7 and ranges from that up to 47 in other states. In Great Britain the proportionate num- ber of male teachers is much larger than in America. In Switzerland 53 per cent of teachers are males, and in Ger- many 60 to 70 per cent. If the New York "equal pay for equal work" movement of 1911 should become general, the present 20 per cent of male teachers will grow less and less. The result will tend toward even larger feminization of the American public school in character and influence, which will cause boys to leave school, from about the sixth grade and up through high school, in larger numbers than ever. In view of the present tendency the Young Men's Chris- tian Association, with practically its entire teaching force experienced males of strong character and influence, has a unique opportunity which challenges respect. This helps to explain why so many parents are anxious for their boys to go to school at the Association in the day time even at an extra expense of $8 to $10 per month. Per Cent of Public School Teachers That Are Males 1870 40. % 1880 43. % 1890 34. % 1900 30. % 1905 26. % 1909 21. 4% 1910 20. % No. 6. Bovs Drop out of School— Unemployed and Bench Warmers, the Result of Lack of Training Plumbing— Portland, Ore. Furniture Design— Grand Rapids, Mich. EXAMINATIONS 89 12. Examinations a. Importance Examinations are valuable exercises in Association work. They have proven beneficial for the following reasons: They have served as a most helpful stimulus to many teach- ers and students, and have encouraged much more thor- oughness and definiteness in the work. They are valuable as exercises in written English, as they require concise, comprehensive statements. One needs not only to know, but to be able to express what he knows. They reveal to the students and others their own weaknesses and defects as well as their abilities and successes. They demand con- centration of mind, sustained mental effort and a ready use of one's resources, all of which are valuable educational discipline. b. Dates Every Association is invited to participate in these annual exercises, held usually the first week in April, the second week in June, about the middle of December, and at such other times as may be arranged (see special announce- ments). In subjects in which International examinations are not offered, the Association is urged to give its own local examinations. c. Regulations The orders for participation must be received before a certain date ; the tests must be given on the exact date speci- fied ; each student must have a copy of the questions direct, from the International Committee; papers marked 65 or more by local teachers must reach the International Com- mittee within ten days after the test. The standard courses of study, embracing the essential and universally accepted principles of the subjects as applied 90 ASSOCIATION EDUCATIONAL WORK in all of the best evening schools in America and Europe, and the examinations covering such fundamental principles, give each teacher and class a breadth of view and a standard to attain in any subject, which is most beneficial to all. Ever since the organization of these examinations their character has been such as to favorably commend them to business men and educators throughout the country. Through this unification of class work, with standard courses maintained by rigorous International examinations of high character, there is greater efficiency for young men and for life work preparation. 13. Closing Exercises The closing exercises are usually held a week or ten days following the close of the year's work in April or June. This should be made the most interesting and dignified edu- cational gathering of the year. It may involve more than one evening, depending upon the conditions. It should in- clude the formal program of exercises, the alumni banquet, and a social reception in which the exhibit is made the chief attraction. The exhibit should remain open for a week and special effort be made to bring out the public. The formal closing exercises, however, may be conducted by every Association, no matter how small. The program should include much music, utilizing the department glee club and orchestra, one or two short addresses, the awarding of certificates from local examinations, and extending spe- cial honor to those whose papers were graded seventy-five or above in the International examinations. The spring, summer and fall educational features should be announced at this time so that the young men may plan at once to con- tinue their studies. Effort spent on such programs has always proven an excellent investment. CLASS WORK— SUMMARY 91 The following is the program of the commencement exer- cises in one of the city Associations June 3, 1911 : Overture, Association orchestra. Invocation and remarks, President of Association. Music, Association Glee Club. Oration, One of the students. Recitation, One of the students. Music, Association orchestra. Annual report educational department, Chairman of Committee. Music, Association Glee Club. Address, By the leading educational authority of the state. Presentation of certificates and awards of honor. Music, Association orchestra. A reception in the rooms of the exhibit preceded this program. The banquet followed three days later. One thousand five hundred of the city's best people attended the closing exercises, and one hundred and forty attended the banquet. 14. Summary of Items on Class Work To summarize, the best conduct of class work will nat- urally include: a. Classification A classification of plans, effort and printed matter, in- cluding both subject courses and group courses, according to the classification of subjects in "Outlines of Courses of Study." b. Local needs The kind and extent of the subjects taught will be deter- mined by the study of local conditions, and the promotion of such work will be adapted to meet local needs. 92 ASSOCIATION EDUCATIONAL WORK c. Terms The school year as a whole may be divided into a fall term, winter term, spring term and summer term, the length varying from 10 to 15 weeks each, depending upon local customs; the class periods and length of sessions for even- ing work will vary according to local conditions, and simi- larly with sessions for day work. d. Tuition fees Tuition fees will be charged, but these will not be aimed to produce revenue. The factors which determine the size of the fees are the nature of the work, the kind of students, the number of hours, the salary paid the teacher, and other similar items. Fees vary from $1 to $10 per subject, with corresponding arrangements by the term or year, and as to single subjects or group courses. e. Text books The text books, if any are to be used, depend upon the subject, the kind of students, the teacher and the results sought. No single text book as a rule should be slavishly followed. f. Teachers The selection of teachers. The best are those of sterling Christian character who have had much practical experience in the subject taught ; who are attractive and responsive in personality to the needs of men and boys; who are filled with the altruistic Association spirit and place emphasis upon character building in their work ; to whom reasonable salaries are paid for service effectively rendered. g. Know the student Conference with students, especially at the beginning of the term, to make the way easy for them, to give them a CLASS WORK— SUMMARY 93 proper view of their opportunities and responsibilities, and also to profit by that necessary experience that can be gained only in contact with men. h. Know the class work done The frequent, careful visitation and inspection of each class to encourage both the teacher and the student ; to dis- cover any possible wrong tendencies and correct them; to emphasize good qualities and tendencies ; and to know what is going on. L Teachers' meetings Meetings of the teachers with the committee at the open- ing of the term to inspire and unify their general efforts; occasional meetings with teachers singly or in groups at other times for various purposes ; and a faculty meeting at the close of the term to make reports and suggestions for improvement. j. Student rallies Students' rallies for inspiration at convenient intervals, especially in the fall, at a number of social events during the season and at closing exercises. k. Office detail The successful handling of the office work will include : (1) The application including membership, conference with secretary and teacher concerning choice of work, the registration blank and tuition receipt. (2) Class enrolment, the appropriate receipt and office registration. (3) Class records and reports, use class books or the card system ; record attendance for each class session, for each month ; report cards and certificates. (4) Examinations, whether International or local, or both. 94 ASSOCIATION EDUCATIONAL WORK 15. Day Work a. Opportunity — responsibility The development of Association educational work, to- gether with the increasing variety and demand for appro- priate training, prove that in a very large and increasing number of Associations, either large or small, there is a field for successful day work supplementing the evening work and closely related to it. Thirty or more Associations now conduct such facilities of various kinds — commercial, industrial, academic, college preparatory, apprentice, voca- tional — with nearly 5,000 different students enrolled. The attendance of such a body of students, each paying a tuition fee of from $8 to $12 per month, proves the existence of a demand for appropriate training, and shows that the Asso- ciation has a field for this kind of service corresponding to its appropriate evening work. In general every city, rail- road, colored, industrial, army and navy, or other Associa- tion which rents any of its rooms to an outside party for the conduct of a day school, a business college or other edu- cational feature, is in most excellent position to operate all such work under its own Association auspices and not to do so is today a sign of weakness. If outside agencies can successfully conduct such day schools in Association build- ings and make good, as is done, the Association with similar leadership and under its own auspices can make such work all the more effective and helpful both to the men and to the Association. b. Reasons for day work Some of the reasons why Associations conduct day work are given from experience as follows: (1) To more fully utilize the Associatfon capital invested in space, equipment and supervision. (2) To economize operation, supervision, teaching force, advertising and the prestige of the evening educational work. DAY WORK 95 (3) To serve employed men and boys who are not accom- modated in the evening classes. (4) To meet a demand not yet supplied by public or other day schools which do not afford the additional privileges offered by the Association. (5) There is no special virtue in the Association limiting itself merely to evening work — a gas light university. (6) To help men who have irregular times of employ- ment, and by its methods of individual instruction most help- fully serve any who are misfits in vocational or school train- ing. (7) To provide for men who work during the night, of whom there is a large and increasing number; and to aid an increasing number to prepare for college in a shorter time than is possible in public high schools, because of the longer hours we can give. (8) To provide for more intensive and adaptable study of a special subject than is possible in many other places. (9) To provide for boys who have physically outgrown their grades or who for other reasons were not successfully served in public schools. (10) To enable parents who so desire to secure that training for their boys in facilities which are permeated by the social atmosphere and Christian spirit of the Association life. (11) To do appropriate work for boys and men in the day time for the same reason that evening work was organ- ized — to meet needs. (12) To wisely use the equipment given by friends, and because it is poor economy to have a plant lying idle two- thirds of the time. (13) Experience proves that the practices and experi- ments of Association work, both day and night, have been exceedingly valuable in guiding the leaders of public school work and also aiding those in private schools. 96 ASSOCIATION EDUCATIONAL WORK (14) The Association aims to develop the entire Hfe of the student with special reference to character building, and because in its day work it can furnish more real, practical and helpful service than any other educational institution on account of its varied equipment in library, club, physical, social and other features. In a few Associations a larger proportion of students in day work were led to Christ than through the distinctive religious work and Bible classes. The Average Number of Days' Schooling Per Year Given Each Person of School Age 1870 48 1875 51 1880 52 1885 57 1890 61 1895 68 1900 70 1905 74 1910 82 Experience shows that there is an increasing number of young men of various ages taking advantage of our day educational privileges for from three to five hours per day, and who at the same time are earning sufficient funds on the side during the balance of the day to carry the entire ex- pense. Many thousands of young men today are acquiring most substantial educational training by this plan of giving a part of each day to cumulative systematic study under wise leadership, and at the same time carrying on their regular vocation. This plan of studying has at least two advantages. First, it enables a person to live and support his family at the same time that he is obtaining an educa- tional training. Second, it affords plenty of time for much necessary thought and meditation — qualities all too scarce in educational institutions where a person is cramming a course of training into a few months. Machine Design and Automobile Construction— Milwaukee, Wis. Mechanical Draw ing- Spokane, Wash. DAY WORK 97 c. Its organization and conduct Some suggestions concerning the organization and con- duct of day work from Association experience are as follows : (1) Day work should not be conducted as an independent department, but be a vital part of the whole educational work of a local Association. (2) It should be administered by the same educational committee, secretary and other officers as the evening work, with possibly an assistant or principal giving special atten- tion to its management. (3) Both subject and grade courses should be offered and emphasis be placed on those courses extending over one or more years. (4) Bible study and appropriate chapel exercises will be made a regular part of the day program and these will be in keeping with the Christian character and spirit of the work as a whole. (5) It will be elastic and flexible in the matter of hours, days, length of term and method of paying fees. (6) It will minister to no single group of students but will include privileges for all groups whose needs can be appropriately met by the Association in the day time. (7) The relations between day and evening work are reciprocal and students may be transferred from one to another as circumstances require. (8) Its influence is very helpful in cultivating the appre- ciation and support of parents and of the public. (9) Its expense is usually covered by the tuition receipts, especially when once established and with an enrolment of 50 to 100 or more per month. (10) The same teachers are very often employed for both day and night work, thus economizing in teaching expense and administration. 98 ASSOCIATION EDUCATIONAL WORK (11) The beginnings are usually small, with development according to discovery of needs and methods of work. (12) A separate system of accounts is desirable in order to arrive at proportionate expenses and receipts. (13) Teachers are employed on the salary basis and not on the percentage basis. (14) The privileges are made good enough for the wealthiest and at the same time cheap enough for the student of most modest means. d. Day work summary The wisest planning for day work will include : (1) The purpose is the same as evening work — to meet needs ; adapted methods, subjects and classes ; wise combi- nation of effort with physical, social and religious features ; utilize idle equipment, economize on teaching, supervision and advertising. (2) The kinds of students will include those of all ages temporarily unemployed, or those with irregular hours of employment; regular students with special needs; regular pubHc and private school boys; those whose parents seek a definite Christian atmosphere for the education of their boys. (3) Both subject courses and group courses will be taught and all with a distinct vocational aim. Depending upon conditions they will include language, commercial, technical, trade, academic, professional and other voca- tional subjects. (4) The tuition fees will be adapted to the situation, usually varying between $8 and $12 per month, with rates for full time or for an entire course of a year, placing a premium upon continued attendance. (5) Its administration and office work will be closely connected with and a vital but separate part of, the admin- istration and office work of the educational work of the DAY WORK—SUMMARY 99 entire Association. It will include special enrolment of day students; the securing of one or more necessary teachers, preferably for full time; appropriate regulations concern- ing attendance, discipline, records and reports similar to those of the other best schools. EDUCATION AND CAREER5- 1.757.023 NO EOUCflTlOU NOCMAfta l£. 054.335 COnnON 5CHOOI- EQUCATIGN L^UUH^^tk^kUmkl v\u\\\\\m\\\\\\HiiELiy\\>\^^^ I CHANCE IN 9.000 The facts are drawn from the United States Bureau of Education and interpreted by Mr. N. C. Schaeffer, the efficient state superintendent of public instruction for Pennsylvania. The pro'portion of students in various kinds of educational training, as well as of no education, are shown to scale. Similarly, but on a different scale, the shaded area shows the educational training received by the 10,000 men whose careers have been such that their names were selected for "Who's Who in America." The value of educa- tional training in the successful lives of prominent men is clearly shown in that 77 per cent of such men in "Who's Who" are those with college and university training, while less than 14 per cent of them had only a common school training, and no man without some kind of education was found to have had a sufficiently successful career to be counted worthy of a place in the list. In other words, if young men aspire to serve their country and this generation to the best advantage they stand no chance whatever of so doing if they have no education, only one chance in 9,000 of such relative success if they have only a common school training, but from the above diagram they seem to have at least one chdnce in 40 of reaching such success if they have obtained a college or university training or its equivalent. V. ADMINISTRATION AND SUPERVISION 1. Nature and Principles a. Importance With the growth of Association educational work and the increasing demands for vocational training, it becomes more and more necessary to secure wise and most effective administration of such educational features as will meet the situation. Educational work may be a success or a failure in proportion as it has the right kind or the wrong kind of administration. As a rule the better the man as an educational secretary, the larger and better the work, and this in turn brings more of money and support with which to secure more and better men, to do more and better work, to obtain still larger support, to secure more and still better men, to accomplish far more effective results among men and boys; and the good work thus goes on multiplying its usefulness in a cumulative manner. b. Supervision vs. administration A distinction needs to be clearly made between the terms supervision and administration. Supervision in its strict sense is the professional handling of the psychological prin- ciples of education, especially as related to teaching. Admin- istration is the actual process of conducting a business or an educational enterprise. Professional experts as a result of years of study and research in psychology and pedagogy- have been fitted to supervise the proper teaching of special subjects, as of drawing, of art, or of language. In the Young Men's Christian Associations, while we have some opportunity for experienced supervisors in the proper sense of the word, yet nine-tenths of the conduct of local Association educational work at present comes properly under the head of administration rather than supervision. ADMINISTRATION AND SUPETtVISlON 101 Administration is absolutely necessary before supervision. In local work the term supervision will really mean the effective conduct of various activities — which is adminis- tration. Administrative ability is a power and practically univer- sal; while supervision is an art and means knowledge psychologically used. Administration is executive or busi- ness management ; while supervision is educational and pro- fessional. Administration is native — many are born to be natural administrators; while supervision is acquired — none are born supervisors. With the development of Association educational work emphasis must be placed on adequate training to make men efficient administrators, i.e. successful educational secretaries. c. Officers (1) The board of directors is the official and ultimate authority. In proportion as it includes men of affairs, active, with large vision, sympathetic and cooperative, will appropriate educational work be organized and prosper. (2) The educational committee is a part of the board of directors directly related to the administration of the edu- cational work as a whole. It helps secure adequate revenue, aids in obtaining best results, and represents both the public and the Association. (3) The educational secretary is the salaried officer of the Association, the administrator of the department, and agent of the educational committee to execute the Asso- ciation's educational policy. d. Some essentials (1) Successful administration often depends more on keeping unimportant things from being done in a wrong or mistaken way than in developing useful policies in the correct way. 1^< ' '-' ' ''"■AS'SOCrATiaN EDUCATIONAL WORK (2) In the successful solution of large problems involv- ing different leaders, the personal equation and the vailing qualities of individuals and personalities must be harmon- ized. (3) Real problems and conditions, often without pre- cedent, must be met. (4) Effectiveness within the Association must supple- ment cordial cooperative relations outside. (5) Wise and efficient administration will: (a) know the times, the tendencies and needs of men and be able to har- monize the efforts to meet such needs and make them effec- tive; (b) keep ideals to the front and magnify them, em- phasize character, nobility and all that makes for manhood and boyhood; (c) cultivate good common sense, which seems to be an increasingly valuable factor; (d) discover quickly such plans as will meet needs, and know which will not do so; (e) avoid all entangling alliances; (f) use subtle logic in some cases, resist new ventures in other cases, puncture conceits in a few cases, increase resources in others, and organize adequate forces to meet particular situations. 