Chicago Paper - Educational Methods at the Copper Queens (with Discussion)

Many of the failures in vocational education are due to the fact that the educational methods were not designed to the capabilities, habits, and environments of those to be trained; rather they were based on the policy that education is education and lessons are lessons, whether for youngsters of fifteen or for men of forty. Vocational education among miners involves, first, a study of the men themselves, their habits, and the use of their leisure time; second, a study of the differences between the methods of teaching required for men and for children. Certain fundamental requirements of training methods for miners are reasonably universal and may be applied with success to any ordinary mining community. The rate of labor turnover is another consideration; it would be useless to design a four-year course for men who remain in one place only a few months. Length of Course The first consideration should be the length of the course. Few mining communities have a sufficiently stable population to make it possible successfully to carry on a course for over a year. While some men might complete a four-year course, the number is comparatively small compared with the number to whom a shorter course would be of service, and it is better to raise the standards of education even a little for a large number than to raise them to a high level for a few. It is perfectly possible to attain both objectives by arranging the courses in small units; all the units, when grouped together, should comprise a fairly complete course, yet any one unit should be complete in itself and of benefit to the workman. It should not take many of these units to make a miner or a timberman out of a mucker; but to do this the course should be short, because muckers seldom stay in one place long. By grouping a number of these units together it Would be possible for a miner to become a shift boss or a shift boss a foreman, and so on. As far as possible the units of the course should not be dependent on those preceding or following. The workman understands the completed job but he is not accustomed to carrying on several jobs at the same time and