Class _ L / \ Book Lr2 SOME FACTS CONCERNING THE PEOPLE, INDUSTRIES AND SCHOOLS OF HAMMOND AND A SUGGESTED PROGRAM FOR ELEMENTARY INDUSTRIAL, PREVOCATIONAL AND VOCATIONAL EDUCATION ROBERT J. LEONARD \< HAMMOND, INDIANA APRIL 15, 1915 Cjomfiliments of Hammona Board or Education J. F. KROST, President A. J. DREESEN, Secretary J. D. BRUSEL, Treasurer C. M. McDaniel, Superintendent of Schools SOME FACTS CONCERNING THE PEOPLE, INDUSTRIES AND SCHOOLS OF HAMMOND AND A SUGGESTED PROGRAM FOR ELEMENTARY INDUSTRIAL, PREVOCATIONAL AND VOCATIONAL EDUCATION ROBERT J. LEONARD Professor and Director Vocational Education, Indiana University N£ HAMMOND, INDIANA APRIL 15, 1915 V p 1/ Printed by order of Hammond, Indiana, Board of Education March, 1915 O. of 9 ■UL 1*3 IS 3 TABLE OF CONTENTS Page List of Tables vi List of Charts viii Introduction 1 Chapter I. Facts Concerning the People of Indiana 3 II. The Industries of Hammond 11 Part i. Importance and Scope of Industries 11 Part ii. Industrial Pursuits of Hammond 16 § 1. Metal Trades : 16 § 2. Woodworking Trades 22 § 3. Printing, Publishing and Bookbinding 24 § 4. Pursuits in Food Preserving and Distilling. . . 27 § 5. Trades in Piano Making 28 § 6. Miscellaneous Electrical Pursuits 29 § 7. Steam, Pipe or Air Brake Fitters 30 § 8. Millwrights and Repairmen 30 § 9. Engineers, Firemen and Tenders 30 §10. Pursuits in Clothing Industries 31 §11. Draughtsmen 31 ■ §12. Chemists 31 §13. Painters, Stainers and Enamellers 32 §14. Miscellaneous Pursuits 33 §15. Laborers 34 §16. Trades Other than Those Represented in Manufacturing Establishments 34 III. Work of Young People Under 17 Years of Age 36 Part i. Study of Working Permits 37 §1. School History and Work of Boys 37 §2. School History and Work of Girls 40 Part ii. Study of Reports Made Out by Working Boys and Girls 43 §1. Nativity, School History and Efforts to Con- tinue Education 43 §2. Specific Work of Boys and Girls 48 IV. Part Time Education 56 §1. Summary of Facts of School and Working History 56 §2. Legal Provisions for Part Time Education. . . 57 §3. The Limitations of the Present Law 58 V. The Children Enrolled in the Hammond Schools 63 Part i. General Facts of Enrollment and Classification 63 Part ii. Facts Concerning 13 and 14 Year Old Boys and Girls 69 VI. Present Provisions for Industrial, Hbusehpld and Ar1 Instruction in the Elementary. High and Evening Schools 75 Part i. Elementary Courses 79 Part ii. High School Courses 86 Tart iii. Evening School Courses 89 §1. General Courses ! '-' §2. Household Arts Courses 95 §3. ( lommercial Courses 100 §4. Indust rial ( Ymrses 105 v Page VII. Suggested Provisions for Elementary Industrial, Pre-Vocational and Vocational Education 110 Part i. Element ary ( lourses 112 §1. Indusl rial Art Courses, Grades 1 to 5 114 §2. Courses for Sixth and Seventh Grade Boys... 117 §3. Courses for Sixth and Seventh Grade Girls... 122 Part ii. Special Elementary Industrial Classes 125 Part iii. High School Courses 126 §1. Vocational Department for Boys 127 a. Relation of Courses to Hammond In- dustries 128 b. Suggested Program Schedules 130 c. First and Second Year Shop Course Outlines 130 d. Outlines of Belated Courses 131 e. Vocational Courses 132 f . Equipment 133 §2. Vocational Department for Girls 135 a. lielation of Courses to Hammond In- dustries 136 b. Suggested Program Schedules 137 c. First and Second Year Course Outlines 138 d. Vocational Courses 139 e. Equipment 140 §3. Courses for Regular High School Students. . . 141 Part iiii. Evening School Courses 142 §1. General Courses 145 §2. Household Arts Courses 145 §3. Commercial Courses 145 §4. Industrial Courses 146 Part iv. Teachers and Director 147 Appendix Sources and Methods of Deriving Data and Forms Used 151 LIST OF TABLES CHAPTER I.— PEOPLE OF HAMMOND Table Page 1. Growth of Hammond and Other Indiana Cities 3 2. Composition of Population of Hammond and Other Indiana Cities 5 3. Nativity of Foreign Born Residents of Hammond 6 4. Age Groups of Native and Foreign Born Living in Hammond 8 '>. Age Groups of Native and Foreign Born Living in Indiana 8 6. Comparative Sex Distribution of Residents of Hammond and Other Cities : 7. Illiteracy in Hammond and < >ther Indiana Cities 10 CHAPTER II.— INDUSTRIES OF HAMMOND 8. Increase of Workers in Manufacturing Establishments 11 9. Percentage of Population Employed in Manufacturing Establish- ments 12 10. Size and Products of Manufacturing Establishments of Hammond 15 vi CHAPTER III.— WORK OF YOUNG PEOPLE UNDER 17 YEARS OF AGE Table „ , , . Pa g e 11. Age and Grade Completed by Permit Boys at Work Educated in Hammond 38 12. Age and Grade Completed by Permit Girls at Work Educated in Hammond 41 13. Birthplaces of Boys and Girls and Their Parents 44 14. Schools Which Boys and Girls Attended 44 15. School Grade Completed and Extent of Retardation 4o 16. Ages Upon Which Boys and Girls Left School 4G 17. Number of Boys and Girls Enrolled in Night Schools, Correspond- ence Courses or Who Draw Books from the Public Library. .. . 47 18. Work of Boys and Girls 49 19. Part 1. School and Working History of 7 Boys Holding 3 Jobs 50 Part 2. School and Working History of 17 Girls Holding 3 Jobs. . . 51 20. Parti. School and Working History of 23 Boys Holding 2 Jobs... 52 Part 2. School and Working History of 17 Girls Holding 2 Jobs. . . 53 21. Part 1. School and Working History of 39 Boys Holding 1 Job. . . . 54 Part 2. School and Working History of 55 Girls Holding 1 Job.. . . 55 CHAPTER IV.— PART TIME EDUCATION 22. Boys For Whom Part Time Education Could and Could Not Be Provided 59 23. Girls For Whom Part Time Education Could and Could Not Be Provided 60 CHAPTER V.— ENROLLMENT AND PROGRESS OF PUPILS 24. Enrollment of Boys and Girls in Public and Parochial Schools 63 25. Ages of Boys and Girls Enrolled in Parochial Schools 64 26. Age Distribution of Public School Pupils 64 27. Approximate Number of Each Age Remaining in School 66 28. Enrollment by Grades of Public School Pupils 67 29. Boys and Girls Under Age, Normal and Over Age 68 30. Boys and Girls One, Two, Three and Four Years Over Age 68 31. Grade Enrollment of 13 and 14 Year Old Boys and Girls 70 32. Birthplaces of Boys and Girls and Their Parents 71 33. Specific Birthplace of Foreign Born Children and Their Parents . . 72 34. Occupations of Fathers of 13 and 14 Year Old Pupils 73 35. Occupations of Fathers of 13 Year Old Pupils in Springfield and Richmond ' •' 36. Specific Manufacturing and Mechanical Pursuits of Fathers 74 CHAPTER VI— PRESENT COURSES 37. Teaching and Administration of Courses 78 38. Enrollment, Attendance of Night School Students 90 39. Enrollment and Attendance of Night School Students in General Courses &2 40. Enrollment and Attendance of Night School Students in Household Courses 06 41. Enrollment and Attendance of Night School Students in Com- mercial Courses .• • 101 42. Enrollment and Attendance of Night School Students in Industrial Courses 106 vii LIST OF CHARTS Chart Page 1. Composition of Population of Hammond 4 2. Age Groups of Native and Foreign Born 7 3. Percentage Increase of Workers in Manufacturing Establish- ments 12 4. Percentage of Population Employed in Manufacturing Establish- ments 13 ."). Number of Boya and Girls Remaining of Each Age 65 6. Courses, Grades and Time Allotments — Drawing, Industrial and Household Arts 76 7. Enrollment and Attendance in General Night School Courses 04 8. Enrollment and Attendance in Household Night School Courses. . 98 9. Enrollment and Attendance in Commercial Night School Courses. 103 10. Enrollment and Attendance in Industrial Night School Courses. . . 108 INTRODUCTION This study of the Hammond situation was made possible by the extended services of the Department of Industrial Education of Indiana University working in co-operation with the Voca- tional Division of the State Department of Public Instruction. Only those facts concerning the people, industries and schools of Hammond were gathered and recorded which were essential in determining the provisions which should be made for elementary industrial, pre-vocational and vocational departments and courses. That the study was made at a propitious time is indicated by the facts that the schools are being reorganized upon the basis of a seven year elementary and four and five year secondary course, and that the long period of litigation, which has restrained the Board of Education from building the Industrial High School is now over, and provisions for its immediate construc- tion are under way. The facts concerning the people of Indiana were taken from the Reports of the 1910 United States Census ; those concerning the industries of Hammond, from the Reports of the 1910 United States Census, but primarily by personal factory visits ; those concerning school enrollment and classification of pupils were derived from schedules made out by teachers and principals ; those concerning the work of young people under 17 years of age, from a study of working permits and schedules made out by the workers ; those concerning the courses as now taught, by a study of the course outlines, class visitation, and conferences with teachers and supervisors; and those concerning the night school by class visitation, conferences with teachers and principals and schedules made out by teachers. The compilation of facts relating to working permits and school histories of the boys and girls to whom permits were issued, was greatly facilitated by the complete school histories of all pupils on file in the Superinten- dent's office. The comprehensive system of school records was also of great assistance in the study of the enrollment, classifica- INMSTR1KS AM) SCHOOLS OK HAMMOND tion, retardation and elimination of pupils. The appendix con- tains reproduced copies of all forms used in the collection of data, as well as a description of the methods of gathering and compiling facts. The accuracy of the descriptions of present courses is assured, as the Superintendent, principals, supervisors and teachers care- fully reviewed all statements concerning their work. Likewise those engaged in manufacturing and industrial pursuits carefully reviewed the Chapter on the "Industries of Hammond." The recommendations for future courses, departments and equipments, though in the main specifically proposed by the writer, are really conference measures, as all parts of the sec- tions bearing upon future work were first submitted to the Super- intendent of Schools, principals, supervisors and special teachers, after which many conferences were held, and nothing has been included as a specific recommendation that has not been agreed upon in conference. All the charts were prepared in the High School Mechanical Drawing Department. The sympathetic study of the whole situation was made possi- ble by the co-operation of two groups of individuals : those con- nected with the schools, Superintendent C. M. McDaniel and the office force, the principals, supervisors and special teachers, who heartily co-operated in every possible manner ; and those engaged in manufacturing and industrial pursuits, who opened their plants and factories and were most generous and helpful in every way in gathering and furnishing the necessary information. We here express to them our heartiest appreciation and thanks. CHAPTER I FACTS CONCERNING THE PEOPLE OP HAMMOND Population of Lake County. The City of Hammond is located in Lake County, which is in the extreme northwestern part of the State of Indiana. The dominant interests of this section of the State are manufacturing, all the cities of the entire county being devoted to various industrial pursuits. The population of Lake County increased 119 per cent, during the period from 1900 to 1910, which was a greater percentage of increase than in any other county in Indiana. According to the United States Census Reports, the population of the county in 1900 was 37,392, and in 1910, 82,864, the net increase during the decade being 45,472. Within the county are four cities with a total population in 1900 of 63,412 ; and minor divisions with a population of 19,452. The population of the cities in 1910 was as follows: Hammond 20,925 ; East Chicago 19,098 ; Gary 16,802, and Whiting 6,589. From 1900 to 1910 the population of Hammond increased 8,549 or 69.15 per cent., and is now estimated at about 30,000. As a city, Hammond's rate of increase in population from 1900 to 1910 was far greater than that of other Indiana cities of the same class, as noted in Table 1. TABLE 1 Growth of Hammond and Other Indiana Cities, 1900-1910 CITIES Hammond. . Richmond. . MiUK'ie Anderson Lafayette . . New Albany Population 1910 Census 20,925 22,324 24,005 22,476 20,081 20,629 1900 Census 12,376 18,226 20,924 20,178 18,116 20,628 Increase 1900 to 1910 Number Per cent 8,549 4,098 3,081 2,298 1,965 1 69.15 22.46 14.72 11.38 10.S4 INDUSTRIES AND SCHOOLS OP HAMMOND Composition of Population. Of the entire population of Hammond in 1910, 8,025 or 38.35 per cent, were native white of native parents ; 7,290 or 34.84 per cent., native white of foreign or mixed parents; 5,553 or 26.54 per cent,, of foreign parents; 40 or .19 per cent., negroes; and 17 or .08 per cent., Indians, Chinese or Japanese. This distribution is readily comprehended from Chart 1.* CHART 1 Composition of Population of Hammond ^ SWEDEN.8 IRELAND .7 ENGLAND -7 GREECE A- ITALY ■4- SCOTLAND .3 MISCELLANEOUS IS INDIAN, CHINESE. AND NESFfO / a ooi at o 8 C O • O o • A c a* ft t-. i ■£■* t^- O ■ O t^- CO s I— 1 1— I -1—1 3 C oj oo co ~t< >o b- o ih cq o « rt m u ' i-! i^ 16 -* cm H £ 60 Ft O GO CO i— 1 lO CM *+ co go cs> o co KHOwOiO 3 £ r-H r-H r-H ^ a -t 1 'O iO O O iO c o «OHMOW 1 o tH to © ■* ici cd tjh ffl « CM I-H Ph fl;g •-> h P- ,o MO00MON o KJtHUJS'tN f=l B lO O GO i— i GO o £ »0 CM ,-h «-,T3 c "# OS -+ 1 O C5 GO g.9 a, o OO © C5' M ^ rH h -V -P CG l^. c£ ci eWh n or ] renta (S WOJHH ^H !> M a Xi OON'tNH • ■-3*3 Ph 3 o rt o t^ i> co ^ »o co" co" of cm" 1 _ o fi 1 -t-^ G lONWHOO) CO CM CM O X o i s a (-1 go co ci cm cm tjh (S MCOCONCOOO tH lOlOrHCOCOO .£1 (NfflOONNO °*'« £ O CO CM O X CI ^ Z * 00 cm" TjT co" en" x" I-H l-H l-H H rt ra sf <£5 r-J OJ Tfrl U3 CO l|i CM GO Ol fl O t^ 3 q Ci_0 CO COOl' .s*- "o o © © cm" tjT cm" CM CM CM CM CM CM ;» ^ H ~ 33 rt "3 ' _ o o += = s „; o « - CD.S.P c a - Y< n ^< 6 INDHSTKIKS AND SCHOOLS OF HAMMOND Concerning the nativity of the Hammond population, com- pared with other Indiana cities of the same class, it will be noted from Table 2 that the percentage of native white of native parents in Hammond is only about one-half that of other cities with which comparison is made; that the percentage of native white of foreign or mixed parentage is somewhat greater than all and much greater than some of the cities ; that the percentage of foreign born is twice as great as all and six times greater than some ; and that the percentage of negroes is much less than in all the cities compared. It will be noted that nearly 85 per cent, of the entire population is of direct foreign descent. Nativity of Foreign Born. Of the foreign born population residing in Hammond in 1910, the greatest number were from Germany, Hungary ranking second, and Austria third. Table 3 records the number from each foreign country residing in Hammond in 1910, in the descending order of importance. It is probable, however, that the order has changed in the period of time subsequent to the taking of the census. TABLE 3 Nativity of Foreign Born Residents of Hammond, 1910 Country Number Country Number Germany Hungary Austria Russia Canada 1,987 920 894 568 236 171 141 140 87 Italy Scotland Switzerland Norway Wales 84 67 52 45 .... 38 Sweden Ireland Engl and Greece Holland Denmark France Other Foreign Countries 31 28 12 52 Age Groups of Native and Foreign Bom. In respect to na- tive born population, Hammond is characterized by a larger percentage of children, youths, men and women in the prime of life, and a much smaller percentage of men and women past the productive period, than the average for the State. This is per- THE PEOPLE OF HAMMOND haps due to the fact that the opportunities for suitable employ- ment for men past the prime of life are relatively few in Ham- mond. On the other hand, concerning the foreign born whites, Hammond has a much smaller percentage of children and a much larger percentage of men and women in the productive period and a larger percent-age of men over forty than the average for the State. In relation to the school problems, this indicates, in general, the great need for education for adult foreigners, as contrasted to the need for education for native born children. Tables 4 and 5 show age distributions of the native and foreign population in Hammond and in the State of Indiana. Chart 2 pictures these facts. CHART 2 Number in Each Age Group of Natives and Foreign Born in Hammond and Indiana HAMMOND Native: so/=?/v Ages under s-y/rs S" TO 3 JO TO /9 BO TO 44- AS AND OVEf=t B/.B9 S38S IG.3- 16.6- I3.es IE — SB -Y//Z '////X////A 3B 3S jsee ■\ 1 r~OF?E/GN BO/^N -.5 •40 30 SO IO O INDIANA MAT/VET BO/=fM AG£TS Z9.96 SO. 7o\ - 1 34 BR /Q.BoT^ /OAI ■ I0.33\ 36.93 Q SB. OS L y////xy/////Y///A etrs SO 6 3 — ■ — O to SO 30 40 SO 60 70 Eo/=7£'/(3N BO/=t/^l .SO BO SO TO A4- AS" AND OI/£f=t ao 30 so io o o /o so 30 -*o so eo 70 [NDUSTRIES AND SCHOOLS OP HAMMOND TABLE 4 Age Groups of Native and Foreign Born Living in Hammond Native Hern Mules AGE GROUPS Foreign Born Males Per rent Number Number Per cent. 100 00 8,007 1,309 1,005 1,753 3,110 830 ...Total 3,476 17 73 183 2,363 831 100.00 16.30 L2.56 21.89 3S.S5 10.39 ruder 5 rears 5 to 9 years 10 to 19 years 20 to 44 years ... 45 years and over . . . .50 2.10 5.25 68.17 23.97 Native Horn Females AGE GROUPS Foreign Born Females Per cent . Number Number Per cent. 100.00 7,308 L,213 998 1.741 2,692 664 Total 2,068 15 67 147 1,232 625 100.00 16.60 L3.65 23.82 36.82 9.10 Under 5 years 10 to 19 years 20 to 44 years . . .45 years and over. . . .72 3.22 7.05 59.07 29.94 TABLE 5 Age Groups of Native and Foreign Born Living in Indiana Native Born Males AGE GROUPS Foreign Born Males I'er cent. Number Number Per cent. 100.00 10.94 10.41 19.96 36.93 21.76 1,254,609 L37.228 130,594 250,458 463,390 272,939 Total Under .") years 10 to 19 years 20 to 44 years . . .45 years and over. . . 