2. Educational Committee a. Its size This is one of the most important committees in Asso- ciation work. Three men are generally sufficient, though in some large cities five or seven men may be preferable. The small committee can be gathered quickly, can readily reason together and yet is large enough to be effective; is more likely to carefully consider reports and do business, accepts greater individual responsibility, can more quickly harmonize and arrive at a decision, takes more interest in details, is better able to deal quietly and wisely with deli- cate matters and usually attracts a superior quality of men. THE EDUCATIONAL COMMITTEE 103 A large regular committee of more than seven men is usually to be avoided, as it is hard to get a full attendance, is open to much wire pulling, is apt to be more responsive to popular tendencies and tangents at the expense of con- tinuous hard work and quality of service ; only orators seem to get a hearing and it is not likely to handle delicate matters wisely, or effectively locate responsibility. b. Its composition These different committeemen should be drawn from and represent the leading industrial, commercial, trade and busi- ness interests of the community. The nature of their work is such that only those competent and willing to serve should have the honor of appointment. Paper committees gen- erally do more harm than good. This committee as a whole has charge of all the educational features — the reading room, library, lectures, educational clubs, talks, tours, class work, and other sections of effort. Interested, capable, Christian business men as a rule serve best on these committees. Occasionally a public school officer or teacher serves with credit. The opportunity for such an officer who measures up to his privileges and feels the responsibility of his position is equal or superior in point of influence to that of a director or regent in a college or university. Good timber for such service has been found among manufacturers, merchants, contractors, bankers, successful college men in many walks of life, men who are able to think for themselves, have convictions, and are able to explain reasons for their conclusions. Avoid using inexpe- rienced, unsuccessful men in any line. c. Its duties The committee and the educational secretary, if there be one, will need to give much time and effort to make the 104 ASSOCIATION EDUCATIONAL WORK work successful and a credit to all concerned, but such in- vestment of energy pays largest dividends in successful manhood. They will need to study the field, confer with employers and especially with superintendents and fore- men in order to intelligently discover the educational needs of men and boys and the best means to meet such needs. Some of their duties are described in succeeding pages. Best results come where several subcommittees are formed, each composed of one member of the regular committee and one or two men outside of the committee — as one sub- committee for lectures and talks and clubs, another for boys' work, another for extension features, and so on. For special courses or schools, as day work, automobile school, boys' summer school, a special advisory committee of three or five supplementing the regular committee is necessary. One important duty will be to carefully determine upon and cooperate with the finance committee in providing an annual budget for the educational department, ranging from twenty to forty per cent or more of the total annual ex- penses of the Association, depending upon local conditions. See chapter on Administration. ExPENgE OF Educational Supervision In Young Men's Christian Associations, Including Heads of Departments 1890 $ 000 1893 2,000 ■ 1895 5,000 ^ 1898 7,661 ■■ 1900 12,655 "i^ 1903 35,000 1906 74,600 1909 130,821 1911 171,549 L p I 11' ijP^^^^a^ ,11, ^fc^ ^ ■ ■K fl M Cooperative Apprentice School— South Bend, Ind, Stknographv— Railroad Association, Philadelphia, Pa. Salesmanship— Cleveland, o. THE EDUCATIONAL COMMITTEE 105 d. Sessions In giving successful service, regular meetings of the com- mittee will be found essential. In the busy seasons, as September and October, January, March and April, these meetings are often held weekly and sometimes daily, at the call of the chairman. At least four joint meetings of the committee, leaders, club officers and teachers should be held during the year, as in September, December, March and June. Such ses- sions mean much for the unity, harmony and success of the work. They ,are usually held at the Association build- ing, from 5 or 6 p.m. to 7 or 8 p.m., including lunch or supper. The September meeting should be held just before the opening of the class work to emphasize all that pertains to efficiency and harmonized effort during the season. The December meeting, held just before the opening of the winter term, will discuss the successes and failures, points of strength and weakness of the fall's work, and make sug- gestions and modifications for improvement during the winter term. Similarly the March meeting will serve for the interests of the winter and spring terms, while the June meeting will review the entire season's work, make sugges- tions, and determine many things for the plans of the suc- ceeding year — which clubs, lectures and talks to emphasize, which subjects in class work to retain and which ones to drop, what new ones possibly to add, which teachers to be re-engaged, any modifications of tuition fees, policies or methods. This is the most important meeting of the year. Its decisions are to be made public as soon as feasible, or at the closing exercises if such are held, and thus the advertising for the coming year begins at the time when it does the greatest service, helping to link the plans of the young men from one year's work to another and giving advice when such is most appreciated. 106 ASSOCIATION EDUCATIONAL WORK e. Institutes and conventions One or more of the committee with the educational secre- tary should plan to attend the annual state or International conferences or conventions, or one of the summer schools. Each Association is urged to hold a local annual institute at some convenient time, as in April, May or early Septem- ber, at which an afternoon or evening at least may be given in counsel with the board, officers, committee force, and specially selected business men of public influence concern- ing the interests of Association educational work. The im- portance, needs, growth, results and methods of successful conduct of such work are brought to the earnest attention of those present, desires are created and plans for better and larger w^ork made, all of which will be found of great value in aiding local Associations to strengthen and extend their work. One or more leaders from other cities, from the State or the International Committee, with lantern ses- sions showing the work in operation, often give added in- terest and increase the results. What has been said of the local educational committee may also be said with even more far-reaching results concerning the state educational committee. f. Advisory committee With the growth and variety in the development of Asso- ciation educational w^ork, there is large and increasing use of advisory committees. These committees, made up of from two to five or more men, are selected with special reference to their fitness for successful service in connection with the promotion of special large features, as an auto- mobile school. Such committees, through their chairmen, are related directly to the educational committee of the Association. Their special w^ork is to counsel in the leader- ship, administration and financing of the special course or school to which they are related. THE EDUCATIONAL SECRETARY 107 Such advisory committees are often secured for special sections of the educational department, as the polytechnic section, the law section, the boys' work section, or the exten- sion section. An Association may thus have several advisory commit- tees in its educational department, each and all of whom are vitally related to the general educational committee. g. Student councils Some Associations make successful use of an organiza- tion or club of mature-minded, earnest students who pos- sess a spirit of service. These men are used in numerous voluntary efforts in the organization of clubs, the promo- tion of classes, talks and other features in the building and out of it, and at all times stand ready to help promote the interests of the work without expense to the Association as far as their service is concerned. 3. Educational Secretary a. Importance The proper organizing, wise promoting, and social engi- neering of adapted educational enterprises by the Young Men's Christian Association calls for and is developing a new educational vocation separate and far different from that of teaching — that of the educational secretaryship. A few Association leaders recognize that inexperienced super- vision is often worse than no supervision at all, and in many cases means the speedy death of educational efforts thus treated. While the educational committee is responsible for the encouragement and promotion of the various educational features in local work, in a number of places an educational secretary is employed for the purpose of encouraging and developing the Association's all-round educational work. This man acts as an executive officer of the department 108 ASSOCIATION EDUCATIONAL WORK and works in harmony with the committee and the general secretary, as does the physical director in the physical department. b. Qualifications as a man The personal qualities for a successful educational secre- tary as found in the men now accomplishing best results are as follows : (1) As to his character, he must be — (a) a Christian man in the truest and broadest sense; (b) of strong per- sonality, a clean man, upright in life, correct in speech; (c) sympathetic and truly friendly — a lover of men; (d) a man having strong faith in God, reasonable confidence in self, faith in men, and a love for his work; (e) pleasing in address, avoiding extremes in dress and manners ; (f ) clean- cut, tactful, forceful, able to adapt himself, and filled with the Association spirit. (2) As to his ability, he must — (a) have the tact of the lawyer, the enthusiasm of the student, and the devotion of a lover of men; (b) be a leader thoroughly in earnest and businesslike, as people look to him for leadership; (c) be original and inventive but with conservatively sensible ideas; (d) be able to put plans into operation; (e) be able to set other people at work and keep them harmoniously at it ; (f) have personal magnetism to attract and hold men, enthusiasm to keep all interested, and business habits such as will insure good management. (3) As to his knowledge, he must — (a) know men and boys as well as things and methods; (b) know th«e needs, conditions and tendencies of his field as they concern men and boys educationally; (c) have a college education or its equivalent; (d) have such a training, in education, business and executive work as will fit him to make good. "Let this mind be in you which was also in Christ Jesus," covers the whole requirement. DUTIES OF EDUCATIONAL SECRETARY 109 Associations with One or More Educational Secretaries Based on Official Recognition of the Association of Educational Secretaries 1890 1898 1 ■ 1896 6 i^Hi 1898 9 ^B^^ 1900 ir> ■■■■^^^" 1903 25 ■■■■■■■■^■^■1 1906 42 ^m^^mm^^mm^^t^mm^^^mmm 1909 60 ^m^mmm^^mm^^m^mm^a^^^^m^^^^^m 1911 69 ^mma^ma^m^^^mamm^^^^^mm^^^^^ammmmm^^m c. Concerning his duties (1) As a discoverer of needs and of men to meet them. The nature, variety and growth of the work places ever increasing responsibilities upon the educational secretary, (a) He will be early on the ground, studying the conditions and the work done, discovering the educational facilities needed, making the acquaintance of Association leaders, committeemen and others, (b) He will plan and cooperate with the committee in making an investigation and continued study of the field, in order to discover opportunities, to intel- ligently look for the best leaders and teachers for the various clubs, lectures, talks and class work, (c) He will bear in mind that students need to be directed in groups, but must be dealt with individually. (2) As an organizer and leader. With the cooperation of the committee and as their agent, he must see that — (a) all the plans are made, (b) the teachers and leaders secured, (c) advertising begun and followed up, (d) and the various activities started and conducted. The opening of the season's active work in the various features about October 1, is a fair indication of the effectiveness of the preparation done, when the educational secretary has been no ASSOCIATION EDUCATIONAL WORK on the field during the summer, and will put to test his exec- utive ability and the calibre of the educational committee. For the successful operation of the work he must be to all the various features what a successful manager is to his business. (3) In general. In all this work he will — (a) be careful not to practically displace the general secretary or the edu- cational committee; (b) come to know his field better than any other man; (c) discover and develop leaders and teach- ers and coach a working force; (d) carry on systematic and continuous advertising and publicity; (e) keep his ideals high, and cultivate spiritual vision; (f) be a member of the general secretary's cabinet; (g) an educational counselor; (h) also an inspiring force making for intelligent living. (4) Efficiency. He will aim to — (a) bring the entire work of the whole department to the highest standard of efficiency, so that each club, class or lecture may become a source of increased helpfulness to young men; (b) unify the department by making each feature contribute to the best interests of the whole, so that the practical talks will dovetail into the work of the clubs and classes, and vice versa; (c) make the department harmonious with and strengthening to the work of the social, the physical and the religious work departments. d. Concerning his relationships As a salaried officer of the Association he will — (a) be amenable to his committee and to the board of directors ; (b) consult and cooperate heartily with the general secre- tary of the Association on all matters of importance; (c) continually seek to enlist the efforts and cooperate with the work of the educational committee; (d) strive with the other employees for the up-building of the Association as a whole; (e) be a co-laborer with the heads of other departments; (f) be a tactful administrator in his relations VALUE OF SUPERVISION Hi with teachers, leaders and other servers in the department; (g) be a respected citizen in the community; and (h) be friendly, interested and cooperative with other Associa- tions. e. Value of good supervision In 1893 one Association employed an educational secre- tary for part time. Now (1912) each of 74 Associations employs the full time of from one to ten men for such ser- vice, including the deans or heads of various sections of the local educational departments. Experience shows that in proportion as this peculiar kind of local leadership can be found, trained and employed for a series of years, the results in more efficient men, more business, and commer- cial and industrial efficiency will be seen. At least 140 other Associations are now able and should have such men as educational secretaries. Of all the educational work reported today, two-thirds of it is done in the 74 Asso- ciations with local educational secretaries, while the balance is spread over the remaining 800 Associations. The employ- ment of a thoroughly qualified man at a good salary is amply justified by the beneficial results. ■M^. Wi'fKou.t £vkkusin(; ln Strekt- Brockton, Mass. EQUIPMENT 137 enough for a class of twenty seated in tablet chairs, the instructor explaining from a blackboard. (11) Other shop work. Some Associations are already conducting appropriate apprentice schools in machine, sheet metal, and other building trade lines, and this work will rapidly increase. Many leaders believe that the teaching of trades in general, either in day time or in the evening, or both, to employed boys as well as men, will soon be done extensively by the Association. If so space should be pro- vided for it. A number of Associations already have sepa- rate buildings for technical, trade, apprentice and other shop or laboratory work. The arrangement for such work will depend upon local conditions. d. Lighting and blackboards The lighting of all these rooms is exceedingly important. Diffused lighting by means of electric arc lights — one light for every 200 square feet, and not less than two in each room — seems to be the best for drawing and ordinary even- ing school work. Such lights are usually placed near the ceiling, both walls and ceilings being white. The source of the light is concealed by an opaque eighteen-inch bowl- shaped reflector, lined with opal glass. The next best light for drawing is a thirty-two candle power drop light over each ten square feet of drawing table. One of the best systems of diffused lighting is found at the Pratt Institute, and also at the New York Mechanics' Institute. From 10 to 20 running feet of blackboard 3.5 to 4 feet wide and 3 feet from the floor, should be built into the wall of each class room. In addition, one or more portable blackboards are necessary. Much of the furniture being portable, it can be adjusted or removed when the rooms are needed for other, purposes. Doors from public corri- dors may well have a glass panel, thus admitting light into 138 ASSOCIATION EDUCATIONAL WORK the corridors and reducing the need for opening the doors. Adequate toilet faciHties on each floor are essential. 9. Student's Equipment a. Text books Depending upon custom and local arrangements, each student will be expected to provide himself with material desirable for each class, educational club or society with which he becomes connected. The text books, paper and supplies of various kinds are usually found on sale in the building at about cost prices, including handling. The material for a course in bookkeeping, at from $2 to $4 per outfit, will usually be the most expensive for any commer- cial, language, or many of the science subjects pursued. In some of the industrial subjects, as drawing, in the labora- tory work of chemistry and electricity, and in the shop work subjects in wood and metal, the expense for equipment will be greater. b. Drawing paper Good drawing paper is essential. Many kinds are on the market. For mechanical and architectural drawing, paper like "Whatmans," "peerless," "egg-shell," "German," and other brands that will take both pencil and ink is most desirable. In freehand drawing, a rougher grained paper for pencil and carbon use is desirable. The sizes of paper recommended are: For elementary, 11x15 or 15x23 inches ; advanced 15 x 22 or 22 x 30 inches. All of these sizes are appropriate for practical purposes, and will trim and mount easily on the standard size cardboard for exhibits. Each plate or drawing, for purpose of binding if desired, should have a margin of one and one-half inches on the left side. For many reasons it is desirable to have the students make blue prints of much of their work, espe- cially of the thesis drawings and exhibitable plates. STUDENT'S EQUIPMENT 139 c. Drawing instruments Each student should own his drawing board (24x30 inches in size) and instruments. These may be kept in the stationary drawing table made for the purpose, as in many Associations, or they may be locked with the boards and tools of all other students in a general locker or cabinet, as in a few places, or they may be cared for in other ways depending upon the local situation. It does not pay to buy a poor set of drawing instruments; to obtain good value, from $3.50 up should be invested. Sets catalogued at less than $6 or $7 should not be purchased. A liberal discount from catalogue prices can usually be secured. 10. Educational Budget a. Importance The annual educational budget of from twenty to forty per cent or more of the total annual current expenses of the local Association should be provided, being guaranteed or underwritten by the educational committee in connection with the finance committee of the Association, for the con- duct of appropriate educational facilities. The exact amount will vary with the place, and will be in proportion to the recognized and appreciated field for such effort, and the degree of educational interest developed. Such educa- tional budgets now range all the way from $100 in some of the very smallest Associations to over $70,000 in each of several of the larger ones. It is fully as important to make provision for such budget as it is to plan anything for the physical, the religious, or for the boys' work. It is equally important to anticipate the work of the year, to set a definite goal and plan for the conduct of such features as are needed, and establish a working basis with such accounts monthly, quarterly or annually, as is done in any well-organized business or other educational institution. 