Class "\X \ <^ 1 Book ,A?, A1- 170] Nciv York State Education Department '/ Division of Trades Schools Albany, N.Y., November i, 1909 ALBANY VOCATIONAL SCHOOL Purpose of the circular. This circular is issued in response to a general demand within the State for a description of the vocational school recently organized in Albany. It may be sug- gestive to other comm.unities having in mind the establishment of a similar school. The circular outlines the educational ideals of a school of this type, the time for beginning vocational traia- ing, the general scheme of instruction, as well as giving definite facts regarding equipment, teaching force, daily program and some of the results already accomplished. Presentation of plan. The Board of Education of Albany considered vocational training at a meeting in October 1908. At that time a representative of the State Education Depart- ment outlined in some detail the spirit and purpose of such training and offered suggestions as to the best course of pro- cedure in establishing a vocational school, which would meet the requirements of the law relating to industrial and trades schools and at the same time which would be in accord with the general policy of the Education Department. A numb.er of the suggestions offered at that meeting are included in the pre- liminary statements of this circular. Educational ideals. We are all aware that many boys and girls do not have an opportunity to enter employments which contribute to their development in any sense of the word, either physically, morally or intellectually, but they drift about from one unskilled occupation to another, gaining little or nothing in efficiency. A school which would take in boys and girls at about the age of 14, or after they have completed the first six grades, where they could have a large amount of industrial work, ought to awaken in these children a new school interest and so help retain them in school longer and to contribute more powerfully to their development. In the first six grades these Tiir-09-2ooo f 7 7379)] "i'd — 2 NEW YORK STATE EDUCATION DEPARTMENT children should have learned the " fundamentals " — how to read and write intellig-ently, how to compute simple problems in arithmetic; they should know something of the geography of the world and something of the history of their country. A vocational school taking pupils of this age, when they are of little value in a business .way, at a time when the education they have received is all right sp far as it goes, but hardly fits them for actual working places, woulrd serve to give them the proper training to prepare to enter some branch of actual indus- trial work. The school should not devote itself entirely to the teaching of industrial subjects. Principles of citizenship, his- tory of the country's achievements, mathematics, language and other general knowledge should be instilled into the pupils' minds. General scheme of instruction. The vocational school must, from the standpoint of greatest advantage both to the individ- ual and the community, train for practical work and at the same time secure an adequate training of the mind. In the language of school men, all the exercises m the vocational schools should be educative of the mind as well as the hand. Topics that can not be related to this conception should be excluded from the course of study. Time of beginning. Industrial training should begin (i) after the ordinary school arts, like reading, spelling, writing, drawing, arithmetic and grammar and the rudiments of history, geography and nature study are fairly completed, and (2) as soon as the muscles are strong enough to handle the lighter tools of industry safely and are sufficiently developed for the acquisition of skill in their use. Under ordinary conditions the vocational schools should be open to children who are 13 or 14 years of age. Length of course. An industrial school for children enter- ing at 13 or 14 years of age should have a course extending from two to four years. The latter period is preferable for two reasons, first, because this length of time is necessary to produce the requisite mental and physical training for a life of progression in industrial efficiency, and second, because it en- ables the school to attract and hold the student from 14 to 16, when his growing power is greatest .and his earning power least. Organization. The proposed vocational school ought to pro- vide (i) for bookwork, (2) for practical handwork. For the present it might open as a day school, but it is hoped that in NOV 30 19U9 ALBANY VOCATIONAL SCHOOL 3 the immediate future the equipment and instructing force will be made available to young men and women who desire to use its privileges in the evening. School period. The school day should be at least six " school hours "' in length, three hours in the morning and three in the afternoon. Teachers. The director of such a school should be a man of a caliber such that the business men of