97,183 495 1,391 4,785 49,521 40,991 100.00 .50 1.40 4.90 51.00 42.20 Native Boi n Females AGE CROUPS Foreign B( rn Females Pel ci Numbi r Number Per cent. 100.00 1,226,030 L32,519 126,672 245,954 466,875 ! 920 ...Total 62,139 490 1,350 •-'.973 25,435 31,891 100.00 10.80 10.33 20.70 38.08 20.63 Under 5 years 5 to 9 years L0 to 19 years. . . .. 20 to 44 years . 45 years and over. . . .80 2.20 4.80 u.oo 51.20 THE PEOPLE OF HAMMOND Sex Distribution. Males constitute about 55 per cent, of the total population of Hammond, which is almost 5 per cent, more than in other Indiana cities of the same class. Table 6 shows the sex distributions of residents of Hammond and other Indiana cities. TABLE 6 Comparative Sex Distribution of Residents of Hammond and Other Cities CITIES Males Females Number Per cent. Number Per cent. Hammond 11,507 11,361 11,111 12,122 9,756 9,929 54.94 50.55 50.21 50.49 48.53 48.08 9,418 11,115 11,213 11,883 10,325 10,700 45.06 Anderson 49.45 Richmond 49.79 Muncie 49.51 Lafayette 51.47 New Albany 51.92 Illiteracy* In 1910, 4.43 per cent, of the total population of Hammond was rated as illiterate, a percentage greater than other Indiana cities of the same class. As recorded in the Census, all but 40 of the 720 illiterates were foreign born, and these 40 native born illiterates constitute but 39 per cent, of the native population of 10 years and over, indicating a very much smaller percentage of illiteracy among the native born of Hammond than the other Indiana cities. This tends to indicate very definitely that the schools of Hammond are succeeding in enrolling and educating the children of the city, especially those of both native and foreign extraction, in a far greater degree than other cities, iiiid that few illiterate native white families are attracted to this region. The low percentage of illiteracy among the native born is certainly commendable to the schools, because of the great number of direct foreign descent in attendance. Considering, however, the amount of illiteracy among adult foreigners, the need for continued provision for classes in English and other general subjects is clearly indicated. The comparative facts of illiteracy for all classes of the population are recorded in Table 7. * According to the census, an illiterate is a person over 10 years of age unable to write regardless of his ability to read. 10 INDUSTRIES AND SCHOOLS OP HAMMOND TABLE 7 Illiteracy in Hammond and Other Indiana Cities in 1910* Total Population Over 10 Years of Age Native White Over 10 Years of Age Foreign Born White Over 10 Years of Ago CITIES Popula- tion 11 literates Illiterates Popula- tion Illiterates Popula- tion Num- ber Per cent. Num- ber Per cent. Num- ber Per cent. Hammond Anderson Lafayette Muncic 16,624 18,325 17,071 19,6*5 17,125 18,585 720 462 373 499 550 261 4.43 2.52 2.13 2.53 3.21 1.40 10,790 16,898 14,800 17,982 14,949 16,423 40 298 137 •J7S 229 101 .39 1.17 .92 1.54 1.53 .61 5,381 966 1,989 S37 675 119 205 105 12.54 11.28 10.30 12.54 New Albany. . . Richmond 855 1,158 57 81 6.63 7.00 •Illiteracy among others than white population is not recorded. General Educational Needs. Located in a rapidly growing city, in the most rapidly growing industrial center in Indiana, tin Schools of Hammond are facing the problem of educating children, the majority of whose parents are of foreign or mixed extraction, as well as educating a large foreign born adult popu- lation, among which there is considerable illiteracy. CHAPTER II THE INDUSTRIES OF HAMMOND PART 1. IMPORTANCE AND SCOPE OF INDUSTRIES Importance of Hammond Industries. Hammond is primarily a manufacturing city. As previously indicated, the region in which it is located is largely given over to various types of indus- trial pursuits. In the last ten years the city's industrial growth has been very rapid. In 1904, according to the United States Census Reports, there were 38 manufacturing establishments employing 1,703 workers, while in 1909 there were 49 establish- ments employing 4,379 workers, an increase of 11 establishments and 2,677 workers or 157 per cent, increase in workers employed. This was a much greater rate of increase than in Indianapolis or any Indiana city of the same class of Hammond. The actual and percentage increase in the number of workers in manufac- turing establishments in Hammond and other cities is indicated in Table 8 and Chart 3. TABLE 8 Actual and Percentage of Increase of Workers in Manufacturing Plants in Hammond and Other Indiana Cities, 1904-1909 CITIES Workers Employed in Manu- facturing Plants 1909 1904 Increase in Workers 1904-1909 Number Per cent. Hammond. . Anderson Muncie Richmond. . , Indianapolis New Albany- Lafayette . . •Decrease. 4,379 5,109 •1,111 4,433 37,929 2,135 1,983 1,702 3,491 3,106 3,483 31,431 'J. 1 1 1 2,097 2,677 1,618 1,33S 950 6,495 —309* —114* 157 46 43 27 26 -12* —7* 12 INDUSTRIES AND SCHOOLS OF HAMMOND CHART 3 Percentage [ncrease of Workers in Manufacturing Establishments in Hammond and ( >t her ( lities DECREASE IE O I I CI TV HAMMOND ANDERSON MUNC/E RICHMOND /NDJANAROLIS mm NEW ALBANY INCREASE o ss Xlaeayette That the industries of Hammond employ a larger percentage of the total population than many other cities in Indiana is in- dicated in Table 9 and Chart 4. TABLE 9 Percentage of Total Inhabitants Employed in Manufacturing Establish- ments in Hammond and Other Cities. Derived from Number in Industries in 1909, and Population in 1910 CITY Per rent, in I odustry CITY Per cent, in Industry Hammond. . . 21.0 23.0 18.0 20.0 Indianapolis 12.0 Anderson New Albany 10.0 Muncie Lafayette ]().() Richmond In 1909, the capital invested in Hammond manufacturing establishments amounted to $16,270,855.00, the value of the manu- factured products for that year amounting to $15,580,250. The capital invested at the present time is far greater than indicated. for 1909 and the number of employes has probably increased at least 40 per cent. Reports of the State Bureau of Inspection for the year ending September 30, 1913, indicate 5,764 employes in the Hammond establishments, and it is probable that this report did not include all establishments. THE INDUSTRIES OP HAMMOND 13 CHART 4 Percentage of Population Employed in Manufacturing Establishments in Hammond and Other Cities HAMMOND - ANDEHSON MUNC/E RICHMOND-- /ND/ANAPOLIS- NEW ALBANY is 20 as _l 30 -21 --Z3 ao LAEAYETTE The local importance of the Hammond industries is further demonstrated by reports showing the occupations of the parents of 13 and 14 years old boys and girls attending the Hammond schools. Comparative reports from other cities showing the occu- pations of the fathers of the 13 and 14 year old children indicate that in Hammond, 61 per cent, were engaged in manufacturing establishments as compared with 58 per cent, in South Bend (1) ; -Ki per cent, in Evansville (1) ; 45 per cent, in Richmond, Vir- ginia (2) ; 38 per cent, in Springfield, Illinois (3) ; and 25 per cent, in New Orleans (4). Method of Obtain in;/ Data. The facts concerning the indus- tries of Hammond: products, number of wage earners employed, materials used, trades and occupations involved, etc., were ob- tained by personal visits to factories, except in the ease of small (1) From "Some Conditions Affecting Problems of Industrial Education in 78 American School Systems" Russell Sage Foundation, New York City. (2) Preliminary Report of the Richmond Survey, National Society for the Promotion of Industrial Education, New York City. ( :! ) Report of the Springfield School Survey. Russell Sage Foundation, New York City. (4) Part 1 of the Vocational Surve> of New Orleans, Board of Education, New Orleans, La. 14 INDUSTRIES AND SCHOOLS OF HAMMOND job printing shops, tailor shops and small lumber and planing mills, where data were obtained by means of a conversation over the telephone. In many cases one day, and in some cases two clays, were spent in the factories studying manufacturing pro- cesses, and determining the knowledge and skills required of workers. At the time the factories were visited, the month of January, 1915, a season of widespread industrial depression prevailed, and the majority of the plants had on their payrolls but a small percentage of the usual force, and some of the establishments had shut down temporarily. The Products of Hammond Industries. The manufacturing industries of Hammond are widely diversified in character, in- cluding the making and repairing of freight cars and steel pas- senger cars for railroad and street car use ; manufacturing rail- road supplies, such as torpedo signals, safety devices, coil and elliptic springs, bolsters, brake beams, side bearings, bolts and rivets ; surgical, dental and hospital equipments, instruments and supplies, such as operating tables and instruments, dental chairs and ccmplete equipments including hospital furniture, cabinets and medicines, and drugs, as well as many miscellaneous supplies ; manufacturing office and household furniture, such as desks, chairs, cabinets, mattresses, bed springs ; manufacturing lumber and milling products including house trimmings, window frames, doors, etc. ; asphaltum products as applied to roofing ; distillery products ; manufacturing pianos ; glue ; fertilizers ; food for stock ; cotton belting and hose ; concrete roofing tiles ; food products and beverages,, such as various preserved foods, gelatin and bottling soda water and other soft drinks ; manufacturing clothing prod- ucts including men's shirts, suits, nurses' and surgeons' aprons, etc. ; a large variety of printing and publishing products ; and miscellaneous wood and metal products including patterns and models, agricultural implements, iron chains, boilers, tanks, and window weights. Size of Hammond Manufacturing Establishments. A classi- fication of the manufacturing establishments of Hammond according to the nature of the finished product and approximate number of wage earners employed is contained in Table 10. The number of employees indicated does not necessarily represent the number upon the payroll for January, 1915, but rather the number employed under normal conditions. THE INDUSTRIES OP HAMMOND 15 TABLE 10 Size and Product of Manufacturing Establishments of Hammond* Character of Product Passenger, Freight and Steel Cars Car Parts: Springs, Bolsters, etc Repairing Freight Cars Repairing Freight Cars and Manufac- turing Bolts and Rivets R. R. Torpedo Signals R. R. Safety Devices Potato Planting Ma- chinery and Tilling and Harvesting Ma- chinery Iron Chains Machine and Forge Products, Brass and Iron Boilers Patterns and Models. Surgical, Dental, Hos- pital Supplies, In- struments and Fur- niture Concrete Tiles Mattresses and Bed- ding Glue, Gelatin and Fer- tilizers Fertilizers Printing and Publish- ing Distillery Products. . Preserved Food Prod- ucts Invalid ( 'hairs Men's Shirts Men's Suits Pianos Cotton Belting and Hose Asphalt Roofing Planing and Lumber Mills Automobile Repairing Cornices, Heating Systems, etc Number of Establishments Employing Wage Earners Under 10 10 1 5 10 to 25 25 to 50 50 to 100 100 to 300 300 to 500 500 to 1000 2 to 3000 Total 42 •Two of the establishments herein recorded are in West Hammond, 111., but really form a part of the Hammond community of interests. 16 INDUSTRIES AND SCHOOLS OP HAMMOND PART 2. INDUSTRIAL PURSUITS OP HAMMOND Trades Represented in Manufacturing Establishments. In the various manufacturing establishments of Hammond a great variety of trades and occupations are represented. No attempt has been made to closely segregate these trades, as close system- atic tabulation, while statistically desirable, is of little signifi- cance and worth to those who wish to interpret the data for purposes of education and school procedure. The number of various artisans indicated in the subsequent sections are only approximately correct, and in the main, represent only those employed in establishments during the month of January. For purposes of education, however, these figures are entirely satis- factory. Analysis of Trades. No attempt was made to analyze in detail the pursuits and trades enumerated in the following sections. In every case, however, careful observations were made to deter- mine the respects in which work and skills required were similar and dissimilar to the same trades and pursuits in other cities. The observer had continually in mind the occupational descrip- tions and analyses now available in printed form, in order to see to what degree these descriptions could be applied to the Ham- mond situation. In the main, the trades for which specific vocational training is recommended in Part 3, Chapter IV, involve the same skills as found in most manufacturing cities. It will be noted that the metal trades relate particularly to the manufacturing of steel cars and car parts and surgical instruments and supplies. § 1. Metal Trades and Pursuits Those engaged in pursuits involving work in metals are here listed. The exact nature of the work, the products in the con- struction of which metal workers are required and a brief descrip- tion of the skills required are appended in the sections following the lists of occupations.* * In describing the processes involved in the various trades in this and other sections of the report, the "Hours and Wages Series," the U. S. Bureau of Labor Statistics and the findings recorded in the Charts of Bulletin No. 162, the Richmond Survey, have been occa- sionally quoted. THE INDUSTRIES OF HAMMOND 17 Fitters, reamers and helpers 222 Males Car finishers and trimmers 178 Machinists, general 163 " Machinists' helpers 18 " Riveters, buckers and helpers 141 " Tinners, tinsmiths 70 Heaters 4 3 Punchmen and helpers 35 " Pressmen and helpers 34 " Instrument- makers 33 Instrument makers' helpers 3 " Blacksmiths 33 " Blacksmiths' helpers 3 " Coil spring makers 31 Bolster makers 25 " Shearmen 25 " Shearmen's helpers 3 Polishers and buffers 25 " Sheet metal workers (bench hands) 22 " Elliptic spring makers 19 "Welders 18 Iron moulders 16 Automobile machinists 14 " Automobile machinists' helpers 10 Platers and picklers 15 Chain makers 15 " Chain makers' helpers '. . 2 " Rivet and bolt headers 10 " Toolmakers 10 Brass moulders 8 " Railroad truck builders 8 Brass foundry hands 8 Screw machine operators 7 Brass finisbers 7 Chain link cutters and coilers 6 " Bolt threaders 5 Machine assemblers 5 Boiler makers 3 Bulldozer operators 3 Bulldozer operator helper 1 " Core makers 2 " Emery grinders 1 Pipe cutters 1 Cupola man 1 Total 1,302 Fitters and Reamers; Passenger and Freight Car Construc- tion. Fitters and Reamers place steel plates and bars in position for riveters, who fasten them permanently in place. This is rated airing of wooden freight cars, machine woodworking involves "Getting out material used in repairing, etc., by operating such machines as the following : circular saws for cutting off, ripping and sawing angles; band saws for cutting angles or irregular shapes; scroll saws for sawing curves and scrolls; planers for cutting to required thicknesses ; joiners for straightening, smooth- ing and beveling edges ; mortising machines . . . . ; tenon ma- chine . . . . ; moulding machines . . . . ; shapers . . . . ; sand papering machines, lathes, boring machines . . . ., etc."* Wood machine workers are employed in piano factories where the same machines are operated, but a much higher degree of skill required. The workers shift from one machine to another as their work requires. They are also employed in the manufactur- ing of furniture and invalid chairs, where work consists of getting out parts from rough stock. Cabinet Makers; Passenger Car Construction. In passenger ear construction, cabinet makers do all the high class work neces- sary in finishing the interior of the car, which requires great skill and accuracy on the part of the worker. They do the paneling, moulding, and door fitting, and, on steel cars, cut and fit and apply steel and brass moulding. Furniture Making. In this line cabinet making involves shaping, assembling, fitting and fasten- ing wood parts in the construction of desks, cabinets and chairs, using bench hand tools. The Hammond cabinet maker must pos- sess a high degree of skill. Piano Making. In this industry cabi- net making embraces all phases of making and assembling the case and sounding board. Such work requires a general knowl- edge of the principles of cabinet making, with particular refer- ence to piano construction. Carving is at times also involved. Carpenters. In the Hammond manufacturing plants, carpen- ters are engaged in repairing and upkeep work, and while such men are classed as carpenters they are not employed in building construction, in the ordinary sense. Pattern Makers. Considering the place of importance held by the metal trades in Hammond, there are relatively few pat- tern makers employed, as most of the work of this character is done elsewhere. There are some pattern makers, however, work- ing in a general machine and model plant and in a steel car estab- lishment. The work of the wood pattern maker is described in the Richmond Survey. * Ibid. 24 INDUSTRIES AND SCHOOLS OF HAMMOND Coopers. Coopers arc employed in repairing barrels and casks for the distillery and certain food-preserving establish- ments. This is skilled work. In Hammond this work is largely done by foreigners. Box Makers. Box makers are employed in making packing boxes for printing and food-preserving plants. The work consists of operating power cut-off and circular saw, automatic nailing machine and hand stenciling. The skill necessary can be acquired in a short period of time. Veneerers. The work of veneerers in furniture and piano factories consists of cutting, matching and joining and gluing the veneer to the stock ; then placing the veneered stock in a press which forces the veneer tightly against the solid wood, after which the veneered wood is removed to a retainer where it is left until thoroughly dried. § 3. Printing, Publishing and Bookbinding Trades Trades coming under the head of printing, publishing and bookbinding, as carried on in Hammond, are as follows : Printers (small job shops) 16 Males Pressmen 30 " Press feeders 50 " 14 Females Foundrymen and helpers 19 " Compositors 36 " Proofreaders 8 Copy holders 5 Linotype operators 15 " Apprentices (Composing Dept.) 8 " Soft Binding — Skilled operators 17 " 50 Semiskilled operators 19 " 170 Foreladies 4 Hard Binding — ■ Skilled operators 55 " 6 Semiskilled helpers, etc 30 " Foremen 1 " Total 296 " 257 Printers. In small job shops the work of a printer includes hand composing, press operating, etc., incident to printing book- lets, circulars, letter heads and other small jobs. Pressmen. Platen and cylinder pressmen must understand the adjusting of forms and plates to the press, how to regulate register and ink, and must supervise the work of the press feeders. Press F<<F AGE Considering the large number of boys and girls who L school at the age of fourteen years in oru _ • 10 work, it is scoa ' y the kind of work which these young in order I the poss .ities of providing suitable continued general or vocational education adapted to their 3 nd employment. There are two - - from which data concerning v _ earning pursuits of those under seventeen years ge may be derived: first, from the r s of the i orking permits iss by the school department: and second, from the boys and girls themselves or their employers. Both I - sources were used. and the data obtained from each source are necessarily similar in borne res Fro::: the working permits - were obtained relative to the number issued to boys and girls during a certain period of time : the nativity of the young people ; the number receiving permits who attended the Hammond public and parochial schools or about whom no school history is available; the length of time laps 11 leaving school and receiving the working permit ; :id grade upon leaving school: the school proficiency in terms of school marks and the extent of retardation ; and finally, the specific employment for which the permit was issued. From the reports made out by boys and girls actually at work and their employers, facts were obtained as to the number of boys and girls at work under seventeen yeai - ge; the na- - and girls and of their fathers and mothers: the number who attended public and parochial schools in Hammond or elsewhere; the achievement, in terms of school grade reached for each age. of those nded public schools: the extent of retardation of public school children: the time lapsing bet* ng school and going to work and between each job: the 35 1 voluntar ' efforts oi I - -nd girls to eontinu- I luea- tion: and the number of jobs held th the 1 : holding job as well as a description .vailable data so desiring r _ ■ facts upon a basis, or eompa: of this si with sr - be made in the future in other loealit: - PART 1. STUDY OF WORKING PERM! I - The faets d from a study of the working permits issued to boys and girl? are particularly - _ at for purposes of vo- ■ nal education. ^Vith a eompi I of the s of such child: togel I 3 of the 1 which - ter and sal fly follow, and t. of time and wages I in the ~ - s, the type of work to your_ - nd girls in the eomn. togel • e educational needs of these children. - and 65 g 13. and November 191 .vailable in tb S study. rhree of 1 - i the girls to whon. - nrolled in the Ham- mon I faets of school a1 " eeiving work permi: 3 34 ': Hammond publi 2 54 boys. Nothing is known concerr. - 1 attend. indicate that of the 6 " - ing work perm Hammond t " - - attended the Hammond paro 7 girls. - :own eo: -nee. - pa- and work ; l. St h».l Hi>x- ry and Work of I of 1 95 boys to whom work sr permits were is born s and 3 hav- Ta mm or is - 38 INDUSTRIES AND SCHOOLS OP HAMMOND tories are available for 34 of the working permit boys, all of whom at some time have attended the Hammond public schools. Of the remaining 59 boys nothing is known concerning their school history. Of the 34 boys whose school records are available, 27 received from their last teachers a satisfactory mark, 6 were rated as fair and but one as unsatisfactory. Of these 34 boys receiving work- ing permits, L9 10 3 went to 2 went to work went to work directly upon leaving school went to work one year after leaving school work two years after leaving school three years after leaving school Concerning school grade which the 34 Hammond public school boys completed it will be noted that, 2 completed the 3 completed the 6 completed the 6 completed the 9 completed the 8 completed the third grade fourth grade fifth grade sixth grade seventh grade eighth grade It is thus seen that one-half of the boys whose records are avail- able left school upon, or prior to, completing the sixth grade. The ages of these boys upon leaving school are as follows : 4 were 12 years old 6 were 13 years old 18 were 14 years old 6 were 15 years old The grades completed by boys of each age are indicated in Table 11. TABLE 11 Age and Grade Completed by Boys Educated in Hammond Now Holding Working Permits Ages Upon Leaving School Grade Completed 12 Years 13 Years 14 Years 15 Years Total Third 2 1 1 2 1 2 i 4 3 7 4 1 2 3 2 Four! h . . 3 Fifth 6 Sixth 6 Seventh 9 Eighth 8 Total 4 6 18 6 34 WORK OP YOUNG PEOPLE ■ 39 Although 33 of the boys received fair or satisfactory school grades from their last teachers, 29 were over the normal age for the grade completed, and of these over age boys, 13 were 1 year behind their normal grade 7 were 2 years behind their normal grade 9 were 3 years behind their normal grade Occupations of Working Permit Boys. Sixty-three of the working permit boys were employed in some phase of industrial work, 27 in stores and 4 in offices. The specific employment is summarized and enumerated as below indicated. Employees in manufacturing establishments. .63 Boys Store employees 27 Office employees 4 Total 94 " Employees: Manufacturing Establisliments Heater boys 18 Laborers (work not specified) 7 Stock clerks 7 General factory work (printing and publishing) .... 5 Scale checkers 6 Nutter boys 3 General factory work (mattress factory) 3 Book inspectors (bindery) 2 Bindery helpers 2 Brick heater 1 Armature winder 1 Air brake helper 1 Factory work (not specified) 4 Jogger (bindery) 1 Watcher, folding machine (bindery) 1 Mill room boy • • • 1 Total 63 Store Employees Errand boys 6 Messengers 5 Delivery boys 5 Wrappers 4 Clerks '■' Cash boys : Bundlers and packers 2 Total 27 40 INDUSTRIES AND SCHOOLS OF HAMMOND Office Employees Office boys 3 Catalogue filers 1 Total 4 § 2. School History and Work of Girls Nationality and School History of Girls. All but seven of the 65 girls to whom working permits were issued were native born. Three of the 65 girls re-entered the Hammond schools. School histories are available for 23 of the girls, all of whom have at some time attended the Hammond public schools. Of the re- maining 42 girls to whom permits were issued, nothing is defi- nitely known concerning their schooling; i. e., school attended, grade completed or school proficiency. Many of these girls doubt- less attended parochial schools, while others may not have at- tended any of the Hammond public or private schools. All but one of the 23 girls whose records are available, are native born white, and 14 received, from their last teachers, a satisfactory mark in general scholarship, 9 were rated as fair, and none as unsatisfactory. The time between leaving school and going to work was as follows for the 23 girls, 13 went to work immediately upon leaving school 3 went to work one year after leaving school 4 went to work five years after leaving school 3 went to work six years after leaving school Concerning the school grades completed by girls who attended the Hammond schools, 3 completed the second grade 3 completed the third grade 3 completed the fourth grade 3 completed the fifth grade 4 completed the sixth grade 4 completed the seventh grade 3 completed the eighth grade It will lie noted that 16 of these 23 girls left school to go to work upon, or prior to, completing the sixth grade. The ages of the girls upon leaving school were as follows, 1 was 8 years old 1 was 9 years old 5 were 10 years old 2 were 13 years old 11 were 14 years old 3 were 15 years old WORK OF YOUNG PEOPLE 41 It is important to note from Table 12 the grades completed in connection with the ages upon leaving school. TABLE 12 Ages and Grades Completed by Girls Educated in Hammond Now Holding Working Permits Ages of Girls Upon Leaving School Grade Completdd 8 Yrs. 9 Yrs. 10 Yrs. 11 Yrs. 12 Yrs. 13 Yrs. 14 Yrs. 15 Yrs. Total Second 1 1 1 3 Third 1 2 3 Fourth 2 i 3 Fifth 3 3 Sixth 2 2 4 Seventh 3 1 4 Eighth 2 1 3 Totals 1 1 5 2 11 3 23 Although 14 of the 23 girls received a satisfactory school grade, 17 were over age and of these 17 over age girls, 8 were 1 year behind the normal grade 4 were 2 years behind the normal grade 3 were 3 years behind the normal grade 1 was 4 years behind the normal grade 1 was 7 years behind the normal grade Work of Permit Girls. Forty-five of the working permit girls were employed in some phase of industrial work, 10 as store clerks or wrappers, 6 as office helpers, 1 as a telephone operator and 1 as a domestic. Specific work of the girls is summarized and enumerated as follows : Employees in manufacturing establishments 45 Store employees 10 Office employees 6 Telephone operators 1 Household employee 1 Total 63 42 INDUSTRIES AND SCHOOLS OP HAMMOND Employees: Manufacturing Establishments General factory work, printing and publishing 13 Inserters (bindery) 5 Inspectors (book) 4 Sheet folders (bindery) 4 General factory work (R. R. signal factory) 3 General factory work (shirt factory) 2 General factory work (mattress factory) 2 Jogger for crusher (bindery) 2 Copy holder 1 Collar turner (shirt factory) 1 General factory work (not specified) 3 Ironer in laundry 1 Sewing machine cutter off (bindery) 1 Labeler 1 Packer 1 Collater (bindery) 1 Total 4 5 Store Employees Wrappers 3 Clerks 3 Sales girls — 10 cent stores 2 Cash girls 2 Total 10 Office Employees Order fillers 3 Filers 1 Office girls 1 Stock clerks 1 Total 6 Telephone Employees Telephone operators 3 Household Employees Houseworkers 1 WORK OF YOUNG PEOPLE 43 PART 2. STUDY OF REPORTS MADE OUT BY WORKING BOYS AND GIRLS Through the co-operative efforts of the Superintendent of Schools and employers, practically all boys and girls at work during the month of January, under 17 years of age, filled out the form schedule reproduced in the appendix. No facts were obtained from young people out of work and not attending school, or from those engaged in various forms of domestic serv- ice in Hammond homes, or from those living in Hammond who worked out of the City. Subsequent studies should include these aspects of the problem. § 1. Nativity, School History and Efforts to Continue Education. Number Employed. * Schedules were obtained from 69 boys and 90 girls under seventeen years of age employed during Janu- ary, and it is believed that this number includes practically all at work at that time. As previously stated, however, this was during a period of industrial depression, and normally perhaps one-third or one-half more young people would be employed, in which event, however, no new lines would be represented, but rather more workers in each of the various lines of employment. Nativity. Birthplaces of boys and their fathers and mothers are indicated in Table 13, from which it will be noted, that, while relatively few of the boys and girls were born in Hammond, the great majority were born in the United States. None of the fathers or mothers were born in Hammond, and relatively few in the United States, the great majority of parents being foreign born. Thus, most young workers in Hammond between fourteen and sixteen years of age, are native born Americans of direct foreign parentage. * After this section was prepared, eight more reports were re- ceived, but are not herein included. 44 INDUSTRIES AND SCHOOLS OF HAMMOND TABLE 13 Birthplaces of Boys and Girls and Their Parents BIRTHPLACE Boys Fathers Mothers Girls Fathers Mothers 15 13 27 13 1 5 12 45 7 9 8 45 7 23 11 47 9 *3 11 69 7 Indiana (other than Hammond).. . United States (other than Indiana) 7 11 68 4 Total 69 69 69 90 90 90 School Attendance. The facts of school attendance, indicat- ing whether boys and girls attended public or parochial school or both, in Hammond, other parts of the United States, or abroad, are indicated in Table 14. It is significant to note that about two-thirds of the boys and one-third of the girls attended school in Hammond, and that attendance was about evenly divided between the public and parochial schools. Of those educated in other parts of the United States, twice as many attended par- ochial as public schools. It is thus seen that most of the boys and girls now at work are unknown to the Hammond public schools. TABLE 14 Schools Which Boys and Girls Attended PLACE ATTENDED SCHOOL Public Schools No. Attended Parochial Schools No. Attended Both Public and Parochial Schools No. Attended Boys Girls Boys Girls Boys Girls 26 6 1 1 19 13 14 12 2 20 27 2 6 1 5 United States (other than Ham- 4 Unknown . . Total 34 32 28 49 7 9 WORK OP YOUNG PEOPLE 45 School Achievement of Public School Pupils. The grades completed by the boys and girls who have attended public schools are indicated in Table 15, from which it will be noted that the majority of the boys and girls lack one or two grades of having a complete eight grade elementary school education, and that all but seven boys and nine girls were retarded from one to five years. TABLE 15 School Grade Completed and Extent of Retardation of Boys and Girls SCHOOL GRADE COMPLETED Third Fourth Fifth Sixth Seventh Eighth IstH.S. Total 09 O PQ 60 3 m >> o m J3 b m >> O pq m b o ffl J2 b 03 >, o pq GO 3 o in o pq b to >1 o pq _2 .a o DQ o pq b Accelerated 1 year 1 4 4 1 2 6 1 1 4 6 2 5 5 1 1 i 1 6 11 9 4 2 2 7 Retarded 2 years. . Retarded 3 years. . Retarded 4 years. . 1 1 i 1 1 1 5 3 1 3 11 6 3 1 Total l 1 l 2 10 3 10 9 11 14 l 33 30 Age Upon Leaving School. The ages upon which boys and girls left school are indicated in Table 16. The astonishing fact here revealed is that the great majority of the boys and girls attended school one or two years beyond the compulsory age limit. Coupled with facts of school achievement recorded in the previous table, it is seen that while they attended school long enough to easily complete the full elementary school, the majority failed to do so. 46 INDUSTRIES AND SCHOOLS OF HAMMOND TABLE 16 Ages Upon Which Boys and Girls Left School AGE PERIODS Number Leaving of Each Age Boys Girls Total 1 2 16 1 3 26 30 left school under usual 13 yrs. to 13 yrs. 6 mos .... 13 yrs. 6 mos. to 14 vrs 1 10 compulsory education period. 14 yrs. to 14 yrs. 6 mos .... 14 yrs. 6 mos. to 15 yrs 10 18 22 3 4 28 19 10 4 7 38 37 32 7 11 125 left school from one to 2^2 years after the 15 yrs. to 15 yrs. G mos .... 15 vrs. 6 mos. to 16 yrs usual compulsory edu- cation period. 16 yrs. to 16 yrs. 6 mos .... Total 68 87 155 Voluntary Efforts to Continue Education. To what extent do the boys and girls under 17 years of age, who are at work, voluntarily attempt to improve themselves? Do they attend night school, or pursue correspondence courses or draw books from the public library? In order to ascertain whether there was any relation between continuance of education in the ways suggested and the school attended before going to work, all facts obtained are presented in Table 17, under separate heads for those educated in Hammond or elsewhere, in either public or par- ochial schools or both. In general, it will be noted that an astonishingly small number of the 155 boys and girls attend night school or pursue corre- spondence courses or draw books from the library, and that taking advantage of these opportunities is practically limited to those educated in the Hammond public and parochial schools. This is doubtless true because those educated in Hammond are better acquainted with the opportunities provided. Considering the number of boys and girls under 17 years of age who have not been educated in Hammond, the question may well be raised as to whether the public library is doing all in its power to meet the needs of these young people. As night school classes are not particularly designed for those under 17 years of age, it is not surprising that relatively few of these ages attend this school, neither is it to be expected that youths under 17 years should WORK OF YOUNG PEOPLE 47 s - - 1 . i y-> o OH s - <-. T3 f Q 2 £-2 to a 2i-j x ^ : : y-i o c m P o 38 « i 3 o 1— 1 A T3 O 3 o O **,,! O Co w|»« : ^ : 1— 1 T3 »3 o gPh 0) i — i 1 — I -d CD 3 -p-3 o t-, o < Pi 3 •a § £cQ -, CM i-h ; CO 73 to "o >> C ■} CN> 2 <« c — CO o o co CD > 3 — . c j CM • • (M s°« 3 Pi 3 Ph 1—1 H-in £cQ f q -^ co • t^ £ § W -C • CO O >. r c b «2 1- 3 "3 co • oo 2.S 05 "o O o CO q oo co ; .— ( .a is a CD 5 ^ : : "-< 3 3 050 3 CO H-3 2 - o. CO c c~ — i o 2^ a cu 3 O O CD 3 ° a* - q i— i i— i c » — » o • • OS CO < 3 38 "v^ Cm .Sfja 3 £cG 5 00 CM ; o 1 " t3 Ph c CD . . d m O T3 • >> E- v^ C • o < o • pq o ) > 1 CO c- • a; H ^S : fi ] -73 +i i ; £ c < J ) | S m 5 £ ^ o o> Hr5 § « s= -a p^ if 5 3 o ° ►J d o H Lh ^ -o Z a ^^ C ... ° to f S £ *oOo O g 43 ■*.! CO o .s-S > a v h 1) o ,C O So' " j „,£! • j 5n ^ -. aj aj a oi S -5 o o * * * * MflH I— I HH I— I ►— \ff\ I— I << unuu-^t. CO CI •* -OOOl -f CI t~ CI X 1 CO CTi MO'f -OIMO) i— 1 1— i co • io in •* . >> ■^ >- o . ^ . - V> a ■» o S'.a b» 8 a -c © a o - °t o o cq!2; Ph PhPh OONHiOCH iNM^OOS fa o S3 2 -S« Cm ° © PN x: .n W g B "3^0 5 xi I I i I o.S o ""2 I w g o ^ o to -Is S m .2 c r. t 3-£ *;T3 a WORK OP YOUNG PEOPLE 51 W a> > w O < PL, O rt "o+j a i^ 2 ■~ — a> ~ a tc— ■ v o 2 o S-, S_ J3 Q) ti L o J) 0) o a> s-, o o £2 O to .s.s M — 1 o o 5 b^i o rt^^.s^^^ ^-c^^r^r^ .T5 >h OS'S' 0) QJ i^ co co co. to ,hOMhhUhQOO?hhOOO O) c o CO o>-3 o 9"^ • * ►■£* * co ■* * co^O* * . .* ►£* * CO ■* * CO^O* * . .hmhhQ • hh i-h Q hrt O M l-1 ' 'K HH U 'HHUlUD ^coco^mooNiO'OO'OcocOHOOco CM .-( CO -i i-h .OWHKJiOTtiHO^NOO^O^H ■ O^i ^lOCOCONMO^IN • CO CO CNt CO ^ i+iiOOi-i05r§OC3CMi— !">■* • •** -«f O 2 o .O O O^ h O O 3 Or* o o o o o o ;oooo , t;oooo^3oooooo ■ a a g a* 3 a a a a°° as a a a a PhPhPhPl, PhP-iPuPm P-, P-i Ph P-i P-i P-i 1-1 1-1 -I-* I - * • I - 1 ^tll0^tl'*COCO-tiLOinrOO'*l'*CO'*iOCO o* HIMCO^'OONOOffiOHINCOTJliOtON M 13 ►J o O t£ « ° 5 8 EST is lo * O « 2 o w-r 1 o O H s iri — *° ■£ ^OOco. 52 INDUSTRIES AND SCHOOLS OF HAMMOND w > rt w o iH 4= H £ ti CO < < C o M CI W HJt* w t^ < H (- __ fl P - rt g3 h^ ; o o 3^5 T3 13 C n -U OJ •a 43 £ ^ o o t- Sh O) w „ o — i o c3 C-^ „ O £"o OHM 43 O 42 o3 4*1 Si ■ 5 u_ S3 £ I-. 