140 ASSOCIATION EDUCATIONAL WORK In some Associations the salary of the educational secre- tary, or the amount spent for such educational supervision, is not included in the educational budget, but is provided from one and the same budget as the salaries of the other paid employees. Where the expense for supervision is a part of the educational budget, then a part of the member- ship fees paid by students, at least fifty per cent should be credited to the educational department account the same as the tuition fees, special contributions and educational endowment. All material, such as desks, furnishings, and other items for permanent equipment, is to be provided for outside the regular yearly educational budget for running expenses. b. The classified expenditures While no exact division of the budget for the various privileges can be made, yet the experiences of the aggre- gate Associations during recent years show the following divisions for such expenditures, together with both the range of per cents, and the average per cent of the total educational budget which each such division sustained for 1911. Items Range Averaj Supervision From 10 to 18% 15% Educational advertising From 5 to 18% 12% Reading room and library . From 2 to 12% 5% Lectures and talks From 1 to 10% 3% Educational clubs From 1 to 1% 1% Class instruction From 20 to 50% 30% Day work .... From 6 to 25% 12% Special schools, outside, summer, etc. From 8 to 20% 12% Miscellaneous From 1 to 10% 5% Repairs, maintenance From 2 to 8% 5% Total .... From 56 to 172% 100% Nearly a million dollars is being spent during the present season (1912) in these items. Experience in the majority BUDGET 141 of Associations shows the wisdom and economy of having all financial receipts and expenditures pass through the gen- eral financial office of the Association rather than being obliged to open a second financial office in the educational department. c. The sources of revenue With the growth and variety of the work much more care is necessary to cultivate a corresponding increased source of revenue to match the ever increasing expenditures. (1) If the expense for supervision is a part of the edu- cational budget then the first source of revenue that may be credited to the educational budget is a portion — about 50 per cent — of the Association membership fees which are included in the money paid by students in addition to their tuition fees. The other 50 per cent of such membership fees should be credited to the general Association expense. Annual Income of Educational Endowment Funds Young Men's Christian Associations 1800$ 000 1898 2,500 1896 3,500 1896 4,207 1900 4,960 1906 6,802 1906 6,722 1909 9,686 1911 11,008 (2) Endowment. A few Associations have been pro- vided with endowment funds by friends, in varying amounts from $500 to $50,000 each, from which the educational budget derives a small income — a total of $11,690 in 1911. Experience proves that an endowment bringing an income of from fifteen to twenty per cent of the total educational 142 ASSOCIATION EDUCATIONAL WORK budget is very necessary, to provide for good supervision, extend much work outside the building, and remove as much as possible the appearance of the commercial spirit. On the other hand, too large an endowment — one from which the annual income would be fifty per cent or more of the annual expense — would do more harm than to have no endowment. An Association leader can well encourage men and women to provide appropriate endowments. Families who have thus given feel that their investment is yielding double the returns in character and efficiency among the boys and men of the city than would have been the case if they had simi- larly endowed a college or university. (3) Receipts from club fees, admissions to lectures and a few practical talks. The total of such receipts will be small. See page 144. (4) Tuition fees from students in class work will form the largest single item of receipts. The best endowed edu- cational institutions charge tuition fees, not so much because they are needed to cover expenses, but experience shows the results in discipline, training and appreciation to the students to be far better under such practice. The superin- tendent of public evening schools in an eastern city recently said, "One thing that handicaps us most is the fact that we cannot charge tuition fees to encourage independence of students and to weed out the idle, the curious, and the in- different." In a number of the present evening technical high schools the charging of definite fees is beginning to be made because of its value in the appreciation of such work by the students. See pages 69-72. (5) For the most helpful development of men, of the Association, and especially of the community, experience shows that it is very desirable that there be an annual culti- vation of the community through the solicitation of sufficient voluntary contributions to provide the difference between the other receipts and the annual expenses. This supple- BUDGET 143 mentary need in the educational department ranges from fifty per cent of the educational budget in some Associations down to almost nothing in others, in proportion as the local work has been developed. It is a far more healthy condi- tion to find an Association doing a large missionary educa- tional work, both in the building and out of it, whose re- ceipts lack from twenty to fifty per cent of meeting educa- tional expenses, than to find one with little or no missionary activities, but with tuition charges sufficient to carry all expenses. The latter Association is very liable to be con- sidered a select and rather self-centered club and not minis- tering to the elementary needs of large numbers of boys and men in the community. A non-missionary Association or educational department is either dead or dying of the dry rot of selfishness. (6) Sample small budget. If the net expense for periodi- cals in the reading room is $90, the annual appropriation for new books in the working library or study room $50, the provision for educational clubs, lectures and talks together $160, all teachers' salaries in class room $400, and all educational advertising $160 — the total budget without any special supervision is $860. If the income from endow- ment fund is $175, from tuition fees in classes and clubs $490, admissions to lectures and talks $75, the total receipts are $740. The amount necessary to be thus provided from voluntary subscriptions of friends, and of course to be underwritten or guaranteed in advance by the educational committee, is $120. (7) The following budget is from a good-sized Asso- ciation with an Educational Secretary and an assistant, 27 teachers, and 907 students. The net amount which the educational department must provide from solicitation of funds or from the guarantee of the educational committee in cooperation with the finance committee is $1,203. 144 ASSOCIATION EDUCATIONAL WORK Expenses Supervision $3,100 Reading Room and Library... 190 Educational Lectures 760 Practical Talks 90 Educational Clubs 116 Advertising (net cost) 2,365 Class Lecture Series 2,400 Special Schools 1,900 Boys' Summer School 609 Day School 2,600 Teachers, other than above 2,980 Miscellaneous— Repairs, etc 640 Sale Student Supplies (net) 34 Extension outside Building .... 975 Total Expense $18,699 Receipts Educational Lectures (admis- sion) $ 810 Practical Talks 15 Educational Clubs 86 Class Lecture Series 2,980 Special Schools 2,400 Boys' Summer School 726 Day School 3,450 Tuition Fees Evening Class Work other than above 4,100 Extension Work 879 From Endowment 1,560 From Volunteer Contributions 490 Total Receipts $17,496 Bal. needed for Expenses.! 1,203 11. Records, Forms and Reports a. Importance No business firm, religious society or club creditably maintains the confidence of the public very long unless its books of record are well kept and able at all times to reveal the material and working condition of the organization. In a peculiar sense should this be true of the records of the educational work of the Association and each of its fea- tures. It is also of greatest importance that these records be permanently filed with the general records of the Asso- ciation so that in the change of officers and secretaries, the incoming officials will not be at a loss to discover the condi- tions and grasp the work without further delay. b. For the general features The records of the library should show the care and cataloguing of every book and be supplemented with a simple system of checking books drawn and returned. The list of periodicals, prices and how obtained will be carefully preserved annually. Appropriate simple methods of re- cording the nature and work of educational clubs are in use. A permanent record of those giving educational lec- tures and practical talks, together with the nature, finances and results of the same, should be carefully made and pre- served. See the Statistical Record, Association Press, New York, price $1.25. ■Kmi fi n R^^^^^^^^^^H^^^^B 1 1 ^^^Bm"! ^ \ ^ B 9 Printers' Apprentick School— Houston, tex. Textile Design— North Adams, Mass. ~^iii ». ^ K' f ' % ^H^l \tkk ^^^u !^;MiE9 ^""^ ^^E •' r'** ^1 ▼ ^H Cf^^^^J PRACTICAL Forestry— Spokane, Wash. t » • /• ■ » RECORDS AND REPORTS 145 c Class records Perhaps the more detailed records come in connection with class work. Some results of the class work can be measured and presented to the public only in so far as an accurate class record is kept by each individual teacher. The Revised Class Record, published by the Association Press, New York, price 10 cents, is in wide use for classes in both educational work and Bible study. We advise a careful study of a sample of such record on the adjoining page. (1) Carefulness in keeping the attendance in the class record book is necessary, and reflects one quality of a good teacher. Three cases of tardiness or leaving the class un- excused before the close of the hour constitutes one ab- sence. Unexcused absence for three sessions forfeits the student's place and he ceases to belong to the class. (2) Enrolment is the total number of different persons joining a class or attending three consecutive sessions. It increases with the entry of each new student throughout the term or year. It should be begun with the second or third meeting of the class. Note the example in Revised Class Record Book. (3) The average number belonging, less than enrolment and greater than the average attendance, is the number on which the cost of class work per capita is rightly based and on which the per cent of attendance is rightly computed. For each month or for the year, it equals the sum of the number belonging at each session during the month or year, divided by the number of class sessions in that month or year respectively. See Class Record Book. (4) The average attendance for a month or year is the total attendance of all sessions divided by the number of class sessions in that period. (5) The per cent of attendance is the measure of the students' improvement of their opportunities, and is found u : : III » o ^ i 1 o 1 1 1 £ 1 1 ^ 1 1 1 a |i a ie 1 1 o o o 1 a 1^ il < 1 II 1 1 1« £ C SI 1 1 I 1 il 1 2- 1 12 ■0 1 B 1 1 o S ^ 88 s S § s B s S5 > >o o . . «p^ 0) "3 SpBJf) O O »4 >< X* §gs Ib;ox o I- ^ § 5 3 § 5 S 5< ^ ^ S s •^ s g § i i : :.a J> I«:>ox eo «o I- I- «o t- t- >o ^ »o s e lis 0) S "> "V ^ ^ ^ •V "> V V a> OJ 81 V eo OS ^ < "> "> V ^ "> ^ < < CO o> 1^2 X ^ 05 " ^ •^ > ^ "> v "> 00 oe *5s Oh S ^ "> < ^ ^ > < "> ^ t» o> u < 00 < < ^ ^ V "> V <: ^ eo OA o to "> "> ^ V ^ <; ^ ^ h3 < i> a> Q '- -> ^ V < > ^ ^ ^ < 00 s o ^ l«:>ox b- 00 t- « t- t- r* t- ot 00 CO iO ^ s o g < ^ ^ ^ < ^ < "> ^ l> 03 03 ^ ^ ^ •> < ^ < V "> < ^ t- II V ^ "> ^ < J V ^ "> ^ > "> ^ "> ^ ^ < < 00 05 « "^ 0) 05 i2 ^ "> ^ < < "> ^ ^>. < "> V 00 ^ a) < ^ ^ J ^ "> "> ^ < V < J V < ^> 00 ^ & o ■* ^ < ^ •^ < ^ ^ ^ V ^ ^ ^ < 00 ^ ^ < ^ < "> •^ ^ ^ V J -v ^ h3 V < eo l«*ox t- CO t- i- I- CO 00 t- i> 00 CO t- c- CO t- la « § *i S ^ < ^ ">. V ^ V V •V ^ ^ < ^ ^ < < V ^ "> ^ <; ^ ^ ^ H N t^ 2 li ^ <: "> "> ^ ^ < "V ^ ^ "> V ^ "> "> ^ ^ CO jj <; "> < V ^ ^ V ^ ^ jU CO •0 H s ^ ■> ^ "> "> ^ V < "> "> < < ^ "> c« CO DRAW : 2 . 30 2i ^ < "> ^ < "> ^ "> "> ■> < "> "> -> < m s CO < "> ^ "> ^ ^> ^ ^ < "> "> ^ ^ "> V JO iO W >Q ^ ^ "> < ^ < ^ ^ "> "> ^ > ^ "> ^ ^ < "> < "> W OJ 5 ^i| mox 00 t- 00 t- 00 CD 00 00 t- 00 to -^ eo 00 et g? i S ^ h:; "> ^ -> ^ "> ;3 Tj< MECHANIC No. lessons pei No. weeks in C( t-l 04 § "> ^> < ^ V -> "> ^ < > V "> < ^> H 0« JO 0! ^ ■> V ^ "> ^ -> ■> V < ^ "> "> V ^ 'v < ^ ^ U ■* eo X! <: ■> ^ < "> ^ ^ "> ^ "> "> < "> "> V "> < "> ^ < ^ ^ < ^ ^ ^ o> ^ lO ^ K ^ H ^ w < ^ H < ^ H ^ « V H 00 z i tn > s Oi S5 u as Q •— > CO 8 X !5 en 1 a Oh S5 •—1 -1: < u n 1 U) Oi 0^ pi < I 8 H S S J •a c 4) 3 be "So 1 pa d U fe Q d 6 •-^ H d cc ^ d < ati9rt CLtj -Ti tu. CtUr^^ ])o>««.. a»Mt Per, th --^OO. OOO - (ta.yc^ U L 6iO^***.a.U.} As^QCLCLCioyi. ?Kc>p^i^sU, Of'i T^rof't 33. P. ^. T ^T Mi'tyi STu-cLcji^ts lA. C *^ p, . . a) ei-i ^a 2&,§§'^£5ap ^caog.tj§^LCATIONAL INSTITUTK, litii — SU,\Kk Bav, N. V, I LllEKAKV SuClfcl V — W KSl' SlUK BRANCH, NEW VuRK ClTY ^^ HtojEjii Educational Institute— Silver Bav, N. Y., 1911 INDUSTRIAL WORKERS 169 which relate directly or indirectly to the working and recreative life of the individual and community. Conse- quently, the Association as a supplemental agency, seeks to : (1) Provide or encourage those facilities that will better fit the man or boy for his daily work. (2) Encourage or provide the means by which, during his leisure hours, he may secure that stimulation, training and development which will make him a better man, a nobler citizen, a more responsible home maker and a more effective worker. (3) Help the man and boy to escape those influences which distinctly undermine physical vitality, weaken pro- ductive efficiency, destroy character, and injure good citizen- ship. The increased demands in industry require more and more special technical training and skill. The Association tries to help provide the necessary facilities. On the other hand the pressure and requirements make the proper use of the industrial worker's spare time a vital matter. 7ha/fc IVaoe-Carner^ \vv\V\\\\\\^^\v\\\\\\\XS XV\\\\\\\\\\\\\ \\\\\\\\ ineiic^tria. L trvoy/ct-rs 73 % Ctssoc cflLf/oH, ^ft.c>*t.hcy'sJil/9 »M>.'t •— "t Prcf'l - 78 % v\vvvv\v\v\\\v\\\\\\\\\ \\\v From Dr. Peter Roberts of the Industrial Department of the International Committee we learn that from the 27 per cent of the male wage-earners which are largely considered as commercial and professional, 78 per cent of the Association membership is drawn ; while from the 73 per cent representing the other occupations including all industrial workers, only 22 per cent oi the Association membership is secured. This shows the opportunity and responsibility of the Associations toward the great mass of industrial workers who are as yet not helpfully influenced in large numbers by such Christian organizations. 170 ASSOCIATION EDUCATIONAL WORK b. Methods and features Avoiding the paternal and adopting the fraternal method, the Associations in industrial fields have successfully pro- moted the following forms of work : (1) Lectures and talks, within or outside the Association building, on industry, civics, hygiene, geography, art, applied science, engineering and many other topics. (2) Clubs whose programs are varied according to the character and desire of the membership. (3) Class and home study, emphasizing the peculiar in- dustrial and vocational needs of the men and boys served. (4) English for non-English speaking men and boys, who are so numerous in all industrial occupations. (5) Exhibits and demonstrations of things affecting the lives of industrial workers, such as labor-saving and life- saving devices, housing conditions, first aid, tuberculosis, general health and sanitation, and industrial processes. (6) Thrift, through cashing pay checks, depositing money, providing talks, conducting investigations and en- couraging saving habits and the use of various devices for thrift and economy. (7) Apprentice schools for the supplementary training of apprentices independently and in cooperation with local employers. (8) Suitable reading and self-culture facilities through libraries, reading rooms and reading courses. Any activity promoted in behalf of community or indi- vidual welfare in industrial communities may and should have an educational element. The discovery of needs and ways of meeting those needs naturally determines the variety and scope of work. An Association should seek to serve all classes or groups of men and boys in its community regardless of its membership. An increasing desire to more effectively serve the large numbers of industrial workers COLORED MEN AND BOYS 171 found throughout the nation will find its best expression in the promotion and conduct of those facilities which permit the worker to increase his efficiency and raise his standard of living. 6. Colored Men and Boys a, Needs The future of the colored man in America will depend largely upon his economic, social, intellectual and physical efficiency. Of these his economic efficiency is fundamental and depends upon his ability as a productive worker. For this reason adequate adapted vocational or industrial train- ing is one of his greatest needs. Through lack of facilities, proper support and often of inclination on the part of the negro himself, it has been more or less difficult in the past to provide fully for his needs. Through either public or private channels, however, vigorous steps must be taken to preserve the integrity of this portion of American citizen- ship. b. Methods Following the guidance and advice of both colored and white leaders various Associations have conducted classes, clubs and other features found most suitable to help train the colored man and boy to become a more efficient and better-paid worker. Greater interest has been attached in the past to those features of a semi-vocational and cultural nature, such as history, literature, music and grammar. However good this may be, Associations will find larger fields of opportunity in providing instruction in subjects more strictly vocational, such as sign painting, carpentry, janitor service or care taking of buildings, agriculture, ani- mal husbandry, blacksmithing, bricklaying, stationary engi- neering, cooking, boiler firing, arts and crafts and printing. These subjects fit in with the daily life of the working man. 172 ASSOCIATION EDUCATIONAL WORK To them may be added supplementary subjects, such as pen- manship, arithmetic, drawing, bookkeeping, commercial law, English, civics, etc. Special subjects, such as first aid, per- sonal and domestic hygiene, thrift, music, art, and literature also render eflfective service. The so-called "bread and butter" subjects are fundamental in importance with this group of men and boys; while these may be supplemented by many cultural subjects, colored Associations will wisely magnify the importance of the man's daily task and the value of special training, and make provision for the neces- sary facilities. The features and methods applicable in educational work among colored men and boys are similar to those used in other Association fields varied only according to the peculiar needs and conditions which obtain within this group. Still the educational needs of the colored man and boy, through lack of schooling and social status, are much greater than those of the man and boy of the white race. Great oppor- tunities for real and lasting service are before the colored Associations that desire to extend the range of their work, increase their service and secure even larger results than in the past. 7. Extension Work — Outside the Building a. Principles A careful study of the field reveals the kind and amount of educational work which can be done outside as well as within the building. The Association seeks to most effec- tively meet local needs whatever they may be. The time has passed when an Association is satisfied to limit its activi- ties to its own membership or within the walls of its own building. Association buildings will be increasingly used as inspiration and training centers for service among those outside the membership. OUTSIDE THE BUILDING 173 A careful study of the field is as fundamental to work outside as to work in the building. Only through a full knowledge of needs and conditions in a community can one hope to serve it best. As in the case of boys' work, service should be rendered in proportion to needs rather than according to payment for service. For the Association to grow in the practice of the fundamental tenets of Christian brotherhood, it must endeavor to minister to the needs, not only of a limited membership, but also of large numbers in its community who are otherwise denied many of the privi- leges and opportunities enjoyed by the more fortunate. b. Reasons for extension work The Associations most successful in this type of work give the following reasons for undertaking it : (1) To provide needed service for men and boys not already enjoying Association privileges. (2) To secure closer adaptation of privileges to meet actual needs. (3) To fit an Association program to meet industrial and business hours and working conditions. (4) To serve men and boys who will appreciate but not seek help. (5) To create demand for more thorough effort within the Association or elsewhere. (6) To obtain a sympathetic touch with men whom the Association wishes to reach. (7) To encourage a desirable, cooperative spirit among the beneficiaries of this work by sharing with them the responsibility for its conduct. (8) To encourage a helpful cooperative spirit between employers and employees. (9) To relate the Association to actual business and in- dustrial conditions. 174 ASSOCIATION EDUCATIONAL WORK (10) To encourage rather than discourage a desirable feeling of social solidarity in the industrial and business world. (11) To demonstrate the desire of the Association to serve all men and boys of the community irrespective of race, and of political, religious, economic or social creed. (12) To provide opportunities whereby men and older boys who are willing may serve their fellows. c. Administration and supervision Extension work is not limited to educational features, for effort outside the Association building may be con- ducted by any or all departments. Therefore, it is impor- tant for every department within the Association to cooper- ate closely in organizing, promoting and conducting this work. This is particularly important, for supervision of activities outside the Association building is more difficult than the supervision of those within. For those features and activities, entirely educational, the educational depart- ment with its committee and secretaries is chiefly and directly responsible. Frequently a subcommittee of the general educational committee has a special relation to extension work and often an advisory committee also renders valuable service. Much dependence for the actual conduct of the work must be placed upon voluntary help from committeemen, speakers, club leaders, teachers and others, thus intensifying the ele- ments of service which should pervade this kind of work. d. Features Among the various features of extension work are : (1) Lectures and talks in shops, business houses, ship- ping rooms, school buildings, at engineering and building projects, in factories, club houses, churches and social cen- ters; at any time of the day or night, to men and women. OUTSIDE THE BUILDING 175 boys and girls, native or foreign-born. Preferably the audiences, however, are men and boys. Discussions may pertain to any and all subjects, relating to daily occupations, and personal, home or civic life. (2) Clubs, combining helpful play, recreation, stimulus and education of any character wherever a group of men or boys can be gathered. (3) Class, club or group instruction in any subject, such as English for non-English speaking men and boys, first aid to the injured, hygiene, history, civics, arithmetic, writ- ing or any subject for which there is demand. These are the three main lines of extension work, though other forms, such as home study, educational tours and trips, certain features of camp life and agricultural experi- ments may also be classified under this general division. Many of the forms of effort suggested in the section on Social Service are applicable in work outside the building. 