They are handled as boys; their better boyish instincts are encouraged; and when one sees them in the shops and classes one cannot easily miss the light of dawning mastery in their eyes. They have a sense of "belonging." They feel they are doing something worth while. They learn readily and eagerly because they are learning the things which every active boy wants to learn and about which he is constantly asking questions that none of his home-folks can answer.
Beginning with six boys the school now has two hundred and is possessed of so practical a system that it may expand to seven hundred. It began with a deficit, but as it is one of my basic ideas that anything worth while in itself can be made self-sustaining, it has so developed its processes that it is now paying its way.
We have been able to let the boy have his boyhood. These boys learn to be workmen but they do not forget how to be boys. That is of the first importance. They earn from 19 to 35 cents an hour—which is more than they could earn as boys in the sort of job open to a youngster. They can better help support their families by staying in school than by going out to work. When they are through, they have a good general education, the beginning of a technical education, and they are so skilled as workmen that they can earn wages which will give them the liberty to continue their education if they like. If they do not want more education, they have at least the skill to command high wages anywhere. They do not have to go into our factories; most of them do because they do not know where better jobs are to be had—we want all our jobs to be good for the men who take them. But there is no string tied to the boys. They have earned their own way and are under obligations to no one. There is no charity. The place pays for itself.