ArgumentApprenticeship was probably the largest mode of organized learning in early modern European societies, and artisan practitioners commonly began as apprentices. Yet little is known about how youths actually gained skills. I develop a model of vocational pedagogy that accounts for the characteristics of apprenticeship and use a range of legal and autobiographical sources to examine the contribution of different forms of training in England. Apprenticeship emerges as a relatively narrow channel, in which the master’s contribution to training was weakly defined and executed conservatively. The creation of complementary channels of formal instruction was constrained by cost and coordination problems. When we consider a range of British youths who obtained advanced skills as artisan practitioners (and engaged in invention or pursued natural philosophical interests), we see the importance of individual agency over institutional structures. For these youths, training could involve rejecting apprenticeship, engaging in periods of advanced study, including time in multiple workshops after the end of apprenticeship, and parallel campaigns to access scarce books and communities of scholarship.

中文翻译：

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在学徒和技能之间：在现代早期英格兰获得学院外的知识

争论学徒制可能是早期现代欧洲社会中最大的有组织的学习模式，工匠从业者通常以学徒身份开始。然而，对于年轻人如何真正获得技能知之甚少。我开发了一种职业教育学模型，该模型解释了学徒制的特点，并使用一系列法律和自传资料来检验不同形式的培训在英格兰的贡献。学徒制作为一个相对狭窄的渠道出现，其中大师对培训的贡献定义较弱，执行保守。正式教学的互补渠道的创建受到成本和协调问题的限制。当我们考虑一系列作为工匠从业者（并从事发明或追求自然哲学兴趣）获得高级技能的英国青年时，我们看到了个人机构对制度结构的重要性。对于这些年轻人来说，培训可能包括拒绝学徒制，参加高级学习，包括在学徒制结束后参加多个研讨会的时间，以及获取稀缺书籍和学术社区的平行运动。