8. English for Coming Americans America seems to be the melting pot for all nations of the world, but unless it really succeeds in melting, fusing and creating a more or less harmonized constituency — a Christian American nation — the chaotic mixture may destroy the melting pot. In increasing numbers — 1,300,000 in one year — people are coming to our shores from other nations. Years ago such immigration was largely English, Irish, Gierman and Scandinavian — wholesome, earnest, faithful citizens and nation builders. Of late years, however, that kind of immigration has almost entirely ceased, and in its place masses of suspicious, clannish people from southern and southeastern Europe have swarmed to our already con- gested cities, and in sections of them have built their own increasing number of foreignized city centers. 176 ASSOCIATION EDUCATIONAL WORK This means the supplanting of American ideals by lower European ideals in many of our cities. They are ignorant of our language and of our laws and customs; many of them are obliged to live in overcrowded tenements and under most unsanitary conditions. It is not a question of whether we want them or not. They are here and their numbers are increasing. Their families are large and they are to be the American citizens of the future. Unless we can assimilate, develop, train and make good citizens out of them, they are certain to make ignorant, suspicious and un-Americanized citizens out of us. Unless we Americanize them they will foreignize us. On the other hand, every one of these boys and men has a soul to save, a life to live, and an influence to exert for good or for evil. Here is our opportunity and responsibility as an Association. Effort expended in their behalf shows that they are responsive when they discover that the Asso- ciation has a genuine interest in them and is not after their money ; that rapid progress and Americanization is possible with small effort ; that the young people in the second gen- eration furnish the field for the largest returns, as they quickly fit into the best of American life after they have once experienced it. Over one hundred Associations are giving more or less attention to helping meet this great need. The entering wedge is the teaching of English — how to speak, read, write and do business in the English language. The method in most successful use is that of Dr. Peter Roberts of the International Committee, who is giving his entire attention to the subject. Much of such work must naturally be done outside the Association building, in centers where these boys and men are employed or live, and by teachers who are filled with the love of Christ for their fellows though they speak an- other tongue, and where all is done in a way to command Uav Macuink Aim'kenuck School- Bkiugkfort, Con.n. Watch Making School— Detroit, Mk ii. FOR COMING AMERICANS 177 their respect, win their confidence, and gradually to lead them to understand the best there is in American Christian civilization. Expense of Association Educational Work Aside from Light, Heat and Rent 1890 $ 50,000 IH 1893 58,000 ^ 1895 78,000 wmm 1898 103,000 mm^m 1900 129,000 i^^HB^ 1903 225,000 ^^m^^^mmm 1906 352,000 ^i^mm^mm^m^m^mm 1909 570,000 ^^^^^^mm^m^^^mmi^^^^mm^mm 1911 773,000 ^^^^ma^^^Km^^mmmm^^^ma^^mmmi^^^^^^^m International Examinations — Associations Participating 1893 1896 25 ^^i^^l^H 1909 110 m^mi^^m^^^mm^^m^^mm^^^mm^^mmmKmm 121 mmmmKm^mi^a^^m^^mm^^mm^^mm^^^^mm^m 1911 137 ^^^^^mK^^mm^^mi^^^mK^^^mm^^^^mm^mmm^ Attendance — Commercial and Business, and High Schools Black line— Students in Business and Commercial Schools. Gray line— Students in High Schools (Public and Private). 1890 80,000 203,000 1895 96,135 350,100 1900 91,549 519,251 1905 146,086 679,702 1908 154,963 770,456 1910 134,778 915,061 VII. AMONG BOYS 1. In General He develops boyhood best who observes the principles of successful boy life. Each effort should- be prompted with the purposeful idea of contributing to the boy's preparation for life. Every phase of good Association work among boys is essentially educative. From twelve to eighteen is the most important period in the boy's life. In it he passes from childhood to manhood and largely fixes those habits and rules of conduct which control his later years. Until fourteen he is considered a junior, and activities to be successful must naturally fit the adolescent or changing nature of the boy. While for his best good, and also for that of the nation, he should be in public school at least till sixteen or eighteen, yet the chances are seven to one that he is out of school at fourteen. School boys are of similar interests, go in gangs, and, as a rule, are rather easily influenced. The Association's privileges, to be of largest service to these boys, will nat- urally be attractive and supplement those of the public school as avocational training supplements vocational training. Working boys fourteen to eighteen differ widely in their interests, are much more independent in their thought and conduct, develop more of individual responsibility through burden bearing, and offer to the Association a rare and needy field of service. The training required depends on their vocation, on their objects, desires or ambitions in life. Facilities will be adapted to meet needs of boys in offices, in stores, in shops and factories, in messenger service, in domestic and personal service, and also in irregular occu- pations. As a rule the boys are very largely unprepared for life's work. With but two to six years of schooling before the age of twelve, they are generally employed in jobs with AMONG BOYS 179 but little chance for advancement, are denied a healthful play life, their physical development is seldom natural, and their home life is often not as normal and uplifting as it should be. The Association is not a competitor of the home or of the school, but supplements and strengthens both. The varieties of service among boys are much the same as those among men but with proper adaptations. When successfully con-\ ducted, educational privileges render effective service in broadening interests of boys, cultivating habits of obedience, creating proper ideals of Christian boyhood, and helping prepare them for more efficient living. Such facilities may be divided into the direct, as class work and allied phases ; and the indirect, as talks, clubs, dramatics, exhibits, trips and the like. a. Objects Some of the many objects in promoting appropriate edu- cational privileges among boys through the Associations, are as follows: ( 1 ) To supplement the work of the public schools. (2) To encourage boys to remain longer in school and thus more adequately prepare for their life work. (3) To give ambitious working boys opportunities to fill in their educational gaps during, or after, working hours. (4) To provide appropriate vocational training for work- ing boys. (5) To encourage, among all boys, profitable use of spare time. (6) To help develop strong, trained citizens. (7) To help mold intelligent Christian character. b. Decline in public school attendance The following facts from the official school reports of 58 typical cities, large and small, for 1910, will be disappointing 180 ASSOCIATION EDUCATIONAL WORK to many. They reveal the great need of continuation schools or their equivalent for boys. At ten years of age there are more boys in school than at any other age. These relative figures are based on the total number of boys ten years of age, considered as 100 : Students Age in School 10 90 11 89 12 87 13 78 14 52 15 26 16 13 In other words, of 100 boys ten years of age 90 of them are enrolled in school; 12 of these have left before they are thirteen; 38 have left before they are fourteen; one-half of the remainder or 26 leave during the next year or before they are fifteen; one-half of the remainder again, or 13, leave during the next year or before they are sixteen. That is, after thirteen and before fifteen, 52 boys or 57 per cent of all the ten-year-old boys enrolled drop out. Just here in the closing years of the grammar grades and the first years of high school are the critical years when we need to exert greatest efforts to facilitate and encourage boys to stay in school. The courses of study and facilities of the splendid public schools seem to fail to meet the enlarged needs and growing interests of the great majority of young people. The Asso- ciation and all other supplementary educational facilities must help meet this need and thus strengthen and encourage the public schools. 2. Helping Keep Boys in School A large part of our work is to encourage a condition of educational privileges which will attract boys to and hold KEEPING BOYS IN SCHOOL 181 them in public school till sixteen or eighteen years of age. If such cannot be made attractive and thus hold them, then we must do as in some foreign nations, compel appropriate training. For reasons cited on pages 7-19, the Association should increasingly seek to help stem the flood of boys drift- ing out of school and into inefficient citizenship. To prevent an evil is preferable to attempting a cure later. Realizing this, Associations have cooperated faithfully and success- fully with public school officers and teachers, parents and others in persuading boys to remain in school, complete their high school education or go to college. a. Methods Various methods have been used toward these ends, among them : (1) In cooperation with grammar and high schools, spe- cial talks by local men or visitors on the value of an educa- tion, business and industrial occupations, professional voca- tions and similar topics. (2) Similar talks in the Association, in boys' clubs, and in Sunday schools. (3) Private consultations with teachers, parents or others by letter or personally. (4) Interviews and chats with individual boys or small groups. (5) Through clubs. A college club of high school boys, in which graduates of various colleges talk about college life, seldom fails to send several members away for ad- vanced schooling. b. Some effective means In presenting the importance of schooling to boys it is desirable to emphasize the money value of education. Such economic facts as those under Value of Education, page 12, 182 ASSOCIATION EDUCATIONAL WORK and the following, should be presented vigorously to prove the importance of the boy remaining in school as long as possible in preference to taking a "job" at small pay. ( 1 ) Ten dollars a day : Average yearly income of the educated man ... $ 1,000 In 40 years he earns 40,000 Average yearly income of the uneducated man . . 450 In 40 years he earns 18,000 $40,000— $18,000=$22,000, the difference in earnings of edu- cated and uneducated men=:value of an education. To obtain this education requires twelve years of school- ing, nine months per year, or 2,160 days. $22,000-^2, 160=$ 10, the value of each day's schooling and training. (2) Advantages of staying in school till eighteen: The Weekly Wage of Boys Leaving School At 14, the end of Grammar School Age $4.00 . 14 5.00 . 16 7.00 . 18 9.50 . 20 11.00 . . 22 12.00 . 24 13.00 . 25 At 18, the end of High School In school In school $10.00 15.00 20.00 24.00 30.00 Total Earnings to the End of the Twenty-fifth Year $5,700 $7,350 The increased annual income at the end of the 25th year, due to the value of 4 years in high school=($30— $13)X52 weeks=$884. This is equivalent to an investment of $17,680 at 5 per cent. Can a person permanently increase his capital as well or as fast in any other way? AMONG BOYS 183 Productive Power and Weekly Wages Industrial or Trade Unskilled Labor School Trained Labor 22 years, $10.00 22 years, $17.00 32 years, 10.20 32 years, 25.00 Shop Trained Labor Technical School Trained Labor 22 years, $13.50 22 years, $13.00 32 years, 15.80 32 years, 43.00 The oral and visual presentation of such facts and figures to boys, teachers, parents and others should help consider- ably in decreasing the number of boys leaving school too early in life. Experience shows that one of the most effective and suc- cessful ways of helping to keep boys in school is for the Association to provide efficient training for boys who have dropped out of school. Such experience has proved a suc- cessful object lesson to public school authorities and helped them to so modify and improve the courses, programs and training as to challenge the respect and interest of boys as well as of the public. This has resulted in many thousands of boys staying in school from twelve to fourteen or sixteen, who formerly would have dropped out. The Association by its peculiar pioneer service is one of the strongest allies of the public school. Its practical service has thus aided the steady development of such vocational, industrial, and commercial training in public schools, and elsewhere, as will help meet more of the necessary detail training demanded of the present day. The following pages briefly describe the features of Association educational work among boys. 3. Location, Equipment and Furnishing of Rooms The time has passed when an Association boys' depart- ment has quarters inferior to those enjoyed by the senior membership. Poor location, unattractiveness and poor equipment give place in progressive Associations to choice 184 ASSOCIATION EDUCATIONAL WORK quarters, good equipment and attractiveness. The educa- tional rooms, from 2 or 3 in small departments, to 20 or more in separate buildings for boys, should be contiguous, include an office, study room and library, reading room, club room, lecture room and class rooms for commercial, industrial, academic and shop work subjects. Environment plays as important a part in the development of manhood as heredity. An Association, like the public school, should seek to make the boy's surroundings cater to his fullest growth. This is a part of the educative pro- cess which is fully as important as his books and teachers. The boy learns to appreciate cleanliness in himself when this is characteristic of his surroundings ; he learns to appre- ciate and care for good furnishings when they inspire his respect; he will cultivate orderliness when he observes it about him; he will act gentlemanly when he is surrounded with gentle influences ; he will recognize the rights of others when those rights appeal to him as just; he will admire beauty and good taste and likewise cultivate the habit of seeking them when, by his surroundings, he is encouraged to do so. For these reasons the boys' rooms should be clean, light and orderly ; should have good, substantial furni- ture ; be decorated tastefully, suitably carpeted and supplied with attractive pictures and other articles of adornment which do not offend the eye, taste or judgment. In order to cultivate a personal interest, to provide a sense of proprietorship and develop the idea of cooperation, many Associations encourage and assist the boy members in some of the work in finishing the Association rooms, building articles of furniture, weaving mats, choosing and framing pictures, decorating walls, making magazine covers, game boards and other necessary equipment. To make minor repairs will teach boys to be careful and avoid the need for repairs. This kind of work demands planning, initiative and possibly shop work in the crafts, which of c c ■ • • BOYS' READING ROOM 185 itself is very desirable as an educational feature. See added and detailed information on number of rooms and equip- ment, page 132. Yearly Incomes of Wage-Earners in United States From Nearingr, "Wages in the United States." 10^ ^B^HBi Skilled labor gets over $1000 per year. 40% ^ma^K^^mma^mmm^^^mm Semi-skilled labor gets $600 to $1000. 50% ^m^^mmmma^^^^^mmamm^^m^^m Unskilled labor gets $600 or less. Yet $900 is needed today to rear decently an ordinary workingman's family in most American cities, without appeal to charity or sacrificing the workers' standard of efficiency. 4. Reading Room a. Location For boys the reading room is not necessarily a special room but may be in the general, social or assembly room. Boys prefer to read within sound and sight of their fellows. At least they do not avoid other activities while reading. Noise seems to intensify their application. Substantial equipment of chairs, tables and good light are sufficient for most purposes. Often, though not always, a separate read- ing room encourages disorderly conduct. b. Reading matter The selection of periodicals is important. The same magazines which are attractive to men are attractive to boys, though it is advisable to add a few special boys' periodicals. Lists may be secured from local libraries or from periodi- cal bureaus. Magazines of outdoor life, invention, handi- crafts, etc., are especially good. Cheap illustrated publica- tions are not worth while. c. Conduct A certain amount of disorder may be allowed, but boys should be required to handle magazines carefully. Wilful 186 ASSOCIATION EDUCATIONAL WORK mutilation should be vigorously dealt with. Magazines should be bound in durable covers, which the boys often make themselves. To obtain most effective use of maga- zines, notices of timely or special articles may be posted or in other ways brought to the attention of boys. See sug- gestions, pages 39-40. 5. Library and Books a. Importance of directed reading The fundamental principle of effective library work among boys is directed reading. The boy is least fitted to choose the books which are desirable for him to read though his interests at various ages decidedly influence his reading. The experienced teacher, leader or expert in work with boys should be able to fit books to individual boys. A boys' library is conducted most profitably when it sup- plements the boy's daily life. As the boy grows his interests change from those of boyhood to those of manhood. Thus it is that travel, adventure, invention, biography, love stories, outdoor books cater to the interests and needs of boys at various ages and in various occupations. For this reason a boys' library is fulfilling its function only partially when haphazard or wholly undirected reading is permitted. Efforts should also be made to encourage careful reading. The newspaper habit of reading is affecting boys as well as adults. They should be led to read slowly enough to absorb what they read. b. Selection of books To make directed reading effective one must have the necessary books. For this reason the choice of books for an Association boys' library is important. Carefully selected lists of boys' books have been compiled by various library experts and are usually available at city or state libraries. BOYS' LIBRARY 187^ Whether the library is large or small it should be well bal- anced, with a good representation of books of historical fiction, biography, travel and adventure. Cheap editions should be avoided, as they do not wear well. Payments for unusual damages or losses should be required. The Association library may be supplemented by loans of books from private, public or traveling libraries. The Association should seek to cooperate with public libraries and with school officials to make most effective use of existing facilities. c. Equipment and location The boys' library as yet often has no special room of its own, but is usually found in the large social room. The book cases should have a prominent place in the rooms and be open to any boy at any time upon request. Where there is constant supervision it is better for the cases to be open continually. Boys prefer not to be limited to the place where they can read ; hence special library tables, save those used for magazines or other purposes, are not necessary. No special library equipment except the cases is needed. Provision should be made for good reading light by day or night. d. Conduct and supervision In many Associations where no special library supervision is provided either for men or boys, a special boys' library committee renders excellent help by supervising the loan of books. Boys should be encouraged to read much at home. The system generally followed in public libraries for the loan of books is applicable to Associations. A library com- mittee of six members often arranges a program by which one member, during stipulated daily hours, will receive and distribute loans of books. 188 ASSOCIATION EDUCATIONAL WORK e. Additional suggestions (1) Most effective stimulation of good reading may be secured by the secretary through personal chats and by loan- ing special books from his own desk. (2) Book clubs of a semi-social character with coopera- tive reading and discussion of books have been successful. An enthusiastic leader is the secret of success. (3) Book talks and readings around the fireplace or in any other attractive way arouse interest. (4) Story-telling with suggestions where more can be read are helpful. (5) Posted lists of new or emphasis on older books in- crease interest. See added library suggestions, page 41. 6. Practical Talks a. Three principles The suggestions beginning on page 46 may be followed in work with boys. Three things may be emphasized — informality of session, personality of the speaker, and demonstration. Talks should be short and informal; the speaker must grip the attention of the boys through a win- ning personality; the more visual demonstration or illus- tration of the subject discussed the better. The selection of the speaker is of far greater importance than that of the subject; consequently, the cooperation of the boys in securing speakers is desirable. Some group or committee may assume large responsibilities in the organization and conduct of talks. b. Value and object No feature in boys' work may be made more interesting and valuable than practical talks, for they may be as varied in number, character and helpfulness as the effort expended on them. Some topics are suggested on page 48. The sub- BOYS' CLUBS 189 jects which may be discussed are inexhaustible and those who may be secured as speakers are limited only in number and quality by the size and character of the local commu- nity. To be most effective the talks should aim to supplement or strengthen other activities, such as clubs, tours, and class work. The supervision should seek to secure for the boys in each talk, definite information, new incentives for effort, stimulation of new interests and definite character building. 