Excerpt from Carpenters
In a given course all men need not start on the same job and all those promoted need not take up the same advanced work. There are several points in each course where men may be started. Obviously a man's first job should be of sufficient simplicity for him to proceed intelligently. All jobs should be reasonably sequential and should present real problems, the working out of which will equip the men with first hand knowledge of practical details of construction or operation and provide a background for the understanding of scientific principles. The important factor in shifting men from one job to the next is that the instructor maintain the idea and spirit of promotion as to both practical accomplishment and understanding of fundamental principles. In short the educational program all the way through shall recognize native ability and previous experience and train men along the lines they are fitted to go and only as far as they can make real progress. At the end of the course each man will be rated, not on his average proficiency in all the work, but by listing the kinds of work he can do well.
In order to provide for the development of originality, initiative and real thinking power, and also to prevent learning by rule-of-thumb, the teaching should be almost entirely through jobs, questions, problems and guided discussions.
These outlines are not intended for the schoolroom but for the shop where they can be used for the guidance of the instructors and the men on the job. The frequent gathering of the men in small groups before a blackboard in the shop where live material is available for demonstration, discussion and conference is far preferable to the practice of formal lectures to large groups.
The accomplishment of a job is both the end to be attained and the means for instruction.
These ideals may not be new but are stated here as representing the composite ideas of all who are associated in the responsibility and conduct of this work.
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