The Apprentice

The burnt child avoids the fire, and his experience is most effective. However, the wise parent arranges conditions so that the burn shall not be too serious. The machinist who ``steals'' his trade profits greatly by his mistakes, and the new salesman never forgets some of his most flagrant errors. Such experiences are practical, lasting, effective, but uneconomical. But such experiences are of necessity unsystematic and inadequate to modern industrial and commercial demands.

II. Apprenticeship Experience

The waste in the Haphazard method of securing experience in the industrial world has long been apparent and has led to attempts to provide systems of apprenticeships which would enable the youth to secure educative experiences with a minimum of cost to himself and his employer.

In theory the youth who becomes an apprentice is bound or indentured to serve his master for a period of years. During that time the master agrees to see to it that the apprentice practices and becomes proficient in performing all the processes of the trade. The employer (master) is rewarded in that he secures the continuous service of the boy for the period of years upon the payment of little or no wages. Furthermore the apprentice when developed into a journeyman is likely to become a valuable employee. The apprentice is rewarded for his years of service by the practical experience which he has been permitted to secure in actual work with all the various processes involved in the trade.

Although the apprenticeship system has many excellent points, it has been found inadequate to meet the needs of modern commercial and industrial institutions. At least in its primitive form it is decadent in every industry which has been modernized. All forms of commerce and industry have become so complicated and each part demands such perfection of skill that an apprentice can scarcely secure sufficient experience in even the essentials of the trade to render him expert in these various processes. In short, the traditional apprenticeship system is unable to give either the general comprehension of the industry or the skill in the specialized processes.

III. Theoretical-practical Experience

In contrast with the two methods discussed above (Haphazard Experience and Apprenticeship Experience) schools must be considered as a method of providing experiences preparatory to industrial life. The first two methods secure skill, but the schools secure learning. The first two might be said to educate the hands and the latter the head. The comparative advantages of these contrasted systems is the theme of unceasing debate. The man skilled in one thing can at least do that one thing well. The man who is learned but not skilled in any activity of his chosen occupation is unable to compete with the boys who at the expense of schooling, ``went to work'' in that particular occupation.

An advanced general school education has very distinct advantages. But skill in reading Latin does not greatly increase one's ability to read instruments of precision. Skill in applying mathematical formul will not greatly assist in estimating the value of merchandise. A knowledge of general psychology will not insure ability in selecting employees. Even great proficiency in discoursing upon ethical theories does not protect one from the temptation to be dishonest in business.

Skill in one thing does not insure skill in other and even in similar things. Learning in one field is not incompatible with gross ignorance in other and related fields. We have discovered that skill and learning are largely specialized, and accordingly we see the necessity of acquiring skill and learning in the particular fields in which the skill and learning are desired. To meet these demands various modifications in our schools have been made. To meet the needs of training for the industries we have the manual training schools, industrial schools, trade schools, continuation

schools, correspondence schools, night schools, technological schools, etc. To provide the appropriate experiences for commercial life we have commercial schools, business colleges, store schools, schools of commerce, etc.

These schools have rendered invaluable service and are rapidly increasing in number, yet they do not provide either the skill or the learning which should be possessed by the employee.

IV. Practical-theoretical Experience

The weakness of the Haphazard and Apprenticeship methods of securing experience is twofold: (1) They cease too early. So soon as the man really enters into his occupation his education ceases. (2) They are too narrow, they fail to provide experiences that give proper perspective; they do not give adequate theoretical comprehension of the work being accomplished from day to day; they do not develop the judgment.

The weakness with the Theoretical-practical method of providing experience resembles the weakness of the Haphazard and the Apprenticeship methods in that it ceases too early. It ceases *before the individual begins his life work. It may have the special weakness of not being closely organized with the vocation for which it is assumed to be a preparation, hence of being impracticable.

The Practical-theoretical form of providing experience is based on two assumptions: The first assumption is that the practical and the theoretical should be equally emphasized; that they should be closely organized; and that the theory should be deduced from the practice. The second assumption is that the educative processes should continue so long as the man is engaged in his occupation.

A concrete illustration will make clear the difference between the four different methods of acquiring experience as given above.

During the present summer vacation I have been spending a few weeks in a boarding house. Some previous boarder had bequeathed to the house an intricate Chinese block puzzle. During this summer one lad in the house spent eight hours in solving the puzzle. He worked by the Haphazard method, trying blindly, till he just happened to get it right. The next attempt did not take so long, but it was many days before he could solve the problem rapidly.

As soon as the lad had learned to solve the puzzle, my son watched him solve it many times, and kept trying to do it as he saw it done. My son learned to solve the puzzle in perhaps two hours by thus watching another and then trying it himself. He was employing the Apprenticeship method, and his education was accomplished in one fourth the time required by the Haphazard method.