the city would respect him both from the standpoint of executive ability and of mechanical knowledge. He should be an enthusiastic exponent of industrial training, should be familiar with some trade and should have a general knowledge of industrial conditions, as well as possessing the ordinary requirements of a school man. The teachers should be picked men and women, chosen because of their enthusiasm for and interest in the spirit and purpose of vocational training, as well as for their knowledge of the defi- nite subjects which the}^ are to teach. The shop and laboratory teachers should be specialists, but the academic teachers should be able to teach several subjects, for in no other way can the desired interrelation of subject-matter be brought about. For the first two years. The studies should be general in character, being designed to round out the elementary school — - instruction laying the foundation of industrial efficiency and arousing a set of industrial interests that will demand the .work of the next two years for their fulfilment. In other words, general mechanical training the first two years and " specializa- tion " the last two years. For the last two years. The studies should be more specific in character. The first two years should have developed an interest in industrial subjects, and by this time the pupil ought to have determined what line of mechanical work he was best adapted for and should then fit himself for a trade pursuit. The general aim of the last two years should be to make specific applications of subject-matter to the industries of Albany and its vicinity. The boy might spend the major part of his school time of the last two years in the shopwork. It is suggested that possibly a definite connection can be made between the vocational school and local apprenticeship systems that may exist in local factories. Essential points in the course of study. The course of study will fail to accomplish its purpose unless the following princi- ples are carried out: 4 NEW YORK STATE EDUCATION DEPARTMENT 1 A certain completeness in the purpose of the school, a pur- pose largely industrial and technical — not academic — together with some lengthening of the school day. 2 The teaching of the essentials in bookwork. 3 A definite correlation, by grouping related subjects under one subject. 4 Avoidance of the division of the school day into very short periods. The present elementary schools divide the attention of the pupils by many subjects and periods. 5 Study under direction in the schoolroom. If home work is assigned, it should be along the line of working up notes, writ- ing descriptions, drawing maps, making descriptive sketches, rather than the assignment of matter which has not been care- fully explained beforehand. 6 Teaching applications before theory. This is very import- ant — application of mathematics to shopwork, shop accounts, business subjects, etc. Adoption by the board. After full consideration, the Board of Education at a subsequent meeting adopted the general scheme as outlined and voted to establish a vocational school, and to ask the Board of Apportionment for a special appropria- tion covering the cost of equipment, salaries and maintenance. This latter board made such an appropriation in January 1909. Selection of school building. Many questions were raised as to the character and location of the building. The majority of people desired a central location for the school. However, an leight room school building which was about to be abandoned because of the falling ofif of the attendance in that district was fmally selected. This building is situated on the outskirts of the city. The four rooms of the first floor were painted and varnished, one room being used for sewing, one for drafting and the other two for classrooms. The dividing walls of the upper floor were removed, making two large rooms running the entire length of the building, one being used for homemaking courses and the other for shopwork. In the homemaking department, half par- titions were erected dividing it into a kitchen, and laundry, cooking room, dining room and bedroom. Admitting of students. The local Board of Education ad- dressed a circular letter to the parents and guardians of boys and girls who were in the sixth and seventh grades of the ele- mentary schools, informing them that a vocational school would ALBANY VOCATIONAL SCHOOL 5 soon open. This letter made brief reference to the purpose of the school, its location, its equipment, its teaching force, its course of study and requirements of admission. Before the school opened the principal and the homemaking teacher of the vocational school visited the various grammar grades of the city and explained more fully the purpose of the school and distributed blanks to be signed by such parents or guardians as wished to have their children enter this school. Approximately 225 students — about one third girls and two thirds boys — applied for