2 C ^ « c <° 2 5 S 8 « i'o'aj S3 o P* 42 s a 0> • t- 1 a a; c3 be ••- CDtG o c o c • n Cfl ^ /-> : ^ rt to ~ rt I: ojIj.S.S 2 o ^H^KpqpqOQ ^OhHhHhSOQhOOOOhW^H*hOhQ ,QP^g^www; .SoS ja a) a o T3 o •lOCOO^OOOOCCONMNNOOlMCON i— I .— { I— I 00 r- 1 CO i— I I— I I— I I— I I— I CM C< •— t I— lr- 1 «— li- < ,a 43 43* 43 43 43 43 43 43* 43 43 43 43 43 ^0"™'~OOOOC>00' <-> w w f^. c3 rt cj .* ., — -. o o o c3 d c3 rt °° l " oa o3 rt v^ c3 o3 c3 ^ c3 Ph Pu p., Ph fL, Ph pui Ph ko °-5 iCOO'OOi-O^HiOHOOHmcCOO'-iOOONMOJN I I— I I— I I— 1 .— I '*r)*T)i)OMi-O^OiOCO'*iOCOi.T'*iOCO'*'*iOiOiOM ;o - H i-, o WORK OF YOUNG PEOPLE 53 A O »-9 O w 03 > 03 « O « S, H << < ° O ^ n S O - >> M 43 o O T3 Hj g 3 m a; o a m . .-* §3 S3 . . . . o o oj o) o) a) StJ'O a) o) >-< *-< O t) i. -^CPOSi— £300 0)0 "3 H 3 c« ■73 a o in offi in offi ler. g orde ler. t coun in offi in offi •ing, re ler, bi) 3er, bi in offi in offi sewer, trimm trimm folder >» "3 a> tf fc 0Q O MM '7) CTj^iMM o>"3 r; A M -u -t-> +* +? .2.2 -Skills .2.2 o-gj^jsaaaa H s OO^fehlHOOUraMOOoDtKiKM o I? 1— < OQhOhhOOhhhOOhhhh O _, •# .*_-.. -CO .# * * # (J • t— 1 1— I -t—i^J • ■ ■ O >— I w i— i ►— i t—t i— I T3 "3 43 & a> * M Nt000^HQ0O«!ONNNO»0)i0N O 5oo P* lr-< *>. HNCIN NHiiNM CO i-i m & ■eg T3 O o thMMN i-< r-i i-i (M CM P Sri S^9 ^H 03 to ID 42 .!■§ t> • oo eo -f*' -* i-i r£ -^ oo oo i-i ^h oo oo oo - -^ I> • CO t> O ■ oyz S?o rHCOWINM 43 a o HHHHHOtOHMOlON • O kO 1— I • m 3 "* CO CO ■* CO CD "* CO -# U3 CO Tt* • (M Tf tJ< • «U £ S.2 HiNM'*K5ON00CiOi-y,T 1 Years Over Age — Girls 4 Over 4 First grade Second grade Third grade Fourth grade Fifth grade Sixth grade Seventh grade Eighth grade First High School. . Second High School Third High School. Fourth High School Total 34 35 43 41 34 45 36 11 9 6 2 6 15 19 18 ;;i n 25 27 22 35 30 35 in 12 6 6 5 4 12 10 12 12 ^ i:; 7 1 4 1 2 298 116 :,n 223 90 :;i in THE CHILDREN IN THE HAMMOND SCHOOLS 69 PART 2. FACTS CONCERNING 13 AND 14 YEAR OLD BOYS AND GIRLS Significance of the Age Periods. The significance of a study of the 13 and 14 year old boys and girls in a school system has been clearly indicated by Dr. Leonard A. Ayres.* Noting the grade enrollment of 13 and 14 year olds, indicates the extent of school education which many of these children are apt to receive before leaving the system. The data concerning birthplaces of these children and their parents are valuable as a partial index to the probable stability of residence, as it might safely be assumed, if the present is an index of the future, that if children and parents were born in Hammond and persist in living there, that it might be wise to adopt vocational courses to the specific needs of Hammond industries, even though these industries were peculiar to that locality. The occupations of fathers is signifi- cant, first as an index of the work of the community, and second, as a basis for general prophecy concerning future vocations of children. School Enrollment of 13 and 14 Year Old Pupils. There are thirteen year old boys and girls in all of the grades from the second in the elementary schools to the first -year High School inclusive. The record of grade enrollment of these pupils by schools, however, shows that the wide distribution throughout all the grades is not characteristic of the system as a whole, but is largely limited to two schools having a large percentage of children unaccustomed to the English language and school room procedure. Of 142 thirteen year old boys, 74 are from one to four years behind their grades; and, of the 140 thirteen year old girls, 57 are from one to five years behind their grades. Four- teen year old boys and girls are enrolled in all grades from the first of the elementary school to the third of the High School inclusive, but, as in the case of the thirteen year olds, the over- ageness is particularly characteristic of two schools. Of the 157 fourteen year old boys, 90 are from one to seven years behind their grades ; and, of the 106 fourteen year old girls, 44 are from one to seven years behind their grades. The facts of grade en- rollment are contained in Table 31. * The Public Schools of Springfield, 111., Page 123, Russell Sage Foundation, New York, N. Y 70 INDUSTRIES AND SCHOOLS OF HAMMOND TABLE 31 Grade Enrollment of 13 and 14 Year Old Boys and Girls Number of 13 Years Old GRADE ENROLLMENT Number of 14 Years Old Boys Girls Boys Girls "i 2 3 16 35 44 29 10 First grade 1 "i 'is 34 36 37 27 3 1 Second grade 1 2 Third grade 2 9 Fourth grade 1 18 Fifth grade 10 45 Sixth grade 13 38 Seventh grade 1G 28 Eighth grade 27 2 . . First High School 31 Second High School Third High School 3 1 142 140 Total 157 106 As, in the main, the average boys and girls are the ones first eliminated, it is significant to note that in all probability about one-half of the 13 year and 14 year old boys and girls will leave the schools before completing the fifth grade. The wisdom of starting girls' classes in cooking and sewing early in the grades is thus demonstrated. The fact that the boys and girls thus eliminated, enter, in the main, various industrial pursuits, as indicated from the study of the work of those under 17 years of age, points very directly to the need of completely revising all industrial courses, in order that children may have at least a preliminary introduction to industry : the materials used, manu- facturing processes, wages, hours of labor, opportunity for pro- motion and hazards. Birthplaces of Pupils and Their Parents. The data relative to birthplaces show that over 90 per cent, of the 13 and 14 year old boys and 86 per cent, of the girls were born in the United States. From the standpoint of vocational education it is obvious that the schools are facing the problem of educating children who are native born, that is, born somewhere in the United States. Of all the boys, 34 per cent, were born in Ham- mond : 20 per cent, in the State of Indiana (but not in Ham- mond) ; and 36.7 per cent, elsewhere in the United States. Of all the girls, 27 per cent, were born in Hammond; 16 per cent. THE CHILDREN IN THE HAMMOND SCHOOLS 71 in the State of Indiana (but not in Hammond) ; and 42 per cent, elsewhere in the United States. Of the fathers of boys, 56 per cent., and of the girls, 60 per cent, were born in the United States ; and of the mothers of boys, 55 per cent., and of the girls, 63 per cent, were born in the United States. It is thus seen, that while the great majority of the children are native born, the fathers and mothers of about one-third are foreign born. The facts of nativity are shown in Table 32. TABLE 32 Birthplaces of Boys and Girls and Their Parents BIRTHPLACES Boys Fathers Mothers Number Per cent. Number Per cent. Number Per cent. Hammond 73 43 78 19 34.3 20.1 36.7 8.9 3 38 78 94 1.4 17.8 36.7 44.1 52 65 96 State of Indiana (Not Hammond) 24.5 Other States in United States . . 30.5 Foreign Country 45.0 Total 213 100.0 213 100.0 213 100.0 BIRTHPLACES Girls Fathers Mothers Number Per cent. Number Per cent. Number Per cent. Hammond 53 32 81 27 27.4 16.6 42.0 14.0 44 70 79 22.9 36.2 40.9 4 41 74 74 2.1 State of Indiana (Not Hammond) 21.1 Other States in United States 38.4 Foreign Country 38.4 Total 193 100.0 193 100.0 193 100.0 Nativity of Foreign Born Children and Parents. Of the 46 foreign born 13 and 14 year olds, 14 were from Austria Hun- gary; 10, Kussia; 8, Germany; and the remainder from 8 other countries. Of the 343 foreign born fathers and mothers, 150 were from Germany; 56, Austria; 41, Russia; 23, Sweden; 21, Canada; and the remainder from 14 other countries. These facts are indicated in Table 33. 72 INDUSTRIES AND SCHOOLS OF HAMMOND TABLE 33 Birthplaces of Foreign Born 13 and 14 Year Old Children and Foreign Born Parents of 13 and 14 Year Old Children BIRTHPLACES Boys and Girls Fathers and Mothers Number Per cent. Number Per cent. Germany s 14 10 2 2 1 3 3 1 1 1 17.39 30.45 21.74 4.35 4.35 2.17 6.52 6.52 2.17 2.17 2.17 150 56 41 23 21 11 7 6 5 4 4 3 2 2 2 2 2 1 1 43.73 Austria-Hungary. . , 16.33 Russia. . . 11.96 Sweden. . 6.70 Canada. . . 6.14 England. . 3.22 Ireland Russian Poland . . 2.04 1.74 Norway. . 1.45 Switzerland 1.17 Servia 1.17 Scotland Denmark .87 .58 Italy Greece . . .58 .58 .58 .58 .29 Holland .29 Total 46 100.00 343 100.00 Occupations of Fathers. The data relative to occupations of fathers of 13 and 14 year olds, are a reliable index to the general importance, from the standpoint of number employed, of the various types of community pursuits. The occupational classifi- cation here adopted is that used in the Reports of the 1910 United States Census. Manufacturing and mechanical pursuits include all jmases of transforming materials ; trade pursuits, all phases of buying and selling, work of agents, salesmen, etc. ; transportation includes street car and railroad employees, chauffeurs, etc. ; public service, the work of policemen, watchmen, etc. ; professional serv- ice, doctors, lawyers, teachers, etc. ; clerical work, stenographers, typists, etc.; agricultural pursuits, various phases of farming; and personal and domestic service, hotel and restaurant keepers, barbers, porters, cooks, servants, etc. It is significant to note that 61 per cent, of the Hammond fathers were engaged in manu- facturing and mechanical pursuits ; the next largest group in trades ; the next, transportation ; and a relatively small percent- THE CHILDREN IN THE HAMMOND SCHOOLS 73 age distributed among the five remaining groups of occupations. The exact occupational distributions are indicated in Table 34. TABLE 34 Occupations of Fathers of 13 and 14 Year Old Hammond Boys and Girls OCCUPATIONS Manufacturing and Mechanical . Trade Transportation Public Service Professional Service Clerical Agricultural Domestic and Personal Service Total all Occupations Deceased Not Working Each Occupation Number Per cent. 229 60.58 57 15.08 50 13.23 14 3.70 10 2.64 8 2.13 7 1.85 3 .79 378 100.00 17 11 Comparing the work of fathers of Hammond children with fathers of children in Richmond, Va., and Springfield, 111., we note a much higher percentage are engaged in industrial pursuits in Hammond than the other two cities. These occupational dis- tributions are indicated in Table 35. TABLE 35 Occupations of Fathers of 13 Year Old Boys of Springfield, Illinois, and Fathers of 13 and 14 Year Old Children of Richmond, Virginia* OCCUPATIONS Richmond, Va. Springfield, III. Number Percentage Number Percentage Manufacturing and Mechanical Trade 720 358 205 78 64 85 '59 24 45.19 22 . 47 12.86 4.89 4.00 5.33 3.70 1.56 251 93 77 17 25 31 29 29 103 38.32 14.20 11.75 Public Service 2.59 3.82 Clerical . 4.73 4.43 Domestic and Personal Service Mining 4.42 15.72 Total all Occupations. . 1593 100.00 655 100.00 •White fathers. 6 INDUSTRIES AND SCHOOLS OF HAMMOND Dr. Ayres found the average percentage of fathers, of 13 year olds engaged in industrial pursuits in 78 American cities, to be 51.6 per cent. The percentage of fathers so engaged in Ham- mond is thus about 10 per cent, higher than the average of the 78 cities studied. Specific Industrial Pursuits of Fathers. The specific occupa- tions of those listed under manufacturing and mechanical pur- suits are indicated in Table 36. TABLE 36 Specific Manufacturing and Mechanical Pursuits of Fathers Occupations Not Specified Mgr. Owners and Supt. and Foremen Carpenters Laborers Machinists Engineers Painters Inspectors Electricians Blacksmiths Plumbers Pumpers Hod Carriers Plasterers Printers Paper Hangers Stationary Firemen Cigar Makers Decorators Bookmakers Cappers Craters and Packers .... Car Builders and Re- pairers Gatemen and Watchmen Number Employed 35 30 24 24 16 10 G 5 5 5 3 3 2 2 2 2 2 2 2 2 9 Occupations Boiler Maker Woodcutter House Mover Steamfitter Brander Telephone Man Stereotyper Bridge Builder Elevator Man Cement Finisher Electrotyper Pressman Oiler Bricklayer Sign Painter Plate Heater Switchman Brickmaker Fires in Still Miller Drill Press Operator . Marker in Steel Mills Cement Mixer Cooper Shipping Clerk Tinner Meat Cutter Number Employed Need for Industrial Courses. The need in the elementary school for general industrial instruction of a board nature, deal- ing with the fundamental aspects of the primal industries, is generally recognized and felt in the average American city. In view of the facts, however, the need for such courses in Ham- mond is much more imperative than in the average city; first, because of the relatively short school life of the children; second, because of the local importance of industrial pursuits ; and third, because the greater per cent, of the children leaving school at an early age, enter industrial pursuits. CHAPTER VI PRESENT PROVISIONS FOR INDUSTRIAL, HOUSEHOLD AND ART INSTRUCTION IN THE ELEMENTARY, HIGH AND EVENING SCHOOLS Assuming that vocational courses for the Hammond children must be articulated and related to the school system as a unit, it is essential to determine the scope, purpose, content and provi- sions in terms of equipment, teachers and supervisors for draw- ing, industrial and household art and other related courses now being taught. As such a large number of boys and girls in Hammond leave school and go to work even before the com- pletion- of the elementary period, it is especially important to note the provision made for general industrial courses in the lower grades, and for pre-vocational courses in the upper grades of the elementary schools. The data upon which the following summaries and analyses of the present courses are based were derived from conferences with the Superintendent of Schools, supervisors, teachers, a careful study of course outlines and several days spent in class visitation. No attempt was made to definitely measure the quality of class room instruction. Courses. The courses, grades in which they are taught, time allotment, etc., are outlined in Chart 6. With respect to all courses herein outlined, it must be clearly understood that the organization and content is not fixed, and that the Superinten- dent and principals do not require close adherence to outlines and uniformity of procedure in general method. Quite the opposite is true, as provisions are made for changes in method, organization and time schedules to meet the needs of particular districts and schools. For instance, while cooking and sewing are scheduled to start in the sixth grade, in the Wallace, River- side and Lincoln schools, this work has been taught in the fifth, and with certain classes as low as the fourth grade and with certain pupils in the third grade. The outlines for all courses are mimeographed instead of printed, thus making possible frequent changes. 76 INDUSTRIES AND SCHOOLS OP HAMMOND W T3 C 03 ~ O CD .5 w £CO tt riTi < M a T3 d 03 U u Household Physics Girls 05 >> o pq to .5 "3 CO 9 _g 8 o 02 .2 A3 JO «2 ^ . CD CD to a lis O o 03 CO += d CD a ' to Cj S "^ 2- _ CD^ C3 Ci |S co o !3 o in a to .2 -§&

d CD a i . ° °< & "COCO g CD _ "£ • « 3 •>. CO C3 d.T>S CD N f JO O i— I o . _ = »; to cj S ^2^ . CD *~ ^ « O f [0 C3 >> |pq "a . Q 1 — < CD . CO^CO CD CD ^ ■*f . . C3 ^ si co 03 C^ 1 -:; cd 'S3 §^ -^ O "* " c^ O r o.-i O F to o S >• .° o a, o CD a i . ■'- X X J3 CD ,S ■*J . O 5 t>, CO 03 S« 2^ 00 > co - r- j 03 . to<1cO 2 03 ,d += . O - ■' to 03 £- 2^ - -^ T3 C5 P CO CD d .2 Si I a § d si CO *-< CD — *- o St o 03 C5 !> co -+J Elementary Industrial Work. Boys and Girls to 03 d_f o fl-* CO Q c en js i; o J - as a 03 CO 03 a CO CD a 03 CO CD a CO CO •r-3 5 c 2 * PS o pq co CO J2 toO 3 c^ «- i«| ^ cd " © 8. 03 CO IS -t^> a CO 03 a (72 CD a 03 CO CD a CO CD a 03 CO CO CD a 6 O 1 : 3 Tl < ir 3 cr PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 77 4-45 minute periods. Science teacher. 3 V CO IS •** o o •-< o c CO " 'S. "^ 3 J£ ^° '3d w » - «3 tt 03 .2-3 5-80 minute periods weekly. Special teacher. Elective: Open to boys of any high school class. 1 class, 18 pupils, no class grading. 90 minutes w r eekly. All schools. Spe- cial teacher. 2-80 minutes weekly. All schools. Spe- cial teacher. 2-80 minute periods weekly. Special teacher. Elective: Open to girls of any high school class. 2 classes, 30 pupils, no class grading. 90 minutes weekly. All schools. Spe- cial teacher. 2-80 minutes weekly. All schools. Spe- cial teacher. 2-80 minute periods weekly. Special teacher. Elective: Open to girls of any high school class. 2 classes, 35 pupils, no class grading. 90 minutes weekly. All schools. Spe- cial teacher. 2-80 minute periods. Spe- cial teacher. 2-80 minute periods weekly. Special teacher. Elective: < (pen to boys of any high school class. 2 classes, 17 pupils, no class grading. 90 minutes weekly. All schools. Spe- cial teacher. 2-80 minute periods. All schools. Spe- cial teacher. 2-80 minute periods weekly. Special teacher. Elective: Open to boys of any high school class 4 classes, 19 pupils, no class grading. 03 a 03 CO Same. De- partmental teacher. 2-45 minute periods weekly. Special teacher. Elective: Open to boys and girls of any high school class. 3 classes, 25 pupils, no class grading. t> a •f r _E-H 8 Total ? 88 88 49 49 97 97 76 76 Attending Day Public School Attending Day Parochial School Sewing 4 1 1 1 4 1 1 1 4 1 1 1 1 1 1 1 6 4 5 5 6 4 5 5 6 3 6 3 5 5 Total 7 7 7 7 20 20 14 14 Between 10 and 16 Years of Age Between 17 and 20 Years of Age 11 7 G 9 11 7 6 9 10 6 10 22 24 20 3 22 24 20 3 20 21 9 8 ?n 21 q Millinery 10 10 s Total 33 33 26 26 69 69 58 58 Over 21 Years of Age Living near Standard SteelPlant 21 21 38 38 lsl 18 13 13 8 27 13 15 8 27 13 15 ' 2 2 Total 90 ftfl 63 63 2 2 PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 97 It will be noted that the total enrollment in these courses dropped from 214 in November to 154 in January, and also that in November about two-thirds of all women enrolled in the night school were taking courses in household arts. The gain and loss in enrollment of women in each household arts course from November to January, and the percentage of average attendance of enrollment are as follows : Gain and Loss in Enrollment, November and January COURSES Males Females Gain Loss Gain Loss Sewing 18 Advanced sewing 13 Cooking 21 Millinery 8 All courses net gain and loss 60 Percentage Average Attendance of Enrolled Students November and January COURSES November January Males Females Males Females Sewing 68 50 70 20 52 62 Advanced sewing 55 Cooking 77 Millinery 45 All courses 57 The number enrolled in these courses and the average attend- ance for October, November, December and January are indicated in Chart 8. 