2. To retain the best elements of the old apprenticeship system,
though in form so unlike it. The boy (for it mainly touches boys) is
learning his trade and he is also working at his trade, and he has
cultural as well as industrial training, and this teaching he receives
during his working hours and in his employer's time.
3. To provide teachers who combine ability to teach, with technical
skill.
4. To insure, through joint boards on which both employers and workmen
are represented, even if these boards are generally advisory, only an
interlocking of the technical class and the factory, without which any
system of vocational instruction must fall down.[A]
[Footnote A: As to how far this is the case, there is a difference
of opinion among authorities. Professor F.W. Roman, who has made so
exhaustive a comparative study of vocational training in the United
States and Germany, writes: "In Germany, there is very little local
control of schools, or anything else. The authority in all lines is
highly centralized.
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