admission. Necessarily there was a waiting list, as there were accommodations for only 100 pupils. Equipment. The drawing equipment consists of 25 drawing tables with the necessary drawing materials and instruments. The sewing equipment consists of 5 sewing machines, 25 sew- ing tables and minor articles of equipment and material. The sewing tables are also used for the drawing given in connection with household design. The schoolrooms are equipped with regular school desks, blackboards, maps, charts etc., which were formerly used in ether schools. The woodworking equipment consists of 24 benches, with the necessary bench tools, tool room supplies, a universal saw bench, band saw, power oil stone and grinder and 4 speed lathes. Electric motor with the necessary belting, shafting and pulleys are installed for running this machinery. A lumber and wood finishing room adjoin the bench room. The homemaking equipment consists of a group of cooking tables (pine tops) accommodating 24 students, 24 small gas stoves for individual use, gas range, coal range, refrigerator, the necessary cooking utensils, small iron bed, dresser, dining table, chairs and buffet. Selection of teachers. A brief account is given of the train- ing and experience of these teachers : The principal of the school is a graduate of Oswego Normal School, has done postgraduate work at Cornell University, has had three years' experience as supervisor of manual training as well as a practical experience in shops as workman and in offices as bookkeeper and stenographer. The homemaking teacher is a graduate of Pratt Institute, has taken two years' work at Wellesley College, and has had two years' experience as teacher of domestic science in a western college. b NEW YORK STATE EDUCATION DEPARTMENT . The woodworking teacher was educated in the local schools and has had 20 years of journeyman's experience in the wood- working trades, supplemented by a summer course in Cornell University. The sewing and household design teacher received her pro- fessional training in the local teachers training school, has had 10 years' experience as a teacher in the same school and has taken summer courses along her special lines in Columbia and New York Universities. The teacher of bookwork was educated in the local schools and has had 15 years' experience in teaching the elementary branches. Appointment of advisory board. The State law relating to industrial and trades schools requires the appointment of an advisory board. The local board consists of five members who represent the trades or industries of this locality. It is expected that the counsel and advice of such a board will assure to these schools the best of technical results in determining the proper courses of study and equipment. The following advisory board was appointed by the Albany Board of Education : Mr Fuller, superintendent of Felt Mills; Mr BoM^ditch, manager of the Rathbone-Sard Stove Works ; Mr Havens, contractor and builder; Mr Hamilton, printer (Trades Union representative); and Mr Gillespie, chef of Hampton Hotel. ALBANY VOCATIONAL SCHOOL Present course of study Giving better elementary school provision for the vocational needs of those likely to enter industrial pursuits First year Corresponding to grade seven of the elementary school MINUTES BOYS PER WEEK Shopwork : joinery and ele- ments of woodworking.. Drawing : free-hand and mechanical Practical mathematics English literature and com- position Geography Opening exercises, music, physiology and study MINUTES PER WEEK 600 300 225 225 225 22s I 800 GIRLS Sewing : hand and machine, simple garment making.. 225 Plain cooking and general housekeeping 450 Design 225 Practical mathematics 225 English literature and com- position 225 Geography 225 Opening exercises, music, physiology and study 225 Second year Corresponding to grade eight of the elementary school MINUTES BOYS PER WEEK Shopwork : cabinet making and wood-turning 600 Drawing : free-hand and me- chanical 300 Practical mathematics 225 English literature and com- position 225 History and civics 225 Opening exercises, music, hygiene and study 225 I 800 MINUTES PER WEEK I 800 GIRLS Sewing: hand and ma- chine, garment making, embroidery, textiles 225 Cooking (plain, fancy, in- valid), housekeeping .... 450 Design 225 Practical mathematics 225 English literature and com- position 225 History and civics 225 Opening exercises, music, hygiene and study 225 I 800 NEW YORK STATE EDUCATION DEPARTMENT Proposed course of study Allowing for special shop, laboratory and drawing room practice along a chosen trade pursuit and thus making provision for the industrial interests which have been aroused in the two preceding years ^Third year MINUTES BOYS PER WEEK Special shop practice in pattern making and foun- dry practice, or iron work, or electrical wiring and installation Drawing : mechanical Applied algebra and geom- etry English literature and com- position Mechanics and electricity... Industrial history Opening exercises and un- assigned 600 300 225 225 225 ISO MINUTES GIRLS PER WEEK Special work in millinery or dressmaking or domestic science Design Applied mathematics English literature and com- position Practical physics relating to home Industrial history Opening exercises and un- assigned 600 300 225 225 225 ISO 7S 75 I 800 '^Fourth year MINUTES EOVS PER WEEK Special shop practice in pat- tern making and foundry practice, or iron work, or electrical construction . . . 