98 INDUSTRIES AND SCHOOLS OF HAMMOND CHART 8 Enrollment and Attendance in Household Arts Courses FEMALE5 OETC JAN Sewing. Of the fifty-six women enrolled in the sewing classes, thirty-one were day wage earners, twenty-one were not employed for wages, four were attending day public schools and six day parochial schools. There were but eleven girls under 16 years of age in these classes, and twenty-two between 17 and 20 years, and twenty-one over 21 years of age. There was a marked drop in enrollment between November and January, and the ma- jority of those dropping out were over 21 years of age. The average attendance was fairly high for both November and Janu- ary. No women living near the Standard Steel Car plant were enrolled in sewing classes. Ten of the women enrolled were housewives or women remaining at home, six were house workers, one a telephone operator, nine were store or office clerks and four- teen were industrial workers. PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 99 The course included elementary sewing and the making of underwear, kimonos, Christmas novelties, etc. The specific needs of individual students determined the work pursued. Advanced Sewing. Sixty-seven women were enrolled in ad- vanced sewing classes in November, but the number dropped to fifty-four in January. The average attendance for November and January was but 50 per cent, of the enrollment. The greater percentage of those enrolled in these courses were house- wives, there being, however, in November, twenty-three wage earners, one attending day public school and four attending day parochial schools. Only seven girls under 16 years were enrolled, while there were twenty-four between 17 and 20, and thirty-eight over 21 years of age. The greatest drop in enrollment occurred among those over 21 years of age. No women from the vicinity of the Standard Steel Car plant were pursuing advanced sewing courses. Thirty-two of the women enrolled were housewives, four were clerks, two stenographers and thirteen industrial workers. The course included making fancy waists, skirts, business frocks, afternoon dresses, school dresses and children's clothes, in keep- ing with the needs of individual students. Cooking. Enrollment in the cooking classes dropped from forty-three in November to twenty-two in January, and the average attendance for both November and January was about 70 per cent, of the enrollment. Twenty-seven of the women en- rolled in November were wage earners, ten housewives, one at- tended day public school and five attended day parochial schools. The greatest drop in enrollment occurred among wage earners between 17 and 20 years of age. There were but six girls under 16 years of age pursuing cooking courses, twenty between 17 and 20 years of age, and eighteen women over 21 years of age. The women enrolled in cooking courses were employed during the day as follows : fifteen housewives, three teachers, eight store and office employees, two domestics and sixteen industrial work- ers. The course included fruit canning, making jelly and pickles, studying and cooking of starch foods and green vegetables, study of doughs and batters, making muffins, biscuits and griddle cakes. Millinery. While the enrollment in millinery classes dropped from forty-eight in November to forty in January, the attend- ance in November was but 20 per cent, of the enrollment and in January but 45 per cent, of the enrollment. The great majority 100 INDUSTRIES AND SCHOOLS OF HAMMOND of women enrolled in millinery classes were housewives, although there were seven wage earners, one attending day public school and five attending day parochial schools. The ages of the ma- jority of the women in these courses are not specified. The course was so organized as to provide for meeting the individual needs of students. All work, however, was of a prac- tical nature and included making of flowers, remodeling hats, making buckram frames and trimming hats. § 3. Commercial Courses Attendance and Enrollment. The summarized facts of en- rollment, attendance, day employment, age, and sex of students in each commercial course are indicated in Table 41. PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 101 TABLE 41 Enrollment, Attendance, Day Employment and Age of Males and Females Pursuing Evening Commercial Courses Enrollment Average Attendance Courses November January November January Male Fe- male Total 30 36 62 30 60 46 Male 23 26 51 18 32 10 Fe- male 9 8 3 8 65 32 Total 32 34 54 26 97 42 Male 16 18 20 19 14 8 Fe- male Total Male Fe- male Total Penmanship Business English . . . Com. Arithmetic . . . Bookkeeping T\ pewriting Stenography 20 26 59 22 18 11 10 10 3 8 42 35 8 6 1 7 37 31 24 24 21 26 51 39 17 16 18 15 22 5 5 6 2 6 r,:-! 29 22 22 20 21 75 34 Total 156 108 264 160 125 2X.-> 95 90 185 93 101 104 Day Wage Workers Not Employed for Wages Penmanship Business English. . . . Com. Arithmetic . . . Bookkeeping T\ pewriting Stenography IS 15 33 20 12 8 6 3 1 24 9 24 18 34 25 36 17 21 18 28 18 22 8 6 4 1 5 39 24 27 22 29 23 61 32 "4 9 "2 2 3 2 2 2 10 17 3 6 11 2 12 19 "4 11 "5 4 1 2 2 3 13 15 1 6 13 3 is 19 Total 10(3 48 154 115 79 194 17 36 53 24 36 60 Attending Day Public School Attending Day Parochial School Penmanship 2 4 2 2 3 1 1 1 4 3 5 2 3 7 2 2 2 2 5 3 1 7 5 I 3 12 Business English Com. Arithmetic. . . Bookkeeping 3 5 4 7 5 2 10 2 4 10 Type writing Stenography 1 4 5 5 5 Total 13 7 20 13 11 24 9 S 17 12 7 19 Between 10 and 18 Years of Age Between 17 and 2(1 Years of Age Penmanship 14 1 18 10 I 6 "l 2 16 12 20 1 1!) 12 21 17 16 1 14 9 15 5 5 1 2 27 12 21 Business English. . . . Com. Arithmetic . . Bookkeeping Typewriting Stenography 6 20 4 10 ' 3 5 2 1 lit 17 11 22 5 29 20 4 22 3 11 5 2 2 1 30 15 6 24 4 20 1 15 11 42 17 Total 43 44 87 45 50 95 53 37 90 60 47 107 Over 21 Years of Age Living near Standard SteelPlant Penmanship 6 19 14 4 3 4 4 5 "<; 7 5 in 24 1 1 10 10 9 7 21 15 6 6 4 4 G ' 's 8 5 11 27 15 11 14 9 3 11 7 ' 1 3 Business English. . . . ( 'urn. Aril limet ic . . . Bookkeeping 8 6 2 10 6 12 7 Typewriting Stenography 6 8 14 11 14 25 Total 50 27 77 59 28 87 20 10 30 32 15 47 102 INDUSTRIES AND SCHOOLS OF HAMMOND It will be noted that in November there were 156 males and 108 females enrolled in all courses, and that in January there were 160 males and 125 females enrolled. About one-third of the males and one-third of the females of the entire school were enrolled in these courses. The gain and loss in enrollment of males and females in each commercial course for November and January and the percentage average attendance of enrollment are as follows : Gain and Loss in Enrollment, November and January COURSES Penmanship Business English Com. Arithmetic Bookkeeping T ypewriting Stenography All courses — net gain and loss Males Gain 14 '4 Loss Females Gain Loss 23 17 Percentage Average Attendance of Enrolled Students November and January COURSES November Males Females Penmanship Business English. Com. Arithmetic Bookkeeping. . . . Typewriting Stenography All courses 80 69 34 86 86 73 61 80 60 34 88 89 88 83 January Males Females 70 61 35 83 69 50 58 55 75 56 75 80 90 80 The facts of enrollment and average attendance for October, November, December and January are pictured in Chart 9. PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 103 CHART 9 Enrollment and Attendance in Commercial Courses MALES „ OCT NOV DEC c/< ^^-"' 140 i " __.-- """" — . eo eo FEMALES ^ Oct Nov oec JA B40 ZOO ^ ^^ _,--"' eo - — ^ 40 Penmanship. There were over twice as many males as fe- males enrolled in penmanship classes, and the average attendance for both sexes for November was relatively very high, but con- siderably lower in January. Practically all of the males and one- half of the females in these classes were wage earners. There were, however, in November, two boys and one girl enrolled who were attending the day public schools. The greater percentage of the students, both male and female, were between the ages of 16 and 20 years, and but three males living near the Standard Steel Car plant were enrolled. One penmanship class was dis- continued the first of February. Business English. Almost three times as many males as fe- males were enrolled in business English classes for both Novem- ber and January. The percentage average attendance was lower in these classes than in penmanship. While the majority of the males enrolled were wage earners, the majority of the females were not, there being of the latter, two not working, one attend- 104: INDUSTRIES AND SCHOOLS OP HAMMOND ing day public school and four attending day parochial schools. About two-thirds of the males enrolled were over 21 years of age, while one-half of the females were between 10 and 16, the other half being over 21 years. In January eleven men and two women, living near the Standard Steel plant, were registered in these courses. The course in business English included business letter writ- ing: form of letters, how placed on paper, appropriate saluta- tions, various types of letters; applications, ordering goods, in- quiry, etc. All work involved the application of the rules of grammar and punctuation. The day employment and the num- ber of wage earners in these classes are not known. Commercial Arithmetic. The great majority of those en- rolled in commercial arithmetic courses in November and Janu- ary were males, and while more were enrolled in these classes than in other commercial courses during both November and January, the average attendance was low, being only about 30 per cent, of the enrollment. The majority of the men were wage earners. In age, the students were about evenly divided among those 10 to 16 years; 17 to 20 years and over 20 years. En- rolled in these courses, were twenty-one mechanics, eight office clerks, three store clerks and one stenographer. In passing, it should be recalled that in the general arithmetic course, many mechanics and office employees were enrolled. A reclassification of students on the basis of day employment would be the means of achieving better results. For department store, office clerks and stenographers, the course included short methods and speed drills; and for com- mercial students, short methods and discounts; and for me- chanics, fractions and decimals. Bookkeeping. There were twenty-two males and eight fe- males registered in bookkeeping classes in November and four males dropped out before January. The percentage average at- tendance of both males and females in these classes was very high. Practically all enrolled were wage earners. Four males and one female were under 16 years of age ; ten males and two females between 17 and 20 ; and four males and six females were over 21 years of age. The day employment of the majority of wage earners in these courses is not known. The course included bookkeeping for a grocery business run by a single proprietor and involved opening of books, journaliz- PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 105 ing, posting, use of cash book, purchase book, sales book, etc.; business papers, e. g., drafts, checks, notes, invoices, bills, etc. Typewriting. There were eighteen males and forty-two fe- males enrolled in November in typewriting classes. In January, however, the number of males increased to thirty-two and the females to sixty-five, and a new class was organized to meet this increase. The percentage of average attendance of both males and females was relatively high. While the majority of the males enrolling in November were wage earners, there were two not working, three attending public day schools and one attending day parochial schools. Of the females, twenty-four were wage earners, ten were not working, four were attending day public schools and four day parochial schools. There were only three men and seven women in these classes over 21 years of age, while there were ten boys and nineteen girls under 16 years of age and five young men and sixteen young women between 17 and 20 years of age. The employment of the wage earners enrolled in the type- writing course was as follows : twenty-seven in stores and offices, nine in manufacturing establishments, two teachers, two stenog- raphers, two servants, one seamstress and one milliner. The touch method in typewriting is taught, and the course includes mastering of the keyboard by word and sentence drills, daily finger drills, daily dictation of words and sentences and paragraph writing, number drills and simple letter writing. Stenography . There were three times as many females as males enrolled in the classes in stenography, and the average at- tendance of females for both November and January was high. Of these enrolled in November, twelve males and twenty-four females were wage earners, two males and ten females were not working, and of the remainder, the day employment is not re- corded. The great majority of the males and females were under 20 years of age. Most of the wage earners enrolled were employed by day in some clerical pursuit. The Gregg system of shorthand is taught. § 4. Industrial Courses Attendance and Enrollment. The summarized facts of en- rollment, attendance, day employment, age and sex of students enrolled in each of the Industrial Courses are contained in Table 42. 106 [NDI STIJIKS \ND SCHOOLS OF I I \ \l V10ND TABLE 42 Enrollment, Attendance, .Day Employment and Ages of Males and Females Pursuing Evening Industrial Courses Enrollment Average Attendance Courses November January November January Male Fe- male Total Male Fe- male rotal Male 34 20 35 18 Fe- male "l Total 34 20 36 18 Male 47 10 29 4 Fe- male Total Woodworking Shop Mathematics. . Mech. Drawing Elect Eng 40 30 39 29 "i 40 30 40 29 51 30 36 30 51 30 36 30 47 10 29 4 Total 138 i 139 147 147 107 1 108 90 90 Day Wage Workers Not Employed for Wages Woodworking Shop Mathematics. . Mech. Drawing Elect Eng 13 20 32 20 13 20 32 20 5 6 1 •8 5 4 4 8 5 4 11 11 22 22 22 22 6 4 6 4 Total 85 85 50 50 21 21 21 21 Attending Day Public School Attending Day Parochial School Woodworking Shop Mathematics.. Mech. Drawing 14 2 1 2 "i 14 2 2 2 16 16 9 9 16 16 8 2 8 2 Total 111 i 20 26 26 9 9 16 16 Between 10 and 16 Years of Age Between 17 and 20 Years of Age Woodworking ...... 24 24 31 31 6 4 31 5 1 6 4 32 5 6 6 Mech. Drawing 3 2 3 2 8 8 12 12 Total 29 29 39 39 46 1 47 18 18 Over 21 Years of Age Living Near Standard Steel Plant Woodworking Shop Mathematics. Mech. Drawing Elect Eng 10 2< i; 22 .... .... 10 26 15 23 12 12 9 9 9 5 5 6 9 5 16.. 16 5 5 5 6 Total 74 74 28 28 14 14 25 25 PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 107 It will be noted that the total enrollment in these courses in- creased from 138 in November to 147 in January, and that about one-third of all males enrolled in the night school were registered in industrial courses. The gain and loss in enrollment of males in each industrial course from November to January, and the percentage average attendance of enrollment are as follows : Gain and Loss in Enrollment, November and January COURSES Males Females Gain LOSS Gain Loss Woodworking 11 11 1 9 3 1 1 Shop Mathematics Mechanical Drawing Electrical Engineering. . All courses — net gain and loss Percentage Average Attendance of Enrolled Students, November and January November COURSES Males Females Woodworking 8hop Mathematics. . . . Mechanical Drawing. . Electrical Engineering All courses 85 66 90 62 77 January 31 ales Females 92 33 83 13 61 The facts of enrollment and average attendance for October, November, December and January are pictured in Chart 10. 108 INDUSTRIES AND SCHOOLS OF HAMMOND CHART 10 Enrollment and Attendance in Industrial Courses MALE5 OCT NOV DEC JAN BOO >H< ^^" ~- ""-— --^ ~""\ --^ Bo ^^ eo JO ^o Woodivorking. Enrollment in the courses in woodworking increased considerably from November to January, and the per- centage of attendance for both months was relatively very high. There were but thirteen wage earners in these classes, and, of the remainder, four were not employed for wages, fourteen were at- tending day public schools and nine day parochial schools. Al- though the great majority of those enrolled were boys under 16 years of age, there were four young men between 17 and 20, and ten men over 21 years of age. Of the wage earners pursuing woodworking courses, twelve were mechanics and one a grocery clerk. The beginning course included bench work in wood, and in- volved method of squaring stock to dimension, the making of a game board, sleeve board, box, camp stool, etc. The advanced course included cabinet construction, projects being adapted to the individual interests of students. PRESENT INDUSTRIAL, HOUSEHOLD AND ART COURSES 109 Shop Mathematics. Enrollment in the shop mathematics courses remained constant from November to January, but the average attendance for November was but 60 per cent, and for January, 30 per cent, of the enrollment. Practically all men en- rolled were wage earners over 16 years of age, and the great ma- jority were over 21 years of age. Eight of the wage earners were mechanics and four were clerks. The course included consideration of decimals, rates, proportion, square root, cube root, algebra and the solution of formulas and the principles of trigonometry and solution of tri- angles. Mechanical Drawing. The enrollment in mechanical draw- iEg classes was practically constant from November to January, and the percentage of average attendance was very high for both months. Practically all enrolled were wage earners, and twenty- nine of the wage earners were mechanics. The course of instruction was so organized that each student pursued the line of work in keeping with his needs. Electrical Engineering. "While the enrollment in the course in electrical engineering remained constant for November and January, the average attendance for November was 60 per cent, of the enrollment and for January 13 per cent, of the enrollment. Nearly all enrolled in the course were wage earners over 21 years of age. Thirteen of the wage earners were electricians or helpers, and five were clerks. The class was discontinued February first. The course included magnetism, Ohms law, divided circuits, motor and dynamo principles, storage, watts, electric light, etc. CHAPTER VII. . SUGGESTED PROVISIONS FOR ELEMENTARY INDUS- TRIAL, PREVOCATIONAL AND VOCATIONAL EDUCATION The General Situation. The schools of Hammond are called upon to adapt themselves to a situation which has become increas- ingly complex during the last decade. This period of time has marked a rapid growth in the city's population; an increase characterized by the large number of foreign born, the great ma- jority being adults ; by the existence of illiteracy among a con- siderable number of the foreign born ; and the predominant num- ber of males of both foreign and native-born residents. The pres- ence of large manufacturing establishments requiring a consider- able number of unskilled and semiskilled workers has resulted in attracting to Hammond many families with varying standards of living, some of which are relatively low; and enforced idleness of wage earners, resulting from seasonableness in industry and recurring periods of industrial depression, bring the accompany- ing problem of periodic poverty and distress. The presence of a large number of saloons in certain districts is another compli- cating factor. The children of Hammond are distributed in attendance among the public schools, and eight parochial schools, and over one-third are enrolled in the latter. About two-thirds of the boys and girls leave school at the age of 14, and of this number many complete only the sixth grade. The great majority of boys and girls thus Leaving school enter industrial pursuits, and are, therefore, untrained workers in industry, entering an indus- trial life of which they know relatively little. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 111 The industrial situation is very complicated. The products of the manufacturing establishments are diversified in character. Many of the factories have a number of departments, each re- quiring workers with varying degrees of skill and of numerous trades. These trades offer diverse possibilities in terms of wages, promotion and length of working season. The industrial situa- tion is further complicated, as, in the main, workers are neither selected nor placed in various departments upon a scientific basis ; and, when once placed within a department, the chances are that such work becomes permanent during the period of employment in that particular factory. This, however, is characteristic of most factories throughout the country. Practically in all lines owners and superintendents are coming to believe that workers under 16 years of age are undesirable from every standpoint. Schools Not Wholly Responsible. It must not be assumed that the schools are to be held entirely responsible for the solution of this complicated problem. All of the social forces of the com- munity must co-operate to this end ; the homes, churches, and social agencies. In this connection mention must be made of the work of the Social Settlement, the social workers of the churches, of the Chamber of Commerce, and the United Chari- ties, all of which are working in an efficient manner for the per- manent betterment of social conditions. There is great need for co-operation between the parochial and public schools in voca- tional education, for, if proposed vocational and prevocational courses are open only to those in the public schools, a full third of the school population will not be reached at all. The General School Problem. In making the necessary pro- vision for vocational education these factors are involved ; build- ings and equipment; organization of courses; employment of teachers and provision for the continued training of teachers in service ; supervision of teachers ; gathering facts concerning work of the community; and co-operation between schools and indus- trial establishments. General Organization. At present, pupils of the first seven grades, inclusive, attend the various grammar schools, all eighth grades save those of the Franklin, being concentrated in the Cen- tral school, in which building the High School is also housed. 112 INDUSTRIES AND SCHOOLS OP HAMMOND The Superintendent of Schools lias worked out a new organi- zation which will go into effect with the beginning of the fall terra. With this new organization, the elementary period will comprise the first seven grades, thus making it possible for pupils to complete the High School in either four or five years after finishing the seventh grade. The seventh grades will still be retained in the grammar school buildings, and all grades of the secondary school, with the exception of those in the Franklin School, will be centralized in the new High School building soon to be erected. For purposes of vocational and prevocational education this plan offers great promise. In a city the size of Hammond, shop, studio, and laboratory equipment must be largely centralized, it being impossible to duplicate expensive equipment in many cen- ters. "With the organization planned, the equipment to be in- stalled in the new High School will serve the purpose of prevo- cational, day vocational and night vocational education. This centralization will make possible departmental and specialized teaching for those in the prevocational period, which would other- wise be impossible. With the larger unit, more elastic programs will be possible and individual needs may thus be more fully met. It is thought that the possibilities of departmental specialization, together with opportunities for choice among many types of vo- cational courses, will attract many pupils who, under the old system, would leave school as soon as the law allows. The general plan of shortening the elementary period is thought to be in keep- ing with the best recognized educational policies in the United States today. With the further growth of the City, as the outlying dis- tricts are built up, one central building with provision for voca- tional educational may not be sufficient. When this time comes, it will be a relatively easy matter to establish Junior High Schools, leaving the central building for the Senior High School. PART 1. ELEMENTARY COURSES It is obvious, from a study of the section concerning school enrollment, that for many, in fact the majority, of the Hammond boys and girls, the period of school education will have been com- pleted at the age of 14, and, that if the same facts of retardation persist in the future as in the past, the majority of such 14-year- SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 113 old boys and girls will enter industrial pursuits not having even a complete elementary school training. With persistent effort and more elastic standards of school achievement and enriched industrial courses, it is to be hoped that the majority of Ham- mond children may be retained in the schools until the comple- tion of the elementary period, and, that with the proposed voca- tion courses many will be retained to complete the High School. The present industrial courses are of the traditional type, well organized and taught, but not entirely adapted to the Hammond situation. It will be noted from the detailed description of the elementary courses that they are based upon either the disci- plinary or arts and crafts approach. As such, they are, of course, like the great majority of courses in Indiana and other States. Pupils may successfully pursue and complete such courses and lie entirely ignorant of the work of the world and their own latent possibilities for successful participation in it. Principles Underlying El< mt ntary Courses. Should elemen- tary industrial courses be based upon the findings concerning the industries of Hammond? If we were assured of the fact that the industries carried on to-day in Hammond would be the industries of Hammond of the next few decades, and that these industries offered good possibilities for long and successful wage earning, and that the children now in Hammond were always to live there, there would be some justification for basing part of the elemen- tary industrial work upon a study of these industries. The chances are, however, that few of the children now resid- ing in Hammond will always live there. Moreover, the basic problem of the elementary school is to develop that general intel- ligence and knowledge in all fields and aspects of society neces- sary for home making, citizenship, leisure and right living, as well as productive work. It is held, therefore, that the principal content of industrial courses must be the same the country over, regardless of place, state, city or town. There must be uniformity in the fundamen- tal content, but variety in methods of approach, emphasis of va- rious units of the course, and in time devoted to sections of the course. This unity is essential to insure the retention of common ideals and purposes, and the variety within the hounds suggested, in making provision for teaching children of various nationalities, various degrees of mental capacity and varying interests 114 INDUSTRIES AND SCHOOLS OP HAMMOND § 1. Industrial Art Course. Grades 1 to 5 For the grades one to five, inclusive, industrial art courses should be taught to all children, regardless of sex and future vo- cation, and should be based upon those elements and aspects of the primal modern industries, about which all should be informed. Accepting this as a working program, the industrial course must center about the primal industries, which are food, clothing, wood, metal, clay and allied earth products. In order that these courses may have organic relation to the other work of the class room, it is essential that the grade teachers continue, as at pres- ent, to teach this work. In organizing these courses, the spiral method will be most satisfactory, which means, for example, that in the third grade the industrial course might include several of the units suggested : perhaps wood, food and clothing.* Content and Course Organization. The direct industrial con- tents of the units suggested might be divided into three parts for purposes of analysis : first, that related to the materials involved, their sources, value, methods of obtaining them, methods of trans- porting, etc. ; second, that which is related to manufacturing proc- esses, involving a study of all phases of methods of productions ; and third, that which relates to the workers themselves, including a study of the men and women in industry, notable inventors, effect of work upon health, wages, hours of labor, etc. In the grades one to five, the approach to this work must be by means of the project which should be chosen so as to be adapted to the children, and to school room procedure, and must also be repre- sentative or capable of illustrating modern industry. The proj- ect, however, should not be regarded as the only means of in- struction in industry, for ideas may also be conveyed by pictures and talks and visits to factories. It is assumed that through the grades the related design will be an organic part of the course. Such an industrial course must not stand out alone and dis- connected from other units of subject matter, but must at every possible juncture be related to history, arithmetic, literature and nature study, in the same organic manner as now represented in the first three grades of the Hammond schools. * For a detailed discussion of this point of view, see Industrial Education; Bonser and Russell, Dept. of Publications, Teachers College, New York, N. Y. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 115 The Speyer School Course* has been worked out along the lines suggested, and has been found to accomplish the desired ends in developing industrial intelligence. As it is now available in printed form, it is unnecessary to indicate in detail the work- ing out of projects and related content. The course of study of the Horace Mann Schoolt will also be found suggestive. The industrial work of the first three grades as now organized forms a good basis, in part for the proposed course. Thus, in the field of clay and allied earth products, the course as now organ- ized, includes the making of various projects in clay; animal forms, utensils and tiles, by shaping the moist clay by hand. Without further work, however, but little intelligence may be developed concerning the modern clay industries. Provision must be made for introducing the potters' wheel, the mould, glaz- ing and firing and for a study of the processes of preparing clay for use, including digging, grinding, sifting, mixing with water and pressing ; for a study of clay as building material, including the brick, tile, and terra cotta industries ; for a study of the pot- tery industry, including the clays used, potters ' secret processes, processes in making china dishes, methods of decoration, glaz- ing and firing ; for a study of the .pottery industry in the United States, including its extent, general location, main pottery cent- ers, workers, wages and factory conditions. The study should culminate in the fifth grade with the actual selection of dishes and utensils for home use, studying adaptation to home use, design, color and cost. In like manner, the work in textiles, as now taught in the first and second grades and illustrative of primitive methods, should be carried through the third, fourth and fifth grades, showing the evolution of the manufacturing processes of textiles, floor cover- ings, draperies, the manufacturing of clothing in all its phases, the relative worth of various fabrics and the testing of materials. In the fields of wood, food and metals the same basic principles are involved and hold true in every respect. In short, aside from studying the primitive and art craft processes in all these fields, provision must be made for the study of modern processes in order to develop industrial intelligence and appreciation. * The Speyer School Curriculum Department of Publications, Teachers College, New York, N. Y. f The Curriculum of the Horace Mann School. Ibid. 116 INDUSTRIES AND SCHOOLS OF HAMMOND A Suggested Unit of Instruction. This suggested outline for a study of metals in the fifth grade illustrates the possibilities of the industrial art work when approached with the purpose of de- veloping industrial intelligence and appreciation.* The project work might be casting a small lead paper weight from soft metal or making a copper hat or stick pin. In making the paper weight, pupils must first construct the casting flask, then the pattern, then mould the pattern and pour the metal, and finally, finish the casting. In making the pin, snips and jeweler's saws should be used for cutting the metal for the head, after which it could be hammered or etched and then soldered to the shaft. The content related to these metal projects should include the following : How metals are discovered ; scientific discovery ; and old stories and legends of discovery. Early races possessing a knowledge of metals ; Chinese and Japan, Egyptians, Romans, Britons, Saxons, Phoenicians, Hindoos, Chaldeans and Aztecs of North America. Metals known by early races : Iron, tin, copper, lead and zinc. Rise and spread of the iron and steel industries: How first obtained by primitive peoples; how mined and smelted by primi- tive peoples ; uses of iron by primitive people. The modern iron and steel industries : how iron is obtained, including a descrip- tion of the ancient and modern mines, tools used, life of a miner, stories of miners, wages of miners, and transporting the ores ; kinds of metals obtained from iron ores : cast iron, malleable iron and steel; preparation of ores: smelting, forging, moulding, rolling and milling; fuels used: coke, coal, charcoal and gas; fluxes : silica, borax and quartz sand ; the great lines of industry in which iron and steel are used : transportation ; bridge building, construction of buildings, including beams, bolts, screws and nails ; machinery ; agricultural implements; tools, fire arms; toys and household articles. Why steel is adapted to so many lines of manufacturing: strength, lightness, non-yielding qualities and ductility. Location of the great iron and steel works in this country: reasons for the location. In like manner tin, zinc, lead and copper should be studied. * Extracts from an "Outline on Metals," prepared by Miss Rosana Hunter, Supervisor Industrial Arts, Indianapolis, Ind. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 117 Relation of metals to great historical movements and social life and conditions: the stone age, bronze age, iron age; historic mines; invention of mariner's compass and printing press; the influence of the discovery of American mineral wealth ; the in- ventions of stamping mills, steamboat, steam engine, improved fire arms, air pumps, tire engines, agricultural implements and sewing machines ; the effect upon transportation ; the story of tin ; the journeys of the Phoenicians ; the making of bronze, etc. ; the story of lead and zinc ; money of early races and other primitive uses of these metals; the art of plumbing further perfected by these metals; the story of copper; migration of early races to obtain copper; uses of bronzes and brass in works of art and mechanical construction. Notable inventors and inventions : Thomas Daney, the safety fuse ; James Neilsen, hot blast furnace ; Sir Humphrey Davy, the Davy lamp ; Abraham Darley, the use of coke ; Seemens, use of oxide of manganese in production of steel; Cort, process of pud- dling and welding; Kelly and Bessemer, air blast; Fulton and Symington, the steamboat; and Trevithick, the engine. Relation of metals study to other school subjects ; geography and reading : location of mines, description of mines, transporta- tion of ores, manufacture of iron and steel, comparison of metal output of the United States with other countries ; reading and history : notable inventors and inventions, growth of industrial life as a result; use of metals, effect of metals upon historic move- ments ; English, talks and compositions along the lines suggested ; opening exercises; Thor and his Hammer, Siegfried, Laki, Vik- ings, Greek Stories, Rhinegold, the Story of May dole, Russel Jen- nings, together with poems and songs of the metal industries. § 2. Courses for Sixth and Seventh Grade Boys With the beginning of the sixth grade, it is desirable for boys and girls to pursue the various forms of manipulative work in separate classes because of the different types of the constructive work necessary. Purposes of Courses. The keynote of the industrial courses for boys in the sixth and seventh grades should be the develop- ment of appreciation and understanding of modern industries in all their varying aspects. Upon this basis it is necessary thai all boys be required to pursue such courses as, in adult life all must participate in some measure in the solution of problems incident 118 INDUSTRIES AND SCHOOLS OP HAMMOND to a complex industrial order. Aside from the fact that such training assists the boys in understanding industrial problems which may confront them, it is also justified by reason of the number of boys, (and in Hammond the very large number) who will find profitable industrial employment immediately upon leav- ing school. Probably one-half the boys completing the seventh grade in the Hammond public schools directly enter manufactur- ing establishments. To develop this needed appreciation and understanding of the industrial work of the community, and, in order to constitute a preliminary introduction to industrial life, courses must be or- ganized upon an entirely different basis from those taught at present in the shops. From the description of the present shop courses, it will be noted that they are traditional manual training courses of a high type. They are organized upon the principle of systematic development of skill in the use of hand woodwork- ing tools and processes, coupled with the logical development of skill in mechanical drawing. Such courses were formerly justi- fied upon the theory of the transference of training, the develop- ment of general habits of thinking and accuracy, but, though these beliefs have passed, the courses have still held their places in the school programs because of the interest of the pupils in hand manipulative work. It is obvious that courses involving only the use of wood, can in no way meet the requirements of the present industrial situa- tion, in which metal, concrete and electrical construction play such a large and important part. It is therefore recommended that all of the present woodworking shops be re-organized so as to make possible work in metal, concrete and electrical construc- tion. With the exception of the Central School shop, present floor space is practically sufficient to meet these needs. If neces- sary, some of the woodworking benches could be removed to pro- vide additional space. Equipmt nt. The present woodworking equipment, including benches and hand tools, is sufficient and adequate for sixth and seventh grade work in wood. Metal equipment for each shop should be provided, but this equipment for the sixth and seventh grades should not be of the expensive machine shop type. It is thought that the following would be sufficient : anvil stakes, with a flat and riveting head for each wood bench (stake so shaped as to fit into bench-shop holes) ; SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 119 three tinner's snips; three or four riveting hammers; two or three hand punches and one lever punch; two metal working vises; sheet metal brake and two soldering outfits; two hand- blown blacksmiths' forges, with necessary blacksmiths' tools; one large anvil; one post drill; one die plate; one pipe cutter and metal files, etc. The casting flasks for soft metal, together with necessary casting tools, should be made by the boys. The equipment for electrical work should include : six or eight flat nose and round pliers ; small fittings and supplies, such as insulators, switches, push buttons, bells, batteries ; telephone and telegraph instruments, etc. Much of the equipment may be con- structed by the boys. The concrete equipment may be made by the boys, and the equipment will necessarily vary with the type of concrete con- struction undertaken. Shovels, hoes, and various kind of trowels, however, must be provided. Time Allotment. The present time allotment of three hours or one-half day weekly is probably sufficient for the actual shop work ; this should be exclusive, however, of mechanical drawing. It is advised that the mechanical drawing course become a part of the drawing and design course for boys. Provision for the industrial and social studies hereafter outlined should also be made in addition to this three-hour period. Courses. Definite, clear-cut courses, involving the use of one material to the exclusion of all others are, in the main, not de- sirable. Thus, a project involving the casting of soft metal, would also involve making the casting flask. Clearness and point- edness, however, are gained by considering various aspects of the course separately. Woodworking. This work should involve two distinct aspects, one, related to carpentry, and the other, to cabinet work, and these units should be taken up in the order named. Under the phase of woodwork related to carpentry would fall the mak- ing of forms for concrete construction, such as retaining and side walls and curbs, building and repairing fences, sheds or bicycle racks. This work would require the use of rough lumber and the saw, hammer, hatchet, rule and sometimes the plane and carpenter's square, and should, in the main, be carried on out of doors away from the restricting limits of the shop and benches. Woodwork, as related to cabinet construction, would be very similar to the course as outlined at present, but the number of projects would necessarily be very much reduced. 320 INDUSTRIES AND SCHOOLS OP HAMMOND Metal Working. This should involve the use of sheet metal and hot and cold bar metal and soft metal. Manipulative work should involve the four fundamental operations: casting, shaping, soldering or welding, and plating. The casting of a paper weight in soft metal is suggested as an example of a project which might be used successfully. This would involve making the pattern from wood, considering design and draft; the construction of the easting flask, and the moulding tools; and, finally actually moulding and casting the paper weight. The making of a small metal motor boat affords a considerable variety of problems ; the shaping of the sheet metal frame, and the metal ribs; soldering and riveting the frame .and ribs ; the mounting of the motor, considering balance and pitch of shaft; casting the propeller, and mounting it upon the propeller shaft; connecting the shaft to the motor by means of a universal or spring joint; mounting batteries in boat and making necessary connections; and finally, painting and finishing. In liar metal, angle irons, braces, bolts and chains, together with projects involved in making small school repairs and addi- tional equipment, are suggested. Concrete Const rut linn. This work should be based upon the practical needs of the schools and homes, and might include re- tention walls, curbs, walks, in addition to small projects adapted to shop procedure, such as flower pots, etc. Home project work should be included. Electrical Construction. This work should involve three as- pects: first, relative to motors and dynamos; second, bell, alarm and light installation ; third, instrument installation and opera- tion, including the telegraph and telephone, etc. The parts for small motors may be purchased and the problem of assembling involves the basic motor and dynamo theory. Such a motor, when assembled, would be useful in operating mechanical toys, such as the motor boat previously suggested. Installation of bells and electric lights may be taught by wiring placed upon vertical frames which could be constructed by the boys. Painting and Finishing. No special bench equipment is necessary for this work save brushes, etc. This work might in- volve the painting of fences, sheds, and outhouses, consideration to be given to preparing and mixing paints and colors, to prepar- ing surfaces for the paint and to the priming and finishing coats. Painting and enameling metal surfaces should also be included, SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 121 and the products of the woodworking course will afford the nec- essary opportunity for staining and finishing cabinet pieces. This latter work, however, is of least relative importance, as unskilled laborers are usually employed in applying stains. Working Program and Schedules. The following is a sug- gested working schedule for the industrial work of the sixth and seventh grade boys on the basis of a thirty-six-weeks term, and is presented to show the feasibility of the suggested course. Woodworking 9 Weeks Metal work 9 " Electrical construction 9 " Concrete construction 5 " Painting and finishing 4 " Industrial and Social Studies. Provision for manipulative work in the materials suggested is not sufficient, as industrial and social studies are equally important and vital as a preliminary introduction to industry and its problems. Such studies, in order to be vital, should be a direct outgrowth and an integral part of the shop work and should include lectures by shop men, indus- trial excursions and supplemental reading and discussion, con- cerning manufacturing processes, industrial hazards and their prevention, wages, hours of labor and opportunities for service in industry. Personal hygiene and sanitation, together with a consideration of the relation of the worker to his work, his em- ployer, and his fellow workmen, and his civic and home responsi- bilities, should also receive attention. About sixty minutes weekly are necessary for this work.* Constructive Design. It is suggested that those elements of design for boys now taught in the drawing and art course, and the work in mechanical drawing, be merged into a single course to be termed constructive design. Boys of this age are too young to attempt, with success, systematic work in mechanical drawing, and its early introduction in a closely organized course tends to develop wrong standards and habits which must later be cor- rected. Furthermore, in planning most projects, the elements of design and mechanical representation are so interrelated that one organic whole is really formed. Thus, in the planning of the paper weight to be cast in soft metal, consideration must be given to its shape and size and the decoration upon its surfaces. * For a detailed outline of such a course see article, R. J. Leonard, Teachers College Record, Jan. 1913. 9 122 INDUSTRIES AND SCHOOLS OF HAMMOND A free hand representation of the shape, size and general decora- tion must be made, after which a careful plan, full size or to scale must follow. The design and mechanical elements are in- separable, and much is lost by not combining them in one course. Time and effort will be saved by this procedure, and a better quality of work will result therefrom. Sixty minutes per week will be necessary for this course, and it should preferably be taught by the shop teachers. § 3. Courses for Sixth and Seventh Grade Girls Purposes of Courses. The purpose to be accomplished by the household and industrial courses for girls, as in the case of the boys, is to acquaint them with desirable productive work open to young women, including home-making. Considering the large number of girls who work for wages in Hammond, and who leave school upon or prior to, completing the elementary school, the work of these grades is of very vital importance. It is obvious that courses for girls including only the technical aspects of sewing and cooking, while good and necessary, are not sufficiently broad to serve as a basis for determining interests, capacities or possibilities for future wage earning. It is needless to discuss the desirability of young women going to work, for the fact is that they are working, and will work in the future in increasing numbers, and the school must either help train them for wage earning or permit them to work untrained.* Present Courses. The present courses in cooking and sewing are well organized, and the time allotment, three hours per week, is probably sufficient at present. There is danger, however, in following the close organization indicated in the course outlines, that the most practical problems for certain girls will be entirely overlooked as they might not fall within the logical scheme of development and sequence in subject matter. Thus, the most vital problem for a seventh-grade girl might be making a gingham school dress in a very short period of time, perhaps the first week of the school term, and a sewing course — no matter how well organized and broad in content and scope, — which would pro- hibit such a project at such a time, is not to be recommended. * See "A Study of the People of Indiana and Their Occupations," R. J. Leonard, Bulletin, Indiana University, Bloomington, Indiana, 1915, for the facts showing the number of women at work in Indiana. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 123 Equipment. It is unfortunate that the cooking rooms m all the schools are located in the basements, but on the other hand, the Schools of Hammond are to be commended for making pro- vision for these cooking rooms by remodeling the old buildings, for if the basements had not been utilized, it would have been impossible, up to the present, to have any cooking at all in the Hammond schools. In like manner, it is also unfortunate that sewing must be carried on in the cooking rooms, but this is by far better than having no sewing at all. It is to be hoped m the future however, that in the building of new schools, provision will be made for girls' courses in well-lighted and ventilated rooms above the basement floor. Cooking Equipment. Cooking rooms are equipped in the usual manner with cooking tables, utensils, etc. The floors of some of the kitchens should be covered with linoleum and some of the walls are in need of retinting or painting.* Sewing Equipment. It is highly desirable that separate rooms be provided for sewing and other industrial and household arts courses. Such rooms should be well lighted, and should be equipped with individual sewing tables, a large cutting table, lockers for girls' work and stock, mirrors, etc. Sewing machines are already provided in the present equipment. The individual tables should be made in the shops by the boys. Cottage for Girls' Work. One of the best solutions for the problem of equipment is in renting or purchasing cottages lo- cated near the schools, and using these as centers for this work. The cottages should not necessarily be modern and up to date and in good condition, for if they are, they preclude experience in meeting some of the real problems of home making. Having access to such cottages affords a wide range of opportunities in home decoration, sanitation, selection of furniture, draperies and the care of the home. These cottages might also be used as neighborhood centers for Parents' Clubs and other organizations. Such a plan as the one suggested might well be first tried m the neighborhood of the Standard Steel Car plant. Sewing. The close analysis and systematization of the sew- ing processes worked out by the training schools for domestic art teachers, has tended to devitalize the field of sewing, and to * One-half of the Hammond school buildings are tinted every year and the rooms in bad condition are scheduled to be tinted during the coming summer vacation. 124 INDUSTRIES AND SCHOOLS OP HAMMOND approach this live subject from an academic point of view. Teachers must break away from the systematic methods and organize and teach courses, not as they themselves were taught, but in the light of modern needs and conditions. The course should be based upon the actual making of cloth- ing, this being the objective, not using such projects as though they afforded interesting chances for the application of stitches. This work should include a study of the trade designations of cloth, cost, methods of testing for quality, and the actual pur- chase of cloth for specific purposes. Necessary supplies, ordi- narily selected by the teachers and distributed to the pupils, should be selected by the girls themselves, so as to afford the widest possible range of real experience. Some garments should be made according to factory methods, thus illustrating specialization and shop methods. A detailed study should be made of manufacturing methods of various tex- tiles, of the actual manufacture of shoes, stockings, underwear and other garments. In some sections of the city, the making of hats might well be introduced in these grades. Cooking. A course in cooking, as now organized, is very practical and highly satisfactory. It should, however, be en- larged in scope to include marketing, requiring groups of pupils to purchase the meats, vegetables, and staples to be used in the cooking lessons. A study of the home garden should be included. The present custom of preparing school lunches is highly com- mendable, and girls in all districts in Hammond should have the privilege of sharing in this most important training. Design and Home Decoration. It is strongly advised that those elements of design now included in the drawing courses be centered about the practical work of selecting clothing and furnishing and decorating the home. Thus a considerable por- tion of the work related to projects in paper and cardboard would be excluded. The phases of art tending to develop appreciation of great art productions should be retained and enlarged in scope. In the main, the work in design, as related to clothing, should be an outgrowth of the work in sewing. Certain phases of the present High School costume design course should also be included in these grades. The selective element should be empha- SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 125 sized in this course, requiring pupils to visit stores with teachers and select dresses, hats, ribbons, keeping in mind cost, quality, color and adaptability. Related to the home, consideration should be given to its se- lection, including location, size, considering cost and health ; to its furnishings, including draperies, carpets, furniture ; to its decoration, including pictures, wall paper, wall tints, etc. At least sixty minutes per week should be devoted to this work. Civic, Industrial and Personal Studies. Manipulative work in sewing and cooking and courses in design and home decora- tions is not entirely adequate to meet the needs of Hammond girls, as civic, industrial and personal studies are equally im- portant. Such studies should include informational material relative to modern industries and industrial life : opportunities for wage earning in various fields, training necessary for success, wages, hours of labor, hazards, opportunities for service, for promotion, etc. Every possible effort should be made to demonstrate to girls the necessity of remaining in school, at least till 16 years of age, by showing them that the lines of employment open to them prior to this age are in the main not desirable. Studies in personal and home hygiene and health should in- clude personal care, first aid to the injured, care and feeding of the baby, and the home and school lunch, etc. Provision should be made for a study of the family budget. At least sixty minutes per week should be devoted to this work. PART 2. SPECIAL ELEMENTARY INDUSTRIAL CLASSES Boys' Class. Every school system has overage boys who have lost all interest in the regular work and who intend to leave and go to work as soon as possible. That there is such a group in Hammond is partly evidenced by the number of 13 and 14 year old boys in the lower elementary grades. They are not delin- quents, incorrigibles or mental defectives. For such boys, many larger cities have established elementary industrial schools. The Richmond Survey recommended the establishment of such a school for Richmond.