Founded in 1883, the Chicago Manual Training School (CMTS) stands as a remarkable example of an educational institution that aimed to blend practical skills with academic knowledge. Though its existence was relatively short-lived, CMTS played a significant role in shaping the landscape of industrial education in the United States. In her insightful book, Connie Goddard delves deep into the history of CMTS, using it as a gateway to explore America’s early era of industrial education and the transformative concept of “learning to do.”

Goddard roots her narrative in the educational philosophies of John Dewey, a key figure in American education. As she navigates the timeline from the early nineteenth century, she highlights the supporters of the union of learning and labor, emphasizing how these ideas laid the groundwork for future educational reforms. The book not only chronicles the history of CMTS but also examines the interconnected histories of other significant institutions, such as New Jersey’s Manual Training and Industrial School for Colored Youth and North Dakota’s Normal and Industrial School.

Throughout the book, Goddard analyzes the contributions of pivotal figures in the movement for industrial education. She discusses the impactful work of abolitionist Theodore Weld, who championed the cause of education for all, and educators such as Calvin Woodward and Booker T. Washington, who advocated for practical training as a means of empowerment for marginalized communities. Social critic W.E.B. Du Bois and Dewey himself, along with his influential colleague Ella Flagg Young, also play crucial roles in this narrative.

One of the intriguing aspects of Goddard’s work is her examination of the contrasting ideas about manual training held by advocates like Nicholas Murray Butler and opponents such as William Torrey Harris. This analysis reveals the complexities and debates surrounding industrial education during this period. Additionally, Goddard uncovers overlooked connections between industrial education and the Arts and Crafts Movement, highlighting how these movements influenced one another.

Ultimately, ‘Learning for Work’ is more than a historical account; it merges history with storytelling to present a rich tapestry of the people and ideas that shaped industrial education. Goddard not only recounts the past but also offers a provocative vision for realizing the potential of industrial education today. In a world where practical skills remain essential, her insights urge us to reconsider the role of education in fostering democratic opportunity.