600 Drawing : mechanical 300 Applied algebra and geom- etry 225 English literature and com- position 225 Chemistry relating to in- dustry 225 Economics and industrial conditions 150 Opening exercises and un- assigned 75 MINUTES GIRLS PER WEEK Special work in millinery or dressmaking or domestic science 600 Design 300 Applied mathematics 225 English literature and com- position 225 Chemistry relating to home and industry 225 Economics and industrial conditions 150 Opening exercises and un- assigned 75 I 800 I 800 Bookwork. In this school all the industrial departments apply the bookwork of the school and emphasize its use. There is constant practice in measurements; estimates of costs; in describing processes used, from the standpoint of good English and good spelling, as well as accuracy of statements when they concern industrial life. English includes topics of literature, reading, composition, grammar, spelling and penmanship ; matk- 1 When these students reach the third year they should have a rather clear conception of the particular line of industry which they wish to follow. The industrial and educa- tional requirements of the trades are so varied that it is impossible to offer a single inflex- ible course of study. For example if the student selects a trade that requires more mathe- matics than is offered in the given course he may be allowed to take extra work in this branch at the expense of some irrelevant subject. i^ .S Jt S .' 2 ,. . BS > ^ ALBANY VOCATIONAL SCHOOL 9 ematics includes arithmetic, algebra and geometry; science in- cludes mechanics, electricity and chemistry; history, with emphasis on the social and industrial development, includes United States history, civics and economics ; geography, with emphasis on produc- tion, distribution and consumption. English. This should develop wholesome tastes for practical people and should train to plain and forcible expression of thought. Mathematics, i Arithmetic. The decimal equivalents of work- shop fractions, approximate and check methods of arithmetic, ratio, proportion and percentages, four figure logarithms applied to multiplication and division, power roots and the developing of all sorts of pocketbook formulas. 2 Algebra. Symbols and processes, substitution of numer- ical for literal values and the evaluation of simple workshop formulas, solutions of equations other than simple by plotting ■' graphs " on squared paper. The boys will not have " formal " algebra ; it will be made to fit in with formulas used in electricity, mechanics and engine practice. 3 Mensuration. Measurement of areas of plane figures (i) by reducing to equivalent triangles; (2) by counting squares when drawn on squared paper; (3) weighing the similar shape in cardboard, sheet lead or iron sheet. Measurement and cal- culation of volumes. 4 Geometry. Use of instruments, simple construction as fa." as possible leading to the self-checking of students' work (i) by comparison wdth one another or (2) by a calculated standard result, measurement of angles and other ratios by con- struction and comparison with printed tables (trigonometrical), the amount of error to be written down opposite the result, the geometry of simple solid figures, etc. It is expected that during the last two years, as w^ell as to some extent the first two years, the mathematics will deal with the speed of machines, the w'orking out of such calculations as weights of castings, measuring areas, calculations and exercises in the use of various measuring machines used in the trades, calculating by graphic methods, etc. For example, a boy that intends to be a foundryman needs to know weights of materials, percentages of alloys, etc. Science, i Physics. It is expected that this course will include the general properties of matter — state, structure, size, destiny, hardness, fluidity etc. — effects of heat on substances used for constructional purposes, specific, sensible and latent lO NEW YORK STATE EDUCATION DEPARTMENT heat, and the practical appHcation of their quaHties, melting and boiling points of suitable substances, stearn raising, and the properties of steam, the transmission of heat — conduction, con- vection and radiation and application of this to practical work — hot and cold water supply, use of exhaust steam, heating and ventilating methods, circulation of water in steam, boiling etc., injectors, inspirators, steam boilers, etc. 2 Chemistry. Effects of heat, moist air, water and simple acids on materials used for construction purposes; rusting, rot- ting and the action of protective coverings on metal and wood, combustion of solids, liquid and gaseous fuels, and the appli- cation to industrial purposes, interchangeability of energy, chemical heat, electrical, mechanical, some notion of the con- servation of energy. 