7. Clubs a. Associated effort and Association principles The most formal form of "Association" work among boys is club work. Cooperation is a distinguishing trait in ado- lescent boy life and cooperation is the soul of a club. The most effective results in every department of boys' work are obtained where the principles of club organization and conduct are partially or wholly observed. These principles may be found stated in various books on boy life, together with many suggestions on methods of work. A list of Association clubs and suggestions for their organization and conduct may be found beginning on page 54. b. Importance of leadership Leadership is the key to success in club work. The leader may "kill" his group. Thus it is of greatest impor- tance that leaders be very carefully chosen. They must desire to help boys through avenues of natural interests, seek to breed a cooperative and friendly spirit within their group and be dominated by Association ideals of service. The wise leader among boys will not seek numbers so much as quality ; yet he will endeavor to prevent a semblance of obnoxious exclusion which may be distasteful to others. a o > u o oi •o a to o O 0) o -a u § S > « "* CO o to x; >• C8 ° 2 PQ I ° cS w 6-" O Oh T Jh CD w u u* CO « 2 u So (T) < W; H 4» r- ^!^ Q» ?o W^ ^ H a CLASS WORK AMONG BOYS 191 c. Organization Among boys a certain amount of secrecy is desirable because of natural characteristics ; initiation rites and secret ceremonies will often lend strength and interest. Club members among boys are generally elected. An Association should seek to identify each boy member with some club, at the same time making such restrictions that it is an honor for a boy to belong to such a group. At least once a season, whether a month or twelve months in length, a club may well arrange for some public exhibition or demonstration of its work. Thus it increases the interest of its own members and attracts the attention of others. It is generally found that short-term are more successful with boys than long-term clubs. A boy's interests change rapidly and club work must keep pace with them. Fre- quently the same group of boys will, within one or two seasons, be interested successively in collecting, in sports and photography or other interests. Further valuable suggestions may be found in various issues of Association Boys, or American Youth. 8. Class Work a. Principles A discussion of the variety, organization and conduct of definite class instruction among boys and men may be found beginning on page 62. While the variety of class work among boys is necessarily more limited than among men, the need of instruction in many subjects is fully recognized by all. Employed boys, as a group, are more in need of help than others; their instruction should closely supple- ment their daily tasks, either by fitting them for better ser- vice or by preparing them for some other more desirable vocation. 192 ASSOCIATION EDUCATIONAL WORK The following principles are important : (1) Instruction for school boys may either directly sup- plement their school work or indirectly train them in special vocations or general culture. (2) Wage-earning boys should receive special training, not according to their ability to pay, but on the basis of their needs. (3) Class work in which individual instruction is promi- nent should be vigorous and stimulating, utilizing natural interests as points of departure from which to work. (4) Much attention should be given to selection, encour- agement and assistance of teachers. The personality of the teacher and his ability to inspire respect and effort is funda- mental. (5) In class work for working boys it is desirable to enlist the cooperative interest of employers and business men. Part time cooperative schools for apprentices and boy workers in various occupations may be conducted with profit to boys, employers and the Association. See section on Continuation Schools, page 212. b. Working boys* school (group course) The steady stream of boys leaving school, fifty per cent of them with no more than five or six years of schooling, is flooding the country with inefficient workers and mediocre citizens. They have scarcely laid elementary foundations of training for life before they leave school. While spe- cialized vocational training is much needed, large numbers of boys in every community must lay foundations in ele- mentary subjects before they can hope to fit themselves for more advanced training and for specialized vocations. The working boys' school, organized on the group course plan and conducted much like the old-fashioned country school, is rendering excellent service. The following pro- gram, adapted to two-hour sessions twice per week, which Building Trades Afprentices— Chicago, III. Sheet Metal apprentice School— Philadelphia, Pa. WORKING BOYS' SCHOOL 193 has proved successful for one teacher with fifteen or twenty boys, may with modifications be made to suit any local con- ditions : 7.30 — 7.45. Opening exercises, experimental science, current topics and practical talks, hygiene, etc. 7.45 — 8.15. Practical arithmetic. 8.15 — 8.45. Penmanship, English, English composition, business forms and correspondence. 8.45 — ^9.00. Reading and spelling. 9.00 — ^9.30. Geography, civics and history, with occasional drawing. 9.30. Individual help. If a light supper is furnished at cost the boys may come direct from work to the Association, eat together and finish school duties earlier. In large schools boys are wisely grouped according to occupations. Best results are seen where proper emphasis is given to physical development and character building. Occasional tests and final exami- nations, preferably including the International examina- tions, are desirable. Salaries adequate to secure best obtainable instructors should be paid. Tuition fees should be as low as possible and should not be expected to pay the entire expenses of advertising, supervision, teaching and incidentals, but simply approximate the teachers' salaries. Where special vocation classes yield a margin of profit, this may be applied to the deficit contracted in the boys' and other classes in funda- mental subjects. Public spirited citizens may be enlisted to assist the boys' school and definite budget appropriations may be legitimately made in case of deficit. Every Asso- ciation with fifty or more working boys should endeavor to conduct such a course or provide other facilities by which this group may secure supplemental schooling. Where there are excellent public evening schools the Association should seek to cooperate in securing the attendance of their members. 194 ASSOCIATION EDUCATIONAL WORK Special pamphlets or additional information on the organi - zation, conduct, supervision and detailed courses, topics and programs for the working school may be secured on appli- cation. c. Boys' summer school This feature offers the backward boy — because of sick- ness, temperament or retarded development — a chance to make up deficiencies ; it gives those boys who, through un- avoidable reasons, have fallen behind in their work, a chance to make up lost time; it also provides an opportunity for the ambitious boy to get ahead in his schooling. For the normal boy who cannot be classed among the above the school provides a place in which to profitably spend a certain amount of time each day during his vacation. Several good reasons lead to the conduct of these schools which have rapidly increased in number and attendance: (1) An opportunity to help many boys in the community who need help. (2) Encouraging the profitable use of a portion of vaca- tion time. (3) Identification of the Association with local needs and interests. (4) Employment of the time of regular Association day teachers in larger cities where classes are held during the summer time. (5) Desire to assist parents and educationally supple- ment the work of public schools. The summer school has proved effective in these ways and school teachers, principals and other school authorities, parents, Association secretaries and the boys themselves all agree that the summer school is effective and desirable. The daily program five days per week for eight or ten weeks is usually as follows, with modifications to suit local conditions : BOYS' SUMMER SCHOOL 195 8.30 — 8.45. Opening exercises with short scripture reading and remarks; if possible a short practical talk or simple scientific demonstration. 8.45 — 10.20. Study and recitation. 10.20 — 10.35. Recess, games, exercise. 10.35 — 12.00. Study and recitation. 12.00 — 12.30. Gymnasium or^pool. One or two afternoons a week are usually devoted to out- door sports, hikes or trips under supervision. At the con- clusion of the season a picnic or similar event leaves pleas- ant recollections of the summer's work. The school is open to any boy in the community who is acceptable and fees of from $8 to $12 are generally suffi- cient to cover all expenses. Close cooperation between the Association and the public schools in planning courses, books, teachers, final tests, is often desirable. Instruction may be provided in subjects for all grammar grades with supplemental classes and individual teaching for high school boys. Special printed circulars and other information may be secured upon request. Associations find the boys' summer school one of the effective ways to enlist the interest of parents, school authorities and the public at large. Boys' secretaries gen- erally find that such schools offer unusual opportunities for intensive Association work during the time of the year which otherwise offers smaller opportunities for general Association work than other months. The enrolment of many non-Association boys and the proper conduct of the school universally results in an increased membership. d. Supplemental subjects Class instruction, however, is not limited to the two kinds of special schools mentioned. EflForts should be made to enroll boys in the usual educational classes conducted by every progressive Association. At least eighty per cent of the employed boy membership may be expected to be en- 196 ASSOCIATION EDUCATIONAL WORK gaged in some definite form of training in evening classes. For this fees should be charged, though arranged so they will be proportionally lower than those charged to adults. Special facilities, such as partial payment plans, loan funds or special scholarships may wisely be provided. Definite instruction, recognized as class work, may be arranged in any subject in which there is sufficient demand and regis- tration. Many classes may be organized in the subjects mentioned under practical talks, club work, shop work, agriculture, etc. For definitions of "class work" the reader may refer to page 61. Educational Work Among Boys About Ninety Per Cent of the Boys Have No More Than Six Years' of Public Schooling Educational Club Members Year Students ^™ 1,701 1900 1,927^^ ■— 2,799 3,477 1904 1908 1911 2,243 l^MI" Practical Talks Books Read ■i 144 1900 10,655 ■■■■ — 297 700 1,492 1904 1908 1911 20,446 H^HHB Expenses Receipts ■ $ 1,900 1900 $8001 ^ 6,859 19,803 39.277 1904 1908 1911 2,734 i" 15,429 ^^^^^ 9. Shop Work a. Need Most boys like to be busy with their hands and thus they combine play and work. They also generally enjoy con- SHOP WORK AMONG BOYS 197 structing a useful product of definite value. Many boys, especially in cities, have few opportunities for handling tools, working at the bench or cultivating habits of observation, estimate, measurement and ingenuity. Very few homes are equipped with tools, benches and material or offer proper incentives for this kind of work. Public schools often pro- vide a certain kind and amount of shop work and manual training, but generally the individual boy has small oppor- tunity to indulge his fancy in this direction even if his in- terest is aroused. In cities with excellent shop training in the schools the Association has found more than usual interest in and desire for even more shop work after school hours. b. Equipment To meet the needs and develop latent ability, progressive Associations are adding simple work shops to their equip- ment, providing benches, a few of the principal tools and occasionally some stock which the boys may pay for as used. Frequently boys furnish their own materials. c. Kind and variety of work Shop work should be made to appeal to both working and school boys. For the former it should have an economic aspect of value; for the latter it should offer an oppor- tunity for manual work in which the boy can develop in- terests which his school or daily life incite. For these rea- sons shop work may be of considerable variety — Carpentry and joinery; cabinet-making; bent or hammered and metal work ; rug weaving ; sign painting and card lettering ; elec- trical experiments, telegraphy, telephony and wiring; clay modeling; aeroplane construction; gas engines; photography accompanied by dark room work ; printing and various other crafts. 198 ASSOCIATION EDUCATIONAL WORK d. Methods Experience proves that both younger and older boys will take advantage of such facilities. Where possible, it is ad- visable to provide separate work rooms for each group. Generally, boys will choose their own tasks and they will prefer to work cooperatively; there is stimulation in num- bers. As much supervision should be provided as needed and occasional instruction, either volunteer or paid service. An hour or more of instruction per week will frequently suffice. For carpentry and other work requiring dimensions and estimates, each boy should be required to make sketches, drawings and material estimates before proceeding to actual work. He should be taught how to put and keep his tools in proper condition. When lockers are provided each boy may supplement the Association outfit by special tools of his own. Shop products by having an economic value should prove to each boy the value and dignity of manual labor. He should be encouraged to make things for his home, his own room, or for the Association — tables, chairs, shelves, game boards, or other equipment. Many minor repairs about the Association rooms can also be made by the boys. A mini- mum amount of effort should be expended for them ; boys should be encouraged to do things for themselves. Much preparatory work in the construction of camp-kits, boxes, boats and other camp equipment may be done during the months preceding camp. Permanent Association camp sites with permanent buildings are generally equipped with facili- ties for shop work. e. Supplement use of shops Occasionally the boys' shops may be used informally at stipulated times by adult Association members or students or for definite vocational or semi-trade instruction. Some BOYS' TRIPS 199 Associations have conducted regular night shop classes for certain groups of working boys and Saturday morning classes for school boys, charging therefor a fee sufficient to pay cost of instruction and incidental expense. Much of ^ the equipment may be secured from local business firms or interested individuals or made by those enjoying the shop facilities. Occasionally, an Association not having shop equipment may secure the use of a public school shop or other public or private facilities. Fundamentally, this work should be made definitely educational in developing taste for and ability in manual arts, an appreciation of values in hand work and an ability to conceive, design and create definite valuable products in the handicrafts. 10. Educational Trips Local places of interest, as factories, banks, post offices, telephone exchanges, power plants, etc., are not the only available points for visitation. Every outdoor hike may be arranged to have an educational object. Some Associations conduct annual excursions to cities or other points of special interest, such trips requiring several days and involving considerable expense. The local educational trip, however, is informal in char- acter. There should be careful planning, capable leadership and conservation of results in the way of reading, club work, or special talks. Written reports are valuable and often are used by newspapers in reporting Association activities, and when sent to the concern visited they also pave the way for future visits or other assistance. Further details and sug- gestions may be found on page 49. 11. Educational Program in Camp a- Opportunity As the child today is often trained and schooled by wisely directed play, so also the boy finds in his periods of relaxa- 200 ASSOCIATION EDUCATIONAL WORK tion the opportunity for development through recreational education, or educational recreation. In other words, every summer camp under the Association auspices for best re- sults should have a definite educational program in connec- tion with its religious, physical, social and play activities. A few years ago such work was almost entirely lacking. Today no thoroughly up to date camp, large or small, high- priced or low-priced, long-time or short-time, is without definite educational activities. In many camps the most painstaking preparation is made to secure best results. Experience shows that camp life offers many opportunities for character building in its most complete sense. Hap- hazard efforts will yield disappointing results. Each camp, therefore, should have one or more persons, either with or without pay, engaged to promote and supervise a definite program of such activities. Much of the regular Boy Scout work is directly applicable. b. Variety of work The following subjects may be covered in an interesting and elementary way by talks, simple demonstrations, collec- tions, tramps, directed reading and clubs. (1) Nature study. Rocks and minerals; physical geog- raphy, land and water configuration; birds; insects; wild and domestic animals ; plants, trees, flowers, shrubs ; weather phenomena, stars. (2) First aid to the injured. The elementary course with examinations, including International Red Cross certi- ficates, is specially adapted for camps. (Address this de- partment for information.) (3) Handcraft. Furniture, souvenirs, knick-knacks, traps, masonry, rough carpentry and shop work. (4) Codes and signals. Morse code, wig-wagging, flash signals, semaphore. AMONG BOYS IN CAMP 201 (6) Woodcraft. Use of compass, tracking, distance, direction and time calculations. (6) Nautics. Science and art, as well as practice, of rowing, sailing and boat manoeuvering ; knotting and splic- ing, boat and raft building, life saving and swimming. (7) Agriculture. Either at camp, as in long-term camps where vegetables are raised, or in cooperation with neigh- boring farms, some forms of agricultural training for city boys would be very desirable. Soils, rotation of crops, gardening. (8) Miscellaneous. Cookery, photography, surveying, recreation, inspirational and cultural reading. A Comparison Black Line— Cost of Education per Student per Month in Public School— Free to Sf.idents. Gray Line— Cost of Education per Student per Month in Y. M. C. A.— Paid (largely) by Students. (9) Camp school for school boys. Class instruction with individual tutoring on a business basis with tuition fees, and provided at regular hours daily. This work is similar to the boys' summer schools in July and August — explained separately — but conducted at a camp instead of in the Asso- ciation building. It is conducted for either the ambitious or the backward boys. Every large, long-term camp may 1890 $2.01 1.00 1896 2.10 1.60 1900 2.86 2.10 1905 2.90 3.30 1909 8.56 8.87 1911 8.97 4.06 202 ASSOCIATION EDUCATIONAL WORK well arrange for such feature. If a regular class is not possible there is usually need and opportunity for individual tutoring. One or more of the camp leaders may wisely be chosen for this work, for which special fees may be charged. The above program is suggestive, not exhaustive. The season, place, character and leadership of the camp will largely determine the kind of work which can be done. A fundamental principle to be observed in conducting vacation camps is found in the fact that "play" is essential for com- plete development of the boy, and that in directed play and play with an educational content one finds the normal way of training the boy during his vacation time. 12. Training in Agricultural and Allied Subjects a. Conditions and opportunities The rapid increase in city life and the growing importance of intensive agriculture in order to provide a food supply for a growing city population, is effecting a demand today among men and boys for training in this field of labor. Furthermore, the application of scientific principles and methods in agriculture is increasing the interest therein and making special study necessary. Already the effect of agri- cultural training in rural districts is seen in the decrease of the number of boys leaving the farms in some sections, and in the return country ward of city men. In its desire to serve men and boys in the country and small towns Associations have most effectively promoted or conducted clubs, talks, classes, institutes, experimental work and intensive study in grain growing, fruit culture, animal husbandry, poultry raising and allied subjects. Most of the participants have been boys or young men. In cities and industrial centers Associations also have promoted or conducted successful classes, clubs, talks and experimental work in similar subjects. AGRICULTURE AND BOYS 203 b. Program The following schedule of features is or may be followed wholly or in part: (1) Lectures and talks, preferably illustrated by stereop- ticon or exhibits, given by local talent or experts from the state agricultural college or government experiment sta- tions. Fees may or may not be charged. (2) Promotion of reading on topics suggested by lec- tures or talks. There may be cooperation with the public or traveling libraries. (3) Club work of a cooperative character in which there may be more or less discussion, study, experiment and in- struction. (4) Class work involving paid instruction and tuition fees. (5) Experimental work either in the Association build- ing, at the homes of boys, or elsewhere where ground or necessary equipment is available. (6) Visits of inspection and study to farms, gardens, nurseries, dairies, poultry plants, aviaries, experimental sta- tions, schools and demonstration centers. (7) Practice work by individuals or groups in corn grow- ing, poultry raising, fruit culture, grain and animal judging, gardening. (8) Contests and exhibits of various products. Ribbons of merit may be awarded as prizes. Money prizes are un- desirable. Such exhibits or contests may be held in the Association building or in a private or public hall or other convenient place. c. Purpose The results of such work, in which many Associations have been very successful, are found in an increased interest in these vocations among boys ; a realization by them of the dignity, usefulness and requirements of specialized agri- 204 ASSOCIATION EDUCATIONAL WORK cultural labor ; an adequate knowledge of the value of agri- cultural products and an appreciation of the vocational opportunities along these lines. Much spare time is also utilized profitably ; parents are encouraged to cooperate more closely in boy life and the community as a whole reaps the benefit of better trained citizenship and an increased produc- tiveness of its natural resources. Such work is not neces- sarily limited to Association members; on the contrary, it may be promoted on the community basis and thus demon- strate the Association's desire to help the boys of the whole community. 