第113章 CHAPTER XVIII SOCIALIZED EDUCATION(4)

The beginning of trade instruction has been already evolved in connection with the Hull-House Boys' club. The ample Boys' club building presented to Hull-House three years ago by one of our trustees has afforded well-equipped shops for work in wood, iron, and brass; for smithing in copper and tin; for commercial photography, for printing, for telegraphy, and electrical construction. These shops have been filled with boys who are eager for that which seems to give them a clew to the industrial life all about them. These classes meet twice a week and are taught by intelligent workingmen who apparently give the boys what they want better than do the strictly professional teachers.

While these classes in no sense provide a trade training, they often enable a boy to discover his aptitude and help him in the selection of what he "wants to be" by reducing the trades to embryonic forms. The factories are so complicated that the boy brought in contact with them, unless he has some preliminary preparation, is apt to become confused. In pedagogical terms, he loses his "power of orderly reaction" and is often so discouraged or so overstimulated in his very first years of factory life that his future usefulness is seriously impaired.

One of Chicago's most significant experiments in the direction of correlating the schools with actual industry was for several years carried on in a public school building situated near Hull-House, in which the bricklayers' apprentices were taught eight hours a day in special classes during the non-bricklaying season. This early public school venture anticipated the very successful arrangement later carried on in Cincinnati, in Pittsburgh and in Chicago itself, whereby a group of boys at work in a factory alternate month by month with another group who are in school and are thus intelligently conducted into the complicated processes of modern industry. But for a certain type of boy who has been demoralized by the constant change and excitement of street life, even these apprenticeship classes are too strenuous, and he has to be lured into the path of knowledge by all sorts of appeals.

It sometimes happens that boys are held in the Hull-House classes for weeks by their desire for the excitement of placing burglar alarms under the door mats. But to enable the possessor of even a little knowledge to thus play with it, is to decoy his feet at least through the first steps of the long, hard road of learning, although even in this, the teacher must proceed warily. A typical street boy who was utterly absorbed in a wood-carving class, abruptly left never to return when he was told to use some simple calculations in the laying out of the points. He evidently scented the approach of his old enemy, arithmetic, and fled the field. On the other hand, we have come across many cases in which boys have vainly tried to secure such opportunities for themselves. During the trial of a boy of ten recently arrested for truancy, it developed that he had spent many hours watching the electrical construction in a downtown building, and many others in the public library "reading about electricity." Another boy who was taken from school early, when his father lost both of his legs in a factory accident, tried in vain to find a place for himself "with machinery." He was declared too small for any such position, and for four years worked as an errand boy, during which time he steadily turned in his unopened pay envelope for the use of the household. At the end of the fourth year the boy disappeared, to the great distress of his invalid father and his poor mother whose day washings became the sole support of the family. He had beaten his way to Kansas City, hoping "they wouldn't be so particular there about a fellow's size." He came back at the end of six weeks because he felt sorry for his mother who, aroused at last to a realization of his unbending purpose, applied for help to the Juvenile Protective Association. They found a position for the boy in a machine shop and an opportunity for evening classes.

Out of the fifteen hundred members of the Hull-House Boy's club, hundreds seem to respond only to the opportunities for recreation, and many of the older ones apparently care only for the bowling and the billiards. And yet tournaments and match games under supervision and regulated hours are a great advance over the sensual and exhausting pleasures to be found so easily outside the club. These organized sports readily connect themselves with the Hull-House gymnasium and with all those enthusiasms which are so mysteriously aroused by athletics.