3 Electricity. Batteries, electric magnets, motors etc., electric wiring and simple testing. Practical applications of the science subjects to the industries is made. The physics considers such terms as levers, cams, concentric, reciprocating, rotary, oscillating, friction, strains, tension, with relation to their practical application to the ma- chinery in the school and in the locality. History and civics. These have for their general idea the development of the industrial citizen and consequently lay the emphasis upon the industrial or economic phenomena of our national development rather than upon its political and military aspects. In this study stress is laid upon the development of transportation and communication, the establishment and growth of cities together with their new code of civic life in- volved, the changes brought about by the concentration of capi- tal and labor in production, and the civic duties and privileges of the modern industrial citizen. It is believed that the educa- tional context of facts concerning industrial and economic de- velopment is greater than that of the study of facts relating to wars, boundaries of states, or development of political parties. Geography. This centers about collections of the raw mate- rials of commerce, such as may be gathered and classified by the pupils similar to those furnished by the Philadelphia Museum. The collections may be, for the most part, put up in glass bottles of suitable size, and illustrated by cuts from maga- zines which show the processes of their production and their preparation for commercial use. Textiles, gums, minerals, oils, woods, leather, rubber, threads etc. may be shown both in their native forms and in the various stages of their manufacture. ALBANY VOCATIONAL SCHOOL II When geography and nature study are thus centered around the commercial products of the world they become concrete, stimulating and broadening, while at the same time they make the pupil industrially intelligent concerning mankind as a whole. The geography of the world is taught right in the products and imports of the locality through the materials used in tlie school. Handwork for boys. It differs from what is ordinarily the conception of manual training. However much value a limited amount of handwork may be for general education purposes, it remains true that to give but one and one half hours a week to such work is to make it more of an entertainment than an industrial training. Such a length of time is too insignificant to achieve the needed industrial skill, or to lay the foundation of enduring industrial interests. In this school from three to five half days per week are devoted to such training. ' The skill and knowledge that are thus acquired and the interests that are established go far toward making both parent and pupil see the desirability of additional years in school in order that there may be a better preparation for industrial life. It is expected that in the last two years handwork will center around direct appli- cations to the local industries. There will be sheet metal work, tinsmithing, soldering, gas piping, metal spinning, electric wir- ing and speed lathe work, both in metals and wood. This hand- work will be in accordance with the best shop practice. The pupils are now i6 years of age and it is proper that they elect their chosen trade, and that they obtain from now on the de- velopment of skill and such knowledge of direct practical bear- ing as will enable them to receive the greatest returns when they enter the industry. Drawing. In the first year it lays its emphasis not upon repre- sentation, i. e. the mere copying of works of art or of the pic- turing of objects of nature or m.anufacture, but upon inventive design, both in free-hand and mechanical drawing. The indus- trial drawing aims constantly at the graphical expression of original creation rather than even the most faithful imitation. In this way the student is best prepared for all those forms of drawing that later find their true application in the various practical arts and handicrafts. The drawing of the last three years will consist of the practical application of mechanical and free-hand work to parts of machinery, house plans, etc. Empha- sis will be placed upon the reading of drawings, making sketches 12 NEW YORK STATE EDUCATION DEPARTMENT of machine parts quickly and accurately and upon having all school drawings in accord with modern drawing room practice. Industrial work for girls. The homemaking courses are mod- eled rather on a workroom than on a schoolroom plan, and three distinct activities are carried on as in a home. These activities are housekeeping, sewing