13. Dramatics a. Definition and purpose Expression is the soul of the drama ; likewise it is a domi- nating trait of the adolescent boy. The intelligent culti- vation of imagination, initiation, appreciation of good, wholesome Christian character and expression of action are desirable in the boy growing into manhood. His read- ing, play and friendships contain the same elements which appear in the dramatic delineation of character and events. That the theatrical drama has often been perverted or lowered in standards does not make it a less effective agency, when properly used, in the development of strong char- acter, high ideals and effective Christian citizenship. A few Associations and many schools have used the drama effectively, but an extension of valuable training found therein is largely limited by the^resent dearth of attractive, effective or desirable material. Much of it in published form is either cheap comedy or farce and written chiefly for mixed castes. A few attempts with varying success have been made to dramatize books or stories. A field of effort for good amateurs or professional play writers is apparent. BOYS AND DRAMATICS 205 b. Subjects Many outdoor or nature plays have been given in summer camps, natural surroundings offering splendid settings for such plays. Several Bible stories have been semi-dramatized and published in booklet form by the Pilgrim Press of Boston. Minstrel shows and farce are frequently given by Association boys. With proper leadership, experience proves that they will work enthusiastically along more digni- fied and purposeful lines. Some topics suggested by various leaders for dramatization are: The Honor of the School; The Capture of Andre ; The Story of the Other Wise Man ; Rip Van Winkle ; A Man's Vote — Not for sale ; The Crisis. These and the dramatization of other ideas, stories or books, should preferably be condensed into one-act plays. Short comedies of a semi-serious or a semi-farce character are effective in stimulating interest and developing histrionic ability. Clean fun is desirable and breeds standards which will not permit the enjoyment of cheap, tawdry or suggestive theatrical performances. 14. Exhibits and Expositions a. Definition and purpose Based upon the fact that every boy has one or more ab- sorbing interests, and following out the principle that, ordi- narily, he is glad to display his possessions, exhibit the results of his handicraft or demonstrate his special abilities, the exposition or fair has been found a valuable and successful educational feature. Organized and promoted, largely by a special group of boys within the Association, the exposi- tion is open to Association boys or to all boys in the commu- nity. This feature should be aimed to train boys in admin- istration and responsibility, rouse and create new interests, demonstrate in the community the life and value of its boy- 206 ASSOCIATION EDUCATIONAL WORK hood, increase the interest of adults in boy hfe and give an outlet for natural tendencies and activities of exhibitors. The following list suggests some of the possible entries: carpentry products; furniture; aeroplane models; wire and wireless telegraphy outfits ; wig- wagging and signal outfits ; electric appliances ; beaten and bent metal ; weaving ; draw- ing ; painting ; modeling ; penmanship ; arts and crafts ; agri- cultural products; pets; birds; poultry; animals; cabinet work; forging; cookery; collections of stamps, geological specimens, birds, eggs, pictures; mechanical appliances; experiments ; photography ; essay writing, etc. In addition, contests in oratory, music, gymnastics, debate, stenography, first aid, signaling, scouting, telegraphy, etc.,- may be ar- ranged. As special attractions on special dates, extra dem- onstrations or exhibits by business firms and scientific busi- ness or trade experts may be provided. b. Organization and conduct In arranging these fairs or expositions much time, in co- operation with various boys' committees, should be devoted to details. The fair should be well advertised sufficiently in advance of the date to insure hearty participation. The exposition may last for several days and may be in the Asso- ciation lobby, parlors or hall. Small admission fees may be charged adults to defray incidental expenses. Ribbon or medal (no cash) prizes should be offered to participants in the several classes of entries. The cooperation of schools, churches, clubs, parents and newspapers should be enlisted. Special programs may be arranged for stipulated dates, thus following the general plan of the county fair. In many places the boys' department can wisely cooperate with county fair officials in making this institution a greater agent for good in the community, along those lines origi- nally followed, through the effective display of and compe- tition in products of the home, factory and farm. LEADERSHIP AMONG BOYS 207 15. The Educational Value of Leadership Perhaps the most effective way of developing initiative and responsibihty in the boy — two fundamentals of strong, virile character — is to provide tasks demanding these quali- ties. The most effective Association secretary or leader is he who enlists others in effort. Boys who are contin- ually served do not learn how to serve; only by practice can the ability of rendering service or effective work for self or others be developed. Consequently, the progressive Association seeks to bring many different tasks and many different boys together, generally fitting the task to the boy rather than the boy to the task. Each task thus as- signed should not be larger than the boy, in respect both to his ability and available time, but should have a content requiring concentrated effort. Occasionally, for the sake of training, a boy may be allowed to fail in his task; he should, however, always be encouraged and helped, if necessary, to succeed. Experience proves that those Associations, including their boys' departments, are the strongest which have the largest proportion of the membership engaged in some specific task or form of service at least once during the season. The boy or man should learn that he is an efficient citizen only when he can lift more than his own weight. Many tasks may be provided for older boys, such as lead- ing Bible classes and clubs; rendering committee and cabi- net service; organizing and conducting practical talks; teaching English to foreigners ; investigating and reporting on the social, economic and other conditions of boyhood life; supervising library, work room or shop; performing office duty and many other services connected with Asso- ciation work. When responsibility for a task has been given to a boy he should be expected to carry his task to a conclusion even though he fails. In this case he should 208 ASSOCIATION EDUCATIONAL WORK be led to understand why he has failed and should be en- couraged to remedy the defect in succeeding tasks. This is as much a part of his training for life as his school studies. In order to develop the sense of responsibility necessary to effective American citizenship various boys' departments are organized on a self-government plan. The boys' secre- tary should be less a policeman and more an adviser, en- couraging boys to assume responsibilities as to conduct and discipline. This is valuable civic training in habits of self and community control. Furthermore, the self-government plan followed either partially or wholly gives the boy a practical opportunity of understanding and appreciating the various functions of public officials. In thus providing tasks for each and every boy suitable to his ability and graded according to his development the Association, in an informal way, provides that kind of sup- plemental training necessary in the development of efficient Christian manhood. Amount Paid to Teachers of Association Educational Classes 1900 $112,774 1903 111,190 1906 168,400 1909 248,333 1911 382,794 Recitation Hours Per Subject Per Student Per Season 1890 20 1895 27 1900 37 1905 51 1909 53 1911 56 Rkai. Hstate-Wesi SihE Bkam II, Xi;\v York Cnv Machine Shup in Association Building— Davton, O. Chemistry of Laundering— Twenty-third Street Branch, New York City VIII. VOCATIONAL TRAINING 1. Industrial Education a. Association experience A few years ago, when Associations began to plan and conduct work to meet the particular needs of industrial workers, it was not wholly realized, even by many of the leaders, that foundations were being laid for one of the Association's largest contributions to educational progress. Today we are beginning to see the fruits of a long period of development in multiplied industrial, technical and trade courses, and in the organization of apprentice and other forms of vocational training to meet specific needs. Most of this work is done with the help and cooperation of manu- facturers, labor organizations and business men who give it financial and moral support. In this matter the North American Associations are pursuing practically the policy that numbers of men and organizations outside the Asso- ciations in Europe have profitably followed in building up the magnificent industrial educational systems of those countries. b. The next decade Each year for the past decade the North American Asso- ciations have increased this form of service in various kinds of continuation schools, apprentice schools and other forms of effort both day and night, and with closer relations to men and employers than ever before. The Association is thus proving that the vocation and the school must and can get together, either in the shop, in the store, in the corpora- tion office, in the industry, or in the Association building. The next decade will see many thousands of employed boys and men being granted one full day, or two half days, in 210 ASSOCIATION EDUCATIONAL WORK every week for the purpose of receiving that kind of appro- priate instruction and training either in their place of em- ployment or elsewhere, which will increase their ability as men and citizens, and also their efficiency as producers. VOCATIONAL TRAINING Needs in North America "Three-fourths of the superintendents, department heads and technical exjjerts in high grade textile and manufacturing plants of North America are trained outside of America." — Industrial Commission. I. ScLfyerintendents TL. Foremen Areas relatively show estimated number of North American I. Superintendents, general managers, and those in high grade super- vision. II. Foremen, assistant managers, technical experts, master workmen with leadership ability. III. Journeymen, working men and boys. Shaded portions relatively show existing training facilities I. Universities, technical and professional schools of highest grade. II. Technical, trade and other secondary training schools. III. Vocation, continuation, apprentice and other schools. c. Conduct of industrial schools Experience shows that the inevitable tendency of indus- trial schools is to become theoretical rather than practical. The ordinary teacher has difficulty in working out these INDUSTRIAL SCHOOLS 211 industrial problems successfully. His theoretical inclina- tions must be checked and he must be encouraged in the practical appHcation of his instruction. This problem is met through the use of local committees of business men, manufacturers and workmen who helpfully influence the best courses and results. They naturally look after their own interests and help the industry in which they are en- gaged. On the other hand, if the domination of these schools is wholly in the hands of a merely practical man, there is a similar danger of the other extreme, which should be avoided. Judging from experience, it is far better to have the management of the school in the hands of both the employers and the employees, through the auspices of a neutral body as the Association, than in the hands of the employers alone where there is a tendency to make the work commercial ; or in the hands of the employees alone, where there is a temptation to get quick results rather than to build deep foundations. d. Teacher training ' Before we began to train teachers especially for this kind of work the results obtained were poor. The use of teachers from the ordinary public schools did not seem satis- factory. It was easy to get teachers of manual training with pedagogical ideas, but it was hard to secure practical workers who could do practical things pedagogically and successfully. The practical worker is not always a good teacher. Teachers trained for this work receive higher salaries than other teachers. Many of them kre really artists in their service. Emphasis is being given in this direction of training. A theoretical or unfit teacher has a hard time of it under the sharp eyes of successful and effi- cient business men actively serving on educational and advisory committees. In Germany, Switzerland and many other nations, special 212 ASSOCIATION EDUCATIONAL WORK inducements have been held out for good teachers in large numbers of schools. Private rooms have been furnished the teachers in such schools, where they can carry on research in the line of their teaching, design new patterns in fabrics, pursue experimental work in the arts and crafts, in science, or where they can manufacture beautiful wares and indus- trial patterns for themselves. Indeed, many successful teachers in these schools have a studio of their own in the building. Recently state schools for teachers in industrial instruction have been founded where men are specially trained. The Germans realize that after all it is the trained personality that does everything. It is not the equipment, but the person. It is not the building, but the human being who makes the things ; and the human element in this, means success in Germany, even if the greater equipment and in- vestment did not exist. 2. German Continuation Schools a. Attendcince required The German continuation school is one of the most suc- cessful forms of educational training, consistent with the time and money involved, for improving a large portion of the 80 or 90 per cent of boys and men who never go farther than the grammar grades. The continuation school is made possible by the fact that practically every one is compelled to go to school until he is fourteen. For the next four years, in Germany, the boy is compelled to go to school a certain portion of his time. This averages about one day per week. The time, whether one full day or two half days, and whether morning or afternoon, depends upon the place, the trade, the vocation and the circumstances. The fact re- mains, however, that the boy must go to school. There is no getting around it. In many of these schools the boys attend from 7 a.m. until 6 p.m. The school day and school CONTINUATION SCHOOLS 213 hour are exactly the same as the working day and working hour, and the student receives his pay for going to school the same as he does while at work. In other words, these continuation schools are on the employers* time. Value of Industrial Education* (Measured in Weekly Wages) Producing Power of Labor at 22 and 32 Years Unskilled Labor At 22 Years^^B^HlHBB$10.00 At 32 Years ■■■■^^^■■$10. 20 Shop-Trained Labor At 22 Years M^^iBBBi^"""^ $13.50 At 32 Years ^■^^^■^^■i^H^ $15.80 Industrial or Trade School Trained Labor At 22 Years ^"i^H^^BMi^Mi"" $17.00 At 32 Years Bi^l^HH^Hi^^^^^^^^i^ $25.00 TECHNICAL School Trained Labor At 22 Years iBi^^^^H^BHi $13.00 At 32 Years i^^^^^^^i^^^^H^BBHBBBBB^^^^^HI^BBi^H $43.00 ♦Based on estimates made by James M. Dodge, when President of the Society of American Mechanical Engineers. b. An example This is the way the Germans have replaced the old appren- tice system. Often these schools are nothing but apprentice schools. For example, the jewelry apprentice begins work at 14. On one day of the week he has to go to school. In that school he will have one hour of German, one hour of freehand drawing, one kour of plastic design, one hour of geography, one hour of Bible study and religious work and the balance of time in those particular technical and work shop processes that bear directly upon his increased training in the jewelry business. If the boy is a merchant's clerk, he will be given a corresponding course in a merchants' con- tinuation school, which will teach him how to buy and sell, 214 ASSOCIATION EDUCATIONAL WORK how to do the bookkeeping and to understand the general features of a thorough commercial course. The technical training is applied directly to the business in which he finds himself and which perhaps in his own town is a specialty. The language, history, Bible, civics and kindred subjects are to develop him into noble manhood and efficient citizenship. c. The law There are more than 170 different kinds of these special forms of continuation schools and the number is steadily increasing. Continuation classes are held in most cases so that in the industrial school, where boys and men attend from two to four years to learn trades, there are also many boys coming in every day of the week from different manu- facturing establishments. Evening classes also are held, but if the boy attends an evening class his employer is obliged to allow him a certain number of hours each day away from his work on employer's time, so that the total number of hours for evening school plus those for day work is not greater than one day's work. This is also the law in Scotland, and in some portions of Belgium, Holland, Switzerland, England and France, as well as in Germany. Classes are small and what we call individual instruction — there called the task-system — is the rule, so that one boy in the class may be doing very elementary work while another in the same class may be finishing the higher task given by the teacher. The following abstract from the Imperial Ger- man Law of 1891, concerning the establishment and attend- ance at continuation schools, will be of increasing impor- tance on this continent: "Sec. 120. The masters in any branch of industry are bound hereby, in the case of their workers under the age of 18 who attend an institution recognized by the authorities of their district or their state as a continuation school, to allow them the time fixed as neces- sary for such institution by the authorities Through the CONTINUATION SCHOOLS 215 ordinance of a district council or any wider communal body, attend- ance at a continuation school may be made obligatory for all male workers under the age of 18. In the same way proper regulations may be made to secure the execution of such an ordinance. In particular, regulations may be passed to insure regular attendance and to determine the duties of parents or employers in this respect, and notices may be issued by which organizations in the continuation school and a proper relation of the scholars to it may be assured. From the compulsory attendance based on such an ordinance are exempted only those persons who attend another continuation or technical school, provided that the instruction given in such school be recognized by the higher authorities as a complete equivalent for that given in the general continuation school. "Sec. 150. A breach of section 120 of this law is punishable by a fine of not exceeding 20 marks, or, in case of non-payment of such fine, by imprisonment for a term not exceeding three days." From the best experiences of continuation schools in Europe — now gradually being introduced into England, and receiving much favor in North America — the information below is gathered and is self-explanatory. It involves only a few of the many vocations already provided with similar courses and requirements in training. To an increasing degree the Associations of this country will be developing and encouraging the equivalent of these schools in coopera- tion with local interests: d. Continuation schools in daytime — Europe Continuation, apprentice or industrial schools for em- ployed boys 14 to 21 years of age; conducted in the day- time on company time for from 8 to 10 hours per week — (two half days of 4 to 5 hours). (1) Simpler vocations Hours per week Years in Couri Plumbing, fitting, turning . Stone work, brick work Harness, trunks, leather work Locksmith 9 8 9 9 3 3 3 3 Carpenter and joiner, cabinet maker . 9 3 216 ASSOCIATION EDUCATIONAL WORK Hours Years (2) More difficult vocations per week in course Watch maker 9 4 Bookbinder, typesetter, printer .... 9 4 Lithographer 9 4 Machinist (iron turner, molder, boiler maker, pattern maker, machine blacksmith) . . 10 4 Mechanicians (electrical, light machinery, opti- cian, etc.) 13 4 Photographer, zinc plate work .... 10 3 Metal caster, molder, grinder, modeler . . 8 4 Decorator and ornamental work ... 9 4 e. Yearly program — day continuation school From the best experience of schools in Germany and Switzerland, the following, with hours per week in each subject, is given as the course of study for machinist appren- tices 15 to 21 years of age, one full day 9 hours per week or two half days of five hours each : Bible study or religious work Business English, reading, spelling and writing Citizenship, history, conduct . Shop mathematics, bookkeeping, accounts Mechanical drawing, sketching Mechanics, physics, laws of power Machinery and appliances Materials, shop work processes . 1 2 Year Year 3 4 Year Year 1 1 1 1 ng 1 1 1 - 1 1 1 1 2 1 1 1 3 3 3 2 1 2 1 1 - - 1 2 _ _ 1 2 10 10 3. Apprentice Schools a. In public schools From the wealth of experience in Germany, Switzerland, Belgium, France and other nations. North American leaders see the opportunity to adapt some of the foreign methods APPRENTICE SCHOOLS 217 and policies to meet our needs. Springfield, Mass., in 1900, was one of the first city public school systems, under Dr. T. M. Balliet as superintendent, to introduce the conduct of evening trade schools at public expense. Cincin- nati University was one of the first of our universities, in 1904, to correlate the practical training of engineering students with the actual shop work in the plant — half time in school and half time in the shop. The Cincinnati public school system now conducts a general apprentice school, in day time and on the employer's time, whereby it aflfords the machinists' apprentices with the equivalent of one school day each week in appropriate school training. b. In the Association The Young Men's Christian Association, ever true to its purpose of helping men and boys to help themselves, has also had a part in the promotion of apprentice school work. By apprentice schools we mean those definite courses, ex- tending from two to five years, involving the particular forms of training which are necessary for boys and men in relation to their positions. Association efforts in this direc- tion began with the conduct of such facilities, with the cooperation of employers and outside of company time, in the evening. Gradually such work has been transferred to the daytime and placed on employer's time. The Associa- tion has organized several kinds of these schools as follows : (1) General, including boys from many employers. Conducted in evening, four to six hours per week ; outside of company time ; for boys or men or both : a general course of one to four years; conducted outside of the plant, as in the Association ; receiving no company support ; students paying small or large tuition fees. Of these there are a large number and much good is being done. In proportion as the work of these schools is systematized and graded. 218 ASSOCIATION EDUCATIONAL WORK and work made more individual, greater results will be seen. The aggressive Association Institutes are types. (2) Special, as with a single company. Conducted partly in the evening and partly during the day ; six to eight hours per week; partly on company time and partly outside of it; boys sixteen to twenty-two years old; with definite course of study three to four years ; partial support by the company; part of the school work conducted at the plant and part at the Association; students paying a tuition fee. The Association work for machinists' apprentices at South Bend, Ind., is a type. In no two places can exactly the same plan be operated. (3) Special, on company time. Conducted in the day- time ; include six to eight or more hours per week ; on com- pany time ; boys sixteen to twenty-two years ; definite course of study four years; entirely supported by the company; part of the school in the Association and part of the train- ing at the plant ; students paying no tuition fees. The school at Wilmerding is a type. (4) A corporation school under Association auspices. School conducted in the daytime ; four hours per week ; on company time ; boys sixteen to twenty-two ; definite course of study four years ; wholly by company's support ; school conducted entirely in the plant but under Association leader- ship ; students pay no tuition fees. The D. L. & W. R. R. Apprentice School at Scranton is a type. (5) A corporation school on extension plan. School conducted in daytime; four hours per week; on company time ; boys sixteen to twenty- two ; definite course of study four years ; conducted wholly on company support, in the plant under Association leadership but not in a city having an Association, being an extension of a system of such schools of a railroad company. The St. L. S-W. R. R. Apprentice School at Tyler, Texas, is a type. (6) Building Trades Apprentice School. Three months APPRENTICE SCHOOLS 219 in winter, in the Association but parallel to a course con- ducted by the public schools and meeting the requirements of the building trades. Expense borne by the Association, toward which the students pay $27 in tuition fee. Such courses can be obtained free in the public school. The school at Chicago is a good type. (7) Half-time cooperative schools. There will be many kinds of these, depending upon local conditions. Usually one boy attends school one day, or one week, while his alternate attends the next day or next week. It means two men employed each for half salary and half time for the same position. The support is shared by the company, the Association and the student. The course is to meet the need of the individual. The work in Cincinnati, Boston, or Detroit, is a type. (8) Continuation schools may be conducted on any of the above types ; day or night, or both ; for men or boys, or both ; with general or special courses, or both ; supported by the company or the Association, or both ; conducted in the plant or in the Association, or both, depending upon circumstances. c. Organization and conduct The following suggestions from experience may help in planning, organizing, and conducting forms of apprentice work: (1) Attendance. One manufacturing plant may provide fourteen to twenty boys — the largest number one teacher can well handle — or two plants each provide seven or ten, or three each provide five or six, and so on. These boys should at least attend four hours — a half day — at the Asso- ciation building or some central place, as on Monday morn- ing from eight to twelve. Similarly any other group of boys from the same or different shops study for four hours on Monday afternoon, as from one to five. Often only one or 220 ASSOCIATION EDUCATIONAL WORK two boys will be able to leave the same department or shop at the same time. Depending on the number interested, the school would vary from one group of fourteen to twenty boys one half day in the daytime and on company time ; to two, three, four or more groups for the other half days of the week. (2) Finances. The expense should be borne partly by the company, which may furnish the extra equipment and pay $2 or more per month per student; partly by the stu- dents, who may pay $1 to $2 per month and also provide their drawing instruments; and partly by the Association, which furnishes the room, heat, light, janitor service, print- ing and supervision. The finances and business should be handled by the Association with the sanction of the mana- gers of the plants involved. The employers should not be permitted to carry all of the expense, as they will often desire to do. For best results to the students, it is abso- lutely necessary for each boy to sustain his share of the expense and thus learn the value of self-sacrifice, of saving, and of carefulness. As the company pays the boy's salary while in school the boy can well afford to pay from $1 to $2 per month as his share of the investment. (3) The teacher and instruction. One good, practical, shop-trained man can well do most if not all of the teach- ing. He will be selected by the Association officers upon advice of the employers involved. He will visit the shops every week and be in constant cooperative relation with the foreman of the various departments, even if he does not give some of his regular instruction in the shop. He will report progress monthly. The instruction will be largely individual. No teacher should have more than twenty stu- dents, and twelve or fifteen would be better. The course will vary according to the needs and mental equipment of the boys and the position involved. It will naturally in- clude: (a) Drawing — freehand, sketching, working draw- APPRENTICE SCHOOLS 221 ings and designs; (b) mathematics — arithmetic, "mill fig- ures," shop mathematics; (c) mechanics and elements of machines; (d) business forms, reports, correct language of the shop; (e) shop practices and problems. (4) Some results. Employers with experience in this work, either in the Association or in other schools, report very favorably on the results. They say that the loss of time of the boys from the shop, attending such schools in the daytime, does not affect the cost of the shop's product. In most cases the output is greater than when the boys worked full time. All employers pay the boys the same rate per hour for the time spent at school as for work in the shops. The attitude of the schoolboys toward the em- ployer, foreman and machine is largely changed. All show an earnest spirit. Other things being equal, the best appren- tice boy is one who has finished the grammar grades, if not the high school. Apprentice boys just entering such schools appreciate them the least, but a few weeks of shop life changes their attitude toward the school, as with older boys a few weeks of school changes their attitude toward the shop. The best foremen appreciate the value of such a half day of school per week on company time and cooperate to make it practical and efficient. They help the teacher, who is not a foreman or employee but who has experience in the methods, practices and needs of the most successful and best-trained shop men. (5) Opportunity. Here is a definite opportunity and at small expense for the Association to effectively cooperate with manufacture, industry or trade in increasing the effi- ciency and industrial intelligence of employed men and boys and do it without any fad or formula. There would seem to be no reason why a large number of Associations might not start some such work. One Association with one teacher in a manufacturing or industrial center might easily provide for six, eight or ten special groups, each of fourteen to 222 ASSOCIATION EDUCATIONAL WORK twenty boys — 80 to 200 in all — each group meeting one half day per week. Weekly Wages in Various Industries (Adult Males) Less than $15 per week and less than $750 per year, gray lines. Over $15 per week and over $750 per year, black lines. Jewelry 53% fmmmmmmmmmmmmmmmmmmmmmmmmmm^^K^m^m^mmmm 47% Boots and Shoes Foundries and Machine Shops 68% wmmmmmmmmmmmmmmmmmmmmmmmmmmmmmm Paper Furniture Leather 84% ■■■■■■■■■■■■■■■■■■■■■■ I illlllllliyilllUllill«iiffllllllll«B»B^« 16% The wages for all employees in all industries range from $450 to $600 per year. When males alone are employed the average often rises to $750 or more. When women alone are employed tne average often drops to $350 or less. 4. Some Suggestions A study of ways and means provided abroad for the better vocational training of employed men and boys to meet daily needs leads to some important suggestions con- cerning Association educational work among city, railroad, industrial and other men in North America, which is urged with much emphasis. a. Quality Though Association educational work among employed men and boys is improving here each year, yet if we are to provide facilities equivalent to those abroad we need to give the subject far more attention: SUGGESTIONS FROM ABROAD 223 (1) To quality and efficiency in actually meeting particu- lar needs. (2) To thoroughness, patience in detail, and more care- ful work with individual students whether in the class room or out of it. (3) To encourage thinking, reasoning, and judgment. We are relatively weak in these respects. The number of students and quantity of work done has increased relatively faster with us during the past twelve years, yet abroad they have produced a much more efficient product — a better type of result in its relation to industry, trade and manu- facture. We must make our aim quality rather than quan- tity if we are to render best and most permanent service. b. Time spent in study Much more time must be taken for each fundamental topic, such as percentage or projection. Three weeks should take the place of three days, or three months the place of three weeks, in many things. We should be slow to think of handling subjects like shop mathematics, drawing or electricity, even in their simple essentials — their "fighting clothes" — in less than a season of eight or nine months instead of two or three months. This is a part of the price paid for best and permanent results. We may well empha- size all plans that develop the student's thought, under- standing and growth. This all takes time. Without it we tend to make automatons and dependents. c. Group courses The best results abroad teach us that a group of three or more related subjects, like drawing, mathematics and Eng- lish, should be carried on side by side, rather than the entire time being given to a single subject. The study of two or more related subjects in a course toward a vocation, trade, or branch of industry helps to preserve the mental balance 224 ASSOCIATION EDUCATIONAL WORK and development of each. This results in a much stronger foundation of thought, judgment and ability. The group course abroad has resulted in a broader development, a more thorough training and efficient preparation of artisans and tradesmen. d. Shop and school Strong emphasis is placed upon a closer relation between the two. Much time is given to work shop processes ; the study of machinery, its care and efficiency ; the proper floor arrangements for machinery to secure maximum efficiency and output. In day courses for boys between fourteen and twenty or twenty-two years of age, half of the entire time is spent on actual shop work. Students are required to sustain about the same relation to the instructor and the school for eight or ten hours per day as they would sustain as employees. In some places the shop product is sold or utilized in such way as to carry a part of the current ex- penses. This practice varies according to local conditions. e. The art principle in relation to industry In comparison with the rich and broad application of this principle in the majority of foreign schools we seem to be relatively starving here, owing to the lack of appre- ciation and effort in cultivating a love and a desire for the beautiful and the true, especially in our Association work in drawing, construction and applied design. In one city of Germany the evening schools give almost no attention to art and the beautiful as applied to the instruction in design and construction — a very rare exception. This is one of the homeliest cities in Germany. Its public buildings and public works are deficient in beauty. Within a few miles is another city — one of the most beautiful. Here much attention is given to drawing, sketching and industrial design as related to the beautiful. In one place the manufactured School for Firemen -Railroad, St. Louis, Mo. Practical Talk to Railroad Shop Men— Scranton, Pa. r Engine Practice and Assaying Los Anglles, Cau SUGGESTIONS FROM ABROAD 225 products are wholly lacking in artistic value, and they com- mand but poor markets. In the other, manufacturer's pro- ducts so designed as to combine beauty with efficiency find a wide market. The cities lacking instruction in the beauti- ful are very rare indeed. To prevent this nation from starving for want of the artistic and beautiful, there needs to be promoted all those influences that magnify simplicity, beauty and the true art principle, without losing sight of the elements of efficiency. f. Exhibits and museums These features abroad are used with increasing efficiency by all schools and educational movements among employed men and boys. Tours of inspection by groups of students — men and boys — are made to railroad shops, manufacturing plants and corporation offices in order to study systems, shops and processes. In Germany, France, Switzerland, Belgium and England industrial museums supplement this kind of work and are in themselves large educational insti- tutions. Students spend much time in them studying development, processes and products. These museums are closely related to industry and commerce so as to be of the greatest use to students in various industries and vocations. Much use is made of them. Such features should be encour- aged locally and nationally on this side of the Atlantic. Some Associations can reasonably plan on establishing such industrial collections or museums relating to industries of their city to which the instruction provided relates. g. Trade and continuation schools These institutions are numerous. The relations of labor organizations, which formerly were more or less in oppo- sition to much of the industrial and all of the trade school work, are becoming more and more cordial and cooperative. Labor leaders recognize that the object of these institutions 226 ASSOCIATION EDUCATIONAL WORK is not to lessen the value of labor, or to offer a short-cut for journeymen, but rather to provide for improved and efficient workmanship, help increase skill, and especially to help broaden and raise the industrial intelligence of all employed men. Relations with organizations are so cordial in many places that organized labor is given the right of way in mapping out courses, fixing standards, determining mini- mum requirements for graduation, instruction and equip- ment. In the relation of schools to manufacturers and cor- porations, cooperation is already extensive and increasing abroad. Many polytechnics and evening schools devote special courses of features largely to various trades or in the interests of particular manufacturing plants or com- panies. Apprentice schools have been increasing in num- bers and efficiency during the past twenty years. Commit- tees from industrial concerns are closely related to the administration of many schools. h. Government support and supervision Year by year educational facilities abroad, at first almost entirely organized, supported and supervised by private or corporate initiative, have so successfully proved their value and importance to men, industry and to national interests, that they now receive in whole or in part, government sup- port and supervision. The advantage in this arrangement is in increasing unity of effort, more and better equipment, more efficient instruction. The seeming disadvantages are less responsibility upon local teachers to meet local needs, and a decrease of private and corporate initiative, both of which are necessary for best results. Such government supervision centers usually in the Department of Industry, or of Commerce and Industry, or of Industry and Labor, of the various national governments. So practical and effi- cient has this government supervision of public and supple- mentary schools become that the Young Men's Christian SUGGESTIONS FROM ABROAD 227 ' PREPARATION VS. OCCUPATIONS Graphic Estimates of Training and Life Work based on Government Reports /) America (^evnian«f •t* S'ifn 10 Explanation. — These graphic estimates concerning the relation of the school training of males and their vocations or life work, are based on census and government reports. The verticals, a and b show relatively the number of hoys in school at 10 and 15 years of age in both North America and Ger- many. The verticals, c, d, e show the number of males as wage-earners. Note the difference between line b in North American and line b in Germany. Germany has developed a system of industrial and vocational training which is so closely related to both the schools and the industrial and business life that it has closed the gap and has turned the years of waste into further training for life. We must cooperate to close the "gap" in North America. 228 ASSOCIATION EDUCATIONAL WORK Association in one place at least finds it desirable to place its large educational work of 2,000 students under the spe- cial supervision and partial control and support of the city. Our own Association educational work, including all of its many different lines of effort, both inside and outside the building — to one who has been observing it abroad — seems to be one of the most significant and far-reaching educa- tional movements of the twentieth century in its possi- bilities. It is an agency of the church, supplementing the home, the school, the shop, the office and the vocation, leavening the whole with the spirit of Christ. Even with all its relative weaknesses and superficial results it is a powerful ally of trade, commerce and manufacture, a vital factor in building character, and well worth the service and energy of every citizen. 5. Vocational Guidance a. Definition To help a man or boy choose rightly that vocation for which he is best fitted, physically and temperamentally, is as important as to help him fit himself for a specific vocation. The Association has been successful in the latter, and now increasing attention will be given to the former. The boy without vocational guidance and proper training today is father of the bench warmer and unemployed. "The wise selection of the business, profession, trade or occupation to which one's life may be devoted, and the development of full efficiency in the chosen field are matters of the deepest moment to young men and to the public. The vital problems should be solved in a careful, scientific way, with due regard to each person's aptitudes, abilities, ambi- tions, resources and limitations, and the relation of these elements to the conditions of success in different industries. An occupation out of harmony with the worker's aptitudes VOCATIONAL GUIDANCE 229 and capacities means inefficiency, unenthusiastic and perhaps distasteful labor and low pay; while an occupation in har- mony with the nature of the man means enthusiasm, love of work and high economic values — superior product, effi- cient service and good pay." In a way similar to that by which boys and men, inade- quately schooled or trained, have tried to meet the respon- sibilities of working life, they have struggled to fill occu- pations wholly unsuited to them. Thus they have wasted themselves, and business and industry have correspondingly suffered. b. Experience To remedy this state of aflfairs, vocational advise and guidance is now provided in several cities for school chil- dren and adults. The number of these facilities will in- crease as they prove their value and wise Associations will provide for this kind of service as far as opportunity, means and the development of properly trained leaders permit. In well-organized Associations such work will be closely related to and possibly under the direct supervision of the educational department. Where there are well organized employment departments some similar relation may obtain. A recognition of the needs and opportunities in vocational advice in connection with educational and employment de- partments will increasingly bind these two naturally related departments even more closely together. c. Opportunity for service Until public schools incorporate it into the school pro- gram, vocational guidance will belong peculiarly to the sphere of supplementary education. As one such agency the Association has a new and rare opportunity for service. It will be expected to render as effective and thorough help as possible in aiding men and older boys, who have discon- 230 ASSOCIATION EDUCATIONAL WORK tinned public school attendance, to determine upon a voca- tion, a workable training for that vocation, and a successful plan of life work. Wages in Selected Industries (Adult Males) Steel Industry— 1910 Less than $500 per year mm^mmam^ 31 .99^0 Less than |625 per year WK^Km^^mmm^^mmmmm 61 .2% Less than $1000 per year ^^m^m^mmmaam^mmmmmm^mmamm 91.8% Over $1000 per year ■■ 8.2% Railroading— 1909 1,500,000 Employees, Including "Officers" Less than $625 yer year ■■■■■HBlBBiHHHH 51 . <^o Less than $1000 per year ^gggg^g^/^gggammmm^m^^mmam^^l^^ 93. 9b Over $1000 per year ■■ 7. % Bell Telephone Employees Less than $600 per year j^^^^ 19.9ovs' and religious secretaries combined. 