and design. In detail, each activity is carried on as follows: 1 Housekeeping. The kitchen and dining room are devoted to this work and are furnished in very simple style. The kitchen is fitted with a coal and gas range, work tables, a sink and dish closet, and the dining room with a table and chairs, a china closet and a small side table. The towels, table mats and curtains used in these rooms have been made by the girls in the sewing class. In the housekeeping course the girls are taught : a To care for the rooms : sweep, dust, clean windows and paint, build a fire and care for the stove, sink and tables. b To cook simple nutritious dishes in family quantities and to buy the materials for these dishes. c To serve a simple meal and know something of its nutritive value, expense and fitness. d To wash and iron the garments made in the sewing classes, the aprons Avorn for school work and the towels, table mats, and curtains used in the house. e To keep a book of recipes used in the cooking lessons. 2 Sewing. This work is carried on in a large schoolroom which has been fitted with work tables and sewing machines. The girls are taught to make a variety of simple garments for themselves or members of their families, as well as articles used either in the home or in the school. The course also includes cutting by patterns and the making of simple drafts. The study of fabrics, especially those made from cotton and wool, is a part of the course, and the girls are taught something of their manufacture, quality, patterns, dyes, widths and uses. They are also encouraged to collect and mount samples of different materials which the}^ would be most likely to buy and use. 3 Design. An attempt is made to apply the simple principles of design and color to the work in the other classes. The girls have designed and stenciled curtains for the dining and sewing rooms and have made designs for doilies for the table. They expect to plan attractive spacing of tucks, ruffles and embroidery for underwear, and select combinations of color and trimming for dresses. They will also make designs for articles used in ALBANY VOCATIONAL SCHOOL I3 the house, such as candle shades, pillow covers, and the like. These designs v^ill be executed in their other classes. Present status. The vocational school opened the Monday following the Easter holidays. The individual attendance and academic standing of the students have steadily improved, some even seeking the opportunity of working in the school shops and laboratories on Saturdays and holidays. The average daily attendance was 98 per cent during the spring term, and considering the distance the school is from the homes of the students, there were very few cases of tardiness. For example, one boy is obliged to walk 2>4 miles to attend this school. A number of the students, before the opening of the school, had intended to go to work, but at the opening of the fall term it was found that only three of the boys had done so. The record for the girls was equally good. The New York Central Railroad Company will give credit in their apprenticeship system to the graduates of the vocational school for the work covered, and the General Electric Company will give preference to such students receiving similar training on their application for admittance to the apprenticeship system and will give them such advanced work as their ability will warrant. The advisory board reports that the work of the school is bound to give increased opportunity in the local industrial field, because of the greater proficiency that the students will show when they enter upon their trade work. The girls in the sewing department have been making cook- ing uniforms and the table linen for the dining room, and are about to make the overalls for the boys of the shop. They have also made a number of flags for the various schools of the city. It is intended that the girls will prepare the noonday lunch for the school which will be furnished to the students at a small cost. The boys have equipped the cooking school with such cabi- nets, racks and furniture as have been needed. Several cabinets have been made for the drawing room and bookcases for the city schools. Any further information regarding this school will be fur- nished by Frank L. Glynn, Principal of Vocational School, Mor- ton street, Albany, N. Y. ^Z^d<^'^.% Chief, Division of Trades Schools 14 NEW YORK STATE EDUCATION DEPARTMENT On O O O a o o > c o to H HI ■+J CO d .0 w xn •4^ ^ W M>^'+ < 05 w w w lish Girl m 2 s-i ^ ow a -^m a W) 1 M 1 w 1 5 1 C c iS rn W ' CiJ Wjvl^ W ' 0^ J^P^ m m m m m H t/5 xn Study A — Girl Room 3 soa ^ 1 8 rawing and ewing -Girl oom 3 P W^ >^ w w rCiTi H bov; Geograp A — Gi Room |o 8 10 to CO >* a\ 6 M M •+-> +j -t-> W-) +J \f. ro ^ C\ M CO 6 H ■"I- 4-> . CO .0 xn M^^ JJ ^ am a r^ 1 S .a e +J 2 "C Dd <<^ w >. R^fs ^ 1 w 1 m w w xn xn ^t: , (S Wu ^ >>^N glis -Gi om xn . ^m a 00 a xn 1 1-. 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