248 APPENDIX With the development of this work in its tenfold variety, its five- fold membership, its many fold increase in quality and efficiency, its hundredfold financial interests — there come corresponding in- creased demands for ability and training of men as educational sec- retaries and for higher quality and character of w^ork done among boys and men. The educated public invariably unconsciously meas- ures our work by its own standards of quality and efficiency. II. State Educational Supervision. In 1900, George S. Budd was employed by the State Committee of Massachusetts and Rhode Island to encourage and promote Asso- ciation educational work throughout the Associations of the two states. He gave his entire time to such wise promotive effort. This proved to be one of the best steps yet taken. In 1903, being called to the state secretaryship of Ohio, he was succeeded by A. G. Book- waiter, who efficiently served in that capacity seven years, when he in turn became state secretary of Ohio. Mr. W. C. Smith succeeded Mr. Bookwalter in Massachusetts and Rhode Island in 1910. Following the example of Massachusetts, the state committee of Ohio in 1901 similarly employed George B. Landis as state educa- tional secretary. With the exception of the interval, 1904-05, Mr. Landis successfully served his constituency until 1908, since which time he has been in the general secretaryship, at present in Aurora, 111. In 1907, New Jersey State Committee similarly employed M. A. Leiper. He served one year. In 1910, New York State- Committee employed E. C. Myers to give half time as its state educational secre- tary. He resigned May 1, 1911. Money invested in the right kind of men promoting educational work, by any state committee, proves to be one of the best invest- ments made. Such service strengthens the large Associations with their educational secretaries, and materially aids all the smaller Associations. III. The Educational Secretaries Association. In 1895, at Springfield, Mass., the first Association of Educa- tional Secretaries — then called directors — was organized, consisting of the following men as charter members : W. H. Coughlin, Brook- lyn; W. H. Sherman, New York; W. P. Shriver, Baltimore; R. W. Putnam, Kalamazoo, Mich. ; D. F. Graham, Springfield, Mass. ; and APPENDIX 249 G. B. Hodge, New York. The session was held in connection with the International Convention. An elementary constitution was drawn up and those present felt that an important step had been taken. Interest in educational work, fostered by the International exhibits at Indianapolis, the Chicago World's Fair in 1893, and the International Convention in '95, was relatively strong and popular for those days. With the exception of a small group session in Mobile in '97, and at Grand Rapids in '99, no regular sessions were called until 1901, when a two days' conference was held in New York, and the society of Educational Secretaries was really re- organized with seven names. At the conference of 1902, in Mt. Lake Park, Md., progress was made toward a statement of the fundamental objects, and principles of Association educational work. In 1893, at Lakewood, N. Y., an epoch making conference was held with a relatively large attendance, — there being 11 members of the society present. The constitution as we practically have it at present was then prepared and adopted and the society was made the first loyal son of the parent organization of the Employed Offi- cers Association. ■ The constitution and policy became the example of several other organizations as boys', religious work, and employ- ment secretaries. The important sessions of the conference at Buffalo in 1904, at Niagara Falls in 1905, Indianapolis in 1906, Washington in 1907, Atlantic City in 1908, and Omaha in 1909, have each been character- istic, practical, helpful and constructive. The attendance has usually been small. Each year has shown a larger variety of interests, more complex relationships with which to deal, and the steadily growing respect and support of the public. As the educational work develops it necessarily is vitally concerned for the best good of men and boys in the city, railroad, county, colored, army and navy, and indus- trial departments. Thus special attention by specific men must be given to these various departments. Then, too, we are beginning to see a closer relationship between the educational and the religious work, and the physical work. — as in the joint conferences of edu- cational with boys' or physical men in 1911. Indeed no phase of work or department can stand alone to-day and best serve its purpose. One of the most significant steps of this educational society was taken at Atlantic City in 1908, when commissions were organized for definite study and research of important phases of educational work. Much good has already resulted from these commissions and we look for far greater development in the future. 250 APPENDIX IV. Necessity for Study of Association Educational Work. Men who make good in the majority of positions today are those who have been obliged to give from five to ten years to a study of the history, principles and policies governing the work of the posi- tion held. The day is past when the "jack-of-all-trades" can accom- plish much in any distinct vocation, much less in any effective mod- ern Association service. The successful electrician has given years of study, research and laboratory practice to the ever increasing complex problems interwoven with the expanding science of elec- tricity. So it is with the even more rapidly growing interests of applied chemistry in its relation to industry, manufacture and mod- ern life. The men who are to successfully carry the burdens of educational leadership in local Associations ten years hence must spend increas- ing time and thought on the ever enlarging variety of problems and policies concerning appropriate educational facilities among men and boys, and the progress made toward the solution of some of these problems, not only by the Young Men's Christian Association, but by many of the educational movements of the present day. ,To this end the Association training schools at Chicago and Springfield are giving more and more thought each year. The train- ing centers in a few local Associations afford opportunity for some such study of educational work. This book, "Association Educa- tion Work for Men and Boys," is provided as a complete handbook for such study by individuals, either alone, in training centers, sum- mer schools or elsewhere. Any person, either as educational secretary at present, or planning to enter such service, is urged to make a careful, thoughtful and rather lengthy study of the material in this volume. If he can sup- plement such study for two or three years by visitation of various forms of educational activity, carry on the suggested reading courses for educational secretaries and attend the summer schools for such men in July and August, he will find such study not only absolutely necessary, but one of his best investments for successful* Association service. V. Summer Schools for Educational Secretaries. The following is a brief outline of the topics covered annually in August at Silver Bay, N. Y., in a three-year course for educational secretaries. The course is adapted to meet the experience and APPENDIX 251 maturity of the men. It includes systematic work five periods per day, — one of which is in Bible study, one in Association principles and fundamentals, and three in technical educational topics. The work is made more and more helpful and practical each succeeding year. A similar course, at present covering the first two years, is given at Lake Geneva, Wis., annually in July. First Year — This course is limited to Association officers and others who have had but little experience. It involves one daily session in Bible study; one in Association principles; eight ses- sions on fundamental educational principles; ten on educational features; and fifteen on methods. It involves such topics as: How study the field; how to advertise; how to secure teachers; how to organize and conduct class work; the educational secretary, his qualifications and duties; finances and many other topics. Second Year — This course is limited to those who have com- pleted the first-year course, or its equivalent in a number of years in successful service. It includes one session daily in Bible study; ten sessions on history, principles and pedagogy of Association educational work, ten on educational features and their extension ; and twelve on administration and conduct. It includes such topics as: Association pedagogy, industrial education, apprentice schools, the budget, text books and courses, day work, vocational guidance, special schools and others. Third Year — The course is limited to those who have completed the work of the second year. In addition to Bible study daily, it includes eight sessions on supervision, history and principles; ten on features, problems and administration ; and sixteen on seminar work in which each student has spent many days in research and study preparing his thesis beforehand, and in which he is required to defend the same before the Institute for one or two sessions. It also includes some advanced problems, conferences and work with one or more outside authorities. Satisfactory completion of the requirements for the three years' course entitles one to receive the honors of graduation. Seventeen men have wqn such honors in the past three years. INDEX. Adaptation 25 Administration 28 and Supervision 100 of Extension Work 174 of Clubs 59 Admission— Class Work 67 Advertising— Principles, Prepara- tion, Make-up. 123 Educational Policy 34 Railroad Educational Work 160 Advisory Committee 106 Ages of Students 80 Agricultural— Rural Science 65 Subjects for Boys 202 Training— Opportunity, Meth- ods, Subjects 231 Aid Local Teachers 78 Aim 25 All-round Work 73 Altruistic Service 31 Apprentice, Schools— Public, Asso- ciation 216 Continuation Schools l'->0 April 154 Art Principle— Industry 224 Association— Educational Secreta- ries 112 Association's Opportunity 10 Associations with Educational Sec- retaries 109 Attendance German Schools 212 Attitude to Educational Work 120 Bent— Discover 13 Bible Classes— Educational Secre- tary 35 Bible Study 34 Blackboards 137 Blind Alley Jobs 17 Boys— Attendance High School... 24 Drop Out 8 Graduate 87 Group Courses— I. and II 77 Leave ,. . . . 7 Remain in School ' 15 Rooms 132 in Evening Schools 190 Summer Schools 194 Work in General 178 Books and Library 29 Budget 144 Educational 33 Capacity for Service 13 Card— Catalog System 68 Enrolment 150 Report 149 Cash Value— Education 18 Caution Social Service 241 Chamber of Commerce 14 Christian Character 15 Chronological 152 Church 11 City Men and Boys 158 Civic Training— Condition, Ne^ids, Methods, Programs 235 Class Lecture Series 29 Class Lecture Series— Definitions, Organization, Conduct, Finances 52 Class Work— Schedule, IDivisions, Terms, Admission, Tuition Fees, Sessions, Rules, Courses of Study, Special Courses, Text Books, Teachers, Examinations, Summary 62-91 Class Work — Boys — Principles, Working Boys' School, Summer School, Equipment, Variety, Methods, Use of Shops % 191 Inspection 93 Records 145 Sessions 73 Classification— Clubs 54 Expenses 140 Students 66 Closing Exercises . . 90 Club— Principles, Classification, Variety, Relation to Other Fea- tures, Organization, Two-fold Purpose, Ups and Downs, Con- duct and Administration 54 Boys'— Principles, Importance, Leadership, Organization 189 Application Blank 150 Rooms 134 Study of Field 120 Colored Men and Boys— Needs, MeT hods 171 Coming Americans 31 Commerce, Trade, Industry 17 Commercial— and Business 64 and Business Colleges 119 Course 76 and Language Work Rooms 135 Committee— Educational 102 Railroad Educational Work 159 Community Program 164 Comparison— Cost Public School — Association Education 201 Competition 26 Composition Educat'l Committee. 103 Conduct— Association Apprentice Schools 219 Boys' Reading Rooms 185 Boys' Summer Schools 194 Class Lecture Series 53 Clubs 59 Day Work 97 Exhibits— Expositions 206 Industrial Schools 210 Lectures 44 Librarv 187 Practical Talks 46 Reading Room 39 Tours and Trips 50 Conference with Students 92 Conserving Results 120 Continuation Schools 215 Cost-Advertising 125 Educational Work- per Capita.. 162 Education 57 Public Schools 61 INDEX 253 Courses of Study— Group and Sub- ject 76 Criminal Tendency 86 Cultivating Interests 122 Dates— Examinations 89 Daytime— Continuation Schools... 215 Day Work (Educational Policy). . . 82 Day Work— Opportunity, Reasons, Organization and Conduct, Sum- mary 94 December 168 Decline— Public School Attend- ance 179 Definitions— Class Lecture Series. 32 Dramatics 204 Educational Secretary 112 Lectures 43 Social Service 240 Different— Groups 158 Students 66 I divisions— Class Work 64 DoesEducationalSupervisionPay? Ill Dramatics— Definition, Purpose, Subjects 204 Drawing— Instruments and Paper 138 Duties— Educational Committee.. 10 i Educational Secretary 109 Earning Power 18 Economics— Educational Train- ing 17 Educational— Budget 139 Classes 30 Clubs 30 Committee 102 Needs 10 Privileges 14 Program in Camp 199 Schedule 63 Secretary 107 Secretary vs. Director 113 Secretary— Title 112 Secretary's Office 183 Secretaries' Association 112 Trips 29 Trips— Boys' 199 Value Leadership— Boys' 207 Work Among Boys 196 Educatograph 156 Effective Means— Keep Boys in School 181 Electrical Course 77 Encouragement— 1893-1900 22 or Supervision 25 Endowment 141 Engineering— Rooms. 185 England, In 20 English— Coming Americans 176 Enrolment CaroT 160 Equipment 132 Boys' Class Rooms 197 Boys' Rooms 188 OuUide Building 182 Students' 188 Essentials (Administration) 101 Examinations 89 Inaugurated 23 Example -German Apprentice Schools 218 Exeter Hall Lectures 80 Exhibits and ContesU- Value, Va- riety, Effects 842 and Expositions 806 and Museums— Industrial 286 Existing Educational Facilities... 119 Expansion -1900 23 ot Program 74 Expenditures— Classified 140 Expense Educational Work 177 Efducational Supervision 104 Experience— Industrial Education 209 Vocational Guidance 229 Extension— Features 81 Work 172 Faculty— Organization 84 Room 184 Features— General 89 Extension Work 174 Railroad Educational Work 169 Fees— Principle 60 Size and Variety 71 Tuition 60 Finances— Class Lecture Series... 68 Lectures 46 Railroad Educational Work 161 First— American Association 21 Educational Features 20 Year— Reading Course 116 Flexibility 88 Formal Lectures 89 Forms of Social Service 240 Furnishings— Boys' Rooms 188 General— Teachers 87 German Continuation Schools .... 212 Gifts for Education 129 Government Support and Super- vision—Industrial Work 228 Group Courses— Commercial, Shorthand, Practical Mechanics. Electrical, Piunvbing, Boys' Group Courses I. and II 76 Industrial Subjects 228 Group Program— Rural Work 168 High School vs. Association 88 History, Principles, Policy 20 Hours 78 Illiteracy 8 Importance— Administration 100 Advertising 128 Cultivating Interest 128 Directed Reading— Boys' 186 Educational Budget 189 Educational Secretary 107 Examinations 89 Railroad Educational Work 168 Records, etc 144 Thrift 238 Training Educational Secreta- ries 114 Visual Instruction 887 Improved Service 16 Income-Educational Endowments 141 Increased 18 Increased Earning Capacity 17 Industrial— Education 800 Exhibits— Museums 886 Government Support— Supervi- sion 828 Laboratory Rooms 185 Technical 64 Technical Institutes 180 Workers 188 Inspection— Class Work 08 254 INDEX Inspiration 13 Institutes — Conferences — Attend- ance Educational Committee 106 Intelligent Labor 16 Introduction— Survey 7 January —February 154 July— August 15i Keep Boys in School 180 Know Your Community 121 Language— Academic 65 Law— Continuation Schools- Foreign 214 Leadership Among Boys 21)7 Boys' Clubs 189 Lectures— Definition, Subjects, Organization, Conduct, Finances 43 Lecture— Course 120 Room 134 Leisure Time 12 Length of Courses lO Library 41 Boys^ Books, Selection, Equip- ment, Conduct, Supervision, Sug- gestions 186 Location 133 Libraries— Study Field 120 Life Earnings— Workmen 238 Lighting 137 Local Needs -Class Work 91 Location— Equipment 41 —Rooms laS Machine— Building Trades 64 Males— in School 28 Teachers Necessary 88 Wage Earners 169 March 154 May — June 155 Mechanics 147 —Course 77 Membership 27 Men— Boy s in School 43 Methods— Teachers 86 Advertising 126 Agricultural Training 231 Boys' Class W^ork lOS Civic Training 236 Colored Educational Work 171 Cultivating Interest 122 Keeping Boys in School 181 Practical Talks 47 Thrift 233 Visual Instruction 23S "Vocational Training 230 Work for Colored Men 171 Methods— Features Industrial 170 Money V'alue Education 19 Museums— Location 133 Nature— Principles 100 —Scope 11 Necessity for Training 114 Needs— Colored Men— Boj'S 171 Civic Training 235 Men— Bovs 119 Next Decade Industrial Work 209 North America 21 Now or Never 124 Number — Days' Schooling per Year per Person 96 Men Employed Educational Sec- retaries 117 Object— Boy's Work . .-. 179 Boys' Practical Talks 188 Practical Talks 46 Objective— Educational Work 11 Educational Policy 34 Railroad Educational Work 159 Rural Educational Work 162 Objects— Some 27 October— November 153 O c c u p a ti o n s— Office, Salesmen, Agents, Professional, Mechanics, Tradesmen 147 Males— 10 Years and Over 148 Men in Class Work 149 Occupational Training 9 Office— Details 93 Men 147 Methods 153 Officers 101 Official Resolution 70 Opportunity— Agricultural Train- mg 231 Agricultural Subjects— Boys'. .. 202 Association 10 Day Work 94 Educational Camps 199 Vocational Guidance 229 Opposition— 1851-1866 21 Organization— Apprentice Work.. 217 Class Lecture Series 53 Clubs 56 Clubs-Boys' 191 Day Work 97 Exhibits— Expositions 206 Faculty 84 Tours— Trips 50 Organization and Conduct 33 Outlines of Courses 78 Outside Building 27 Equipment 132 Per Cent— Association Members.. 77 Male Teachers— Public School. . . 88 Personal Investment 27 Personal Work 35 Pioneer Service 16 Plumbing— Course 77 Rooms 136 Policy— Association 25 Educational 28 Practical T a 1 k s— Educational Policy 29 Practical Talks- Object, Conduct, Speakers and Subjects, Methods, Topics 46 Boys— Principles, Value and Ob- ject 188 Preparation— Advertising 129 vs. Occupation 227 — Vocational 51 Principles 24 Principle s— Administration and Supervision 91 Advertising 125 Boys' Class Work 191 Boys' Clubs 189 Boys' Practical Talks 188 Clubs 54 Extension Work 172 Fees 60 Practical Talks 47 Tours and Trips 49 Visual Instruction 237 INDEX 255 Private— and Parochial Tutors Privileges— Educational Problem, A Producing Power- Labor Productive Power— Weekly Wage , Professional Men Program-Boys' Agricultural Work Boys' Camp Educational Work. Boys' Summer Schools Civic Training Commencement Exercises Continuation Schools Expansion Railroad Educational Work Rural Educational Work Promotion Special Schools Public— Day Schools Evening Trade Schools Night Scnools Vacation Schools Publications Purpose Boys' Agricultural Work Clubs Dramatics Exhibits— Expositions Qualifications— Educational Secre- tary Quality— Industrial Training Railroad Men— Educational Work —Importance, Objective, Fea- tures, Supervision, Program, Finance, Advertising Reading Cour ses Reading Room— Selection Period- icals, Conduct, Supervision, Sys- tematic Reading Boys'— Conduct, Location Educational Policy Reasons— for Day Work for Extension Work Receipts from t'ees Records— General Form— Reports Regulations, Examinations. Relation— Life Work Club to Other Features Shop and School Relationships— Educational Secre- tary Religious Instruction— England and Germany In Schools Report Cards Responsibility— Day Work Revenue— Sources Rooms - Location, Equipment Boys' Rooms Class Rooms— Commercial, Lan- guage, Industrial, Science, Lab- oratory, Plumbing. Pipe Fitting, Sho > Work, Steam Engineering. Wood and Iron Work, Trade and Shop Practice Club Rooms Educational Secretary's Office.. Faculty Room Lecture Room Library 120 120 14 36 213 183 147 mi 199 195 237 91 216 74 160 163 13 82 119 217 119 119 108 116 56 110 88 86 149 04 141 188 1S8 186 184 183 184 134 188 Study Room 188 Rules— Class 76 Rural Work— Object, Variety, Pro- gram 162 Sage Foundation 8 Salaries of Young Men 72 Salesmen 147 Sample— Small Educational Budget 143 Good Sized Educational Budget 144 Schedule— Educational 63 Simple 76 Schools— Apprentice 216 Apprentice— Association 217 Apprentice— Public 216 Apprentice— Continuation 120 Boys' Summer School 194 Commercial Schools 119 Continuation— Day 215 Evening Trade School 217 German Trade School 212 Industrial— Technical School.... 120 Private— Parochial 120 Public Day School 119 Public Night School 119 Public Vacation School 1 19 Trade— Continuation 226 Training Schools 116 Working Boys' Schools 192 Scope and Nature 11 Second Year Reading Course 116 Secretary — Educational 107 —vs. Director 113 Secretaries' Association— Educa- tional 112 Selection— of Books 186 of Periodicals 89 September 152 Sessions - Class 78 Educatitmal Committee 105 per Week 78 Shop Work 137 Boys' 196 School Relation 224 Shops— Supplemental Use 198 Shorthand Course 76 Size —Educational Committee 102 Fees 71 Social Science 64 Social Service— Survey, Definition, Forms, Caution 288 Soldiers— Sailors 168 Sources of Revenue 141 Speakers - Practical Talks 47 Special— Courses 32 Railroad 65 School or Course s— Discover Needs, Leader or Teacher, Pro- motion 81 State Educational Secretary 118 Steam Engineering Rooms 136 Student— Councils . 107 Rallies 98 Student's Equipment 138 Students— Association Classes.... 30 Classified 66 Tuition Fees 70 Study of Field 117 Study Room— Location 188 Subject— Agricultural Training... 289 Agrriculture for Boys 202 256 INDEX Boys' Supplemental Class 195 Courses 77 Dramatics 205 Lectures 44 Practical Talks 47 Suggestions— Boys' Reading Room 188 Summary— Class Work 91 Day Work 98 Records, Reports 150 Summer— Institutes 115 School s— Boys' — Conduct, Pro- gram 194 Supervision— vs. Administration.. 100 Boys' Reading Room 187 —Expense 104 Extension Work 174 and Promotion . 32 Railroad Educational Work 159 Reading Room 39 Supplementary 15 Survey— Introduction 7 Sympathetic Employees 16 Systematic Readmg 40 Talk Topics 48 Teachers— Kind— Salaries 84 Industrial Work 211 Leaders 26 Meetings 93 Summary 92 Ten Dollars a Day 182 Terms 92 Class Work 66 Text Books 82 Summary 92 Student's Equipment 138 Third Year Reading Course 117 Three Kinds— Students 70 Thrift— Importance, Methods 233 Time Spent— Industrial Subjects. 223 Title— Educational Secretary 112 Toleration 1866-1880 22 Tours and Trips. Educational- Principles, Places, Value, Organ- ization 49 Trade— Continuation Schools 225 Tradesmen— General 147 Training— Centers 117 Schools 115 Trips, Educational— Boys 199 Tuition Fees 69 Summary 92 Tutoring 31 Twofold Purpose— Clubs 58 Type— Industrial Work 168 Ups and Downs— Clubs 68 Value— Boys' Practical Talks 188 Educational Work 12 Exhibits— Contests 242 Supervision Ill Study of Field 121 Tours and Trips , 49 to Employers 16 to Men 12 to Public 16 Variety— Boys' Class Work 197 Clubs 55 Exhibits and Contests 242 Fees 71 Rural Work 163 Work in Educational Camps 200 Visual Instruction— Principles, Importance, Methods 237 Vocational Guidance — Experience, Opportunity, Methods 228 Training 210 Vocations— Preparation 51 Wage Capacity 18 Weekly Wage— Boys 182 Various Industries 222 Who's Who 19 Education and Careers 99 Working Boys' School 192 Yearly Incomes 185 UNIVEESITY OF CALIFOKNIA LIBRARY, BERKELEY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW Books not returned on time are subject to a fine of 50c per volume after the third dav overdue, increasing to $1.00 per volume after the sixth day. 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