* In Hammond, the needs of these boys * See Manual Training Magazine, January, 1915. Plan for an Elementary Industrial School, Richmond. This report contains the outline of the courses and equipment proposed. 126 INDUSTRIES AND SCHOOLS OF HAMMOND could be met by the formation of one or two classes, membership in these classes to be entirely Limited to this group. This class might be formed at the Irving School, as the building is well located for this purpose. The class should be open to boys enrolled in the elementary schools, who should be selected by the Superintendent, principals and teachers upon such conditions as seem best to meet the specific needs of indi- viduals. In the main, the class should be limited to those who have completed the fifth grade. Course of Study. One-half of each day should be devoted to industrial work and the other half to the related academic work. Under the proposed scheme of re-organization, the course should be two years in length, and those completing it should be permitted to enter the High School unreservedly. The industrial work should include all the phases outlined under the proposed sixth and seventh grade industrial courses, but the time schedule must be modified to meet the situation. Provision for printing should also be made by permitting the boys to pursue this course three hours per week in the Central school or the new High School. The course in industrial and social studies and constructive design should be included as outlined, together with English, arithmetic, geography, history, all so organized as to bear directly upon the boys' shop interests and experiences. Girls' Class. There are some girls in the elementary schools of Hammond, who are considerably over age, who have lost in- terest in the regular school work and who will leave as soon as the law allows and enter wage earning pursuits. It is recom- mended that a class for such girls be formed and that one-half of each day be given to the household and industrial courses previously outlined and the other half to related academic work. The basis for selecting girls for these classes should be the individual needs, and girls, upon completing the two years' work, should be permitted to enter the High School unre- servedly. In the main, this elass should be limited to those who have completed the fifth grade. PART 3. HIGH SCHOOL COURSES As previously indicated, all courses recommended are based upon the general plan of a seven year elementary school and a SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 127 four and five year secondary school. The plans suggested for the vocational department for boys and girls are devised with the view of their incorporation within the High School, it being held unnecessary and undesirable at this time to establish a separate vocational school. As these departments will be part of the High School, problems of general administration will devolve upon the Principal, but the specific supervision of the departments should be vested in the Director of Vocational Education whose appointment is hereafter recommended. § 1. Vocational Department for Boys General Organization. The vocational department for boys should be organized with the specific purpose of training boys in the best possible manner for wage earning pursuits. In keeping with the current practice, boys in this department should from the outset, spend about one-half of each day in manipulative work and the other half in related and academic subjects. The department should be open to boys having completed the elementary school or to others who are over fourteen years of age and who might profit most by the type of instruction hereafter described. In view of the fact that the boys in the first year High School are only 13 years of age, the question arises : Shall boys upon entering the department be permitted to immediately specialize upon one industrial course to the exclusion of other industrial courses? For the great majority of pupils, such early speciali- zation is not desirable, as such selection presupposes that the boys have decided upon the particular vocation which they wish to follow for life, or permits them to specialize upon mere "hobbies" or passing interests. There are, however, many overage boys who will attend the school but a year or two, for whom this specialization would be very helpful, and for these it must be provided. For the first two years, therefore, it is proposed that the work be organized and related to a variety of trades and pur- suits, with the view of helping boys determine the specific work which they wish to follow and specialize upon, in the third and subsequent years. As already suggested, under some conditions, boys should be permitted to specialize in the first or second 128 INDUSTRIES AND SCHOOLS OF HAMMOND years. In the final analysis, the time when vocational education should be begun, which aims directly to prepare for a specific trade or pursuit, is matter which must be determined in each individual case considering all the factors involved. The course for the normal boy who is not considerably over- age and who can remain in the high school for three or four years might be as follows : One-half of each day devoted to industrial work to include for the first two years various lines of woodworking, metal working, electrical construction or printing, etc. ; the other half of each day to be devoted to mathe- matics, science or draughting and academic subjects directly related to the shop work. Upon the completion of the second year he should select one particular trade and thereafter spend one-half of each day in trade manipulative work, and the other half in related mathematics, science and draughting related to trade, together with academic work. For the boy, however, whose interest has been determined and who has definitely selected a trade prior to the completing of the second year general industrial course, the specialized trade course, as outlined for the third and subsequent years, should begin at the time the definite decision is reached. a. Relation of Courses to Hammond Industries The summarized skilled trades in which many men are em- ployed in Hammond are as follows : Metal Trades. It will be noted from the analysis of the metal trades of Hammond that the skilled lines of work employing men in considerable numbers are as follows : Machinists Car finishers and trimmers Sheet metal workers Tinners and tinsmiths Instrument makers Blacksmiths Woodworking Trades. The skilled lines in woodworking in which many men are employed are : Car builders Cabinet makers Wood machine hands Carpenters j SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 129 Printing and Bookbinding. Skilled lines in printing and bookbinding employing many men are : Pressmen Foundrymen Hand and machine compositors Back rounders, case makers and forwarders Electrical Pursuits. Skilled lines in electrical work, in which many men are employed are : General electricians Electricians and linemen Motor assemblers, armature winders, etc. Plumbers, Pipe Fitters, Etc. Skilled lines are as follows : Steam fitters Pipe and air brake fitters Plumbers Millwrights Stationary engineers Painting and Finishing. The skilled lines employing men in considerable numbers are : House painters Car painters and finishers White enamellers Wood finishers Many other skilled lines are represented but require rela- tively very few men; among these are piano tuners^ player- piano installers, coopers, marbellers, yeast makers, spirit run- ners, tailors, stencil cutters and surgical brace makers. Specific Vocational Courses. As there are certain dominant lines of industrial work in the community open to skilled men, and, as these are the constant industrial pursuits found in most communities, it is suggested that in the vocational industrial department provision be made to teach the following : "Wood- working, including carpentry and cabinetmaking ; metal work- ing, including sheet metal work ; blacksmithing and machine shop work; electrical work, including interior wiring, fixture or instrument installation, and motor and dynamo work; plumbing and steamfitting; printing and bookbinding; and painting and finishing. 130 INDUSTRIES AND SCHOOLS OP HAMMOND b. Suggested Program Schedules First and Second Year Shop Courses. For the shop work of the first and second years, this program schedule is suggested, but in no event, should it be assumed that it is to be adopted without studying the situation more closely, taking into con- sideration the individual boys who may be enrolled in the de- partment : First Year Second Year One-half of Each Day One-half of Each Day Woodworking 12 weeks Printing 12 weeks Metal work 12 weeks Plumbing 12 weeks Electrical construction . . .12 weeks Painting and finishing . 12 weeks Vocational Courses. Boys, upon completing the work of the second year should select one trade, from among any of the above lines, and one-half of each day should be devoted to the manipulative work of the trade selected. Related Courses. Industrial science, physics, chemistry and mathematics, draughting, and industrial and social studies, closely related to the specific industrial courses, should be pro- vided. Academic Courses. These academic courses should be in- cluded, — English, history and mathematics, and the last two should be particularly related to industry. c. First and Second Year Shop Course Outlines Woodworking. The course in woodworking should include the elements of carpentry and cabinetmaking, and require the use of bench tools and power machines, such as platform and circular saw, planer, joiner and mortising machine. Practical problems in building school equipment and repairing should be selected. In the third year pattern making might be intro- duced. Printing. The printing course should include hand composit- ing in all its various aspects, as well as press operating and foundry work. Those electing this work in the third year SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 131 should have use of linotype and monotype machines. The work should involve printing cards, forms, report blanks and book- lets which might be required by the school department. Metal Working. The course should include three sorts of metal work : sheet metal work, machine work, and blacksmith- ing and forging. In sheet metal working, simple projects in- volving shaping, soldering, etc., should be selected. In machine work, typical machines should be operated: the lathe, drill, punch press, planer, etc. ; and in blacksmithing the use of cold and hot bar metal should be included. All projects should be of a very practical nature, there being no place in such a course f*oi* pxcrciSBS. Plumbing and Pipe Fitting. This course should include the cutting, threading and installing of lines of pipe to fixtures of various sorts, and the setting of fixtures, such as sinks, drains or tubs, together with provision for plan reading, cost estimat- ing and related science. Small repair jobs about the school premises will afford a considerable variety of practical prob- lems. Electrical Construction. Electrical work should include in- terior bell and light wiring, study of motors, dynamos and of instruments, such as telephones, telegraph, etc. The use of measuring instruments should be included. Provision for plan reading, cost estimating and the related science should be made Painting and Finishing. This work should include a study of pigments, colors, oils and spirits and methods of mixing and preparing paints, stains and varnishes. As related to build- ing construction, it should include preparing exterior and in- terior surfaces, and the application of priming, first and finish- ing coats of paint, Related to metal finishing, it should include preparing metal surface and applying and baking enamel; and related to wood finishing, it should include preparing the sur- face, applying stain and varnish, nibbing and polishing. d. Outlines of Related Courses Industrial Scit nee. Industrial science should include indus- trial chemistry, practical physics and mathematics, all to be a natural outgrowth of the shop work and to be presented in such a manner as to really develop, in a vital way, the broad basic principles of science, as applied to the ordinary industrial pursuits. 132 INDUSTRIES AND SCHOOLS OF HAMMOND Draughting. Some form of draughting should accompany every industrial course, and the purpose of this work, should not be to develop draughtsmen, but to provide a working knowl- edge of the necessary elements of plan drawing and reading. Thus, a sheet metal worker, while not a draughtsman, must be able to figure and cut patterns of receptacles, cornices and drains. Industrial and Social Studies. This course should be organ- ized as indicated under this head for the sixth and seventh grade boys. It should include shop and factory excursions, illustrated lectures, discussions, etc., concerning manufacturing processes, relation of worker to employer, to fellow workman and wage studies, hazards, etc. Industrial hygiene and sanita- tion should form an important part of the courses. e. Vocational Courses. Shop Courses. The specific vocational courses which should be provided for pupils who have completed the introductory industrial course, or for others who are ready for them, are as follows : Woodworking Trades: Carpentry, cabinet making and pattern making. Metal Working: Machine working, blacksmithing and sheet metal working. Printing: Composing, proofreading, press operating and linotype or monotype operating and foundry work. Plumbing and Pipe Fitting: Plumbing, steam and pipe fitting. Electrical Work: Motor and dynamo work; interior wiring and fixture installation. Painting and Finishing: House painting, enameling, and polishing. It will be impossible and undesirable to make provisions for all these lines at once. Only those courses should be installed which the department can care for in an efficient manner. Co-operative Courses. Many boys who have completed the two years' Industrial course proposed, and who have discovered the lines of work they wish to follow, might profit most by leav- ing school and going to work in factories, where they can have the opportunity of meeting practical problems, provided their education could be continued on a co-operative basis. For such boys, their continued education becomes a matter requiring co- operation between the shops and schools. From the shop side, SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 133 work would have to be organized so as to be educative and time would have to be provided for school attendance. From the school side, instruction must be practical and helpful in meeting actual shop problems. f. Equipment. Considering the fact that a new High School building is soon to be constructed, it is of special importance to indicate in a general way, the rooms and floor space necessary for carrying out the courses suggested. At least six rooms will be necessary to carry out the program suggested, but it will not be necessary to equip them all at the start, as valuable opportunity for prac- tical experience will be afforded by having the boys make as much of the equipment as possible. The floor space as provided in the plans for the new High School will be adequate for the immediate needs of the department. As the initial equipment, the following is suggested. This should be added to in keeping with the growing needs of the department. Woodivorking. One bench and machine room, together with a stock room, located so as to permit lumber to be received from the street or driveway, should be provided. The equipment should include woodworking benches, bench and general tools, power planer, platform and circular saw and joiner and mor- tising machine. Supply closets and lockers for students are essential, together with staining bench or table. Boys, with the aid of the teacher, should build the benches and lockers. Printing. The present printing equipment is strictly up to date and adequate for the beginning work of this department. In the new building, a well lighted room should be provided and it should be considerably larger than the one now used. Provision for foundry work should also be made. Metal Working. It is advised that at the start the metal- working equipment be placed in one room; that the equipment be simple and that no attempt be made to provide a complete machine shop, sheet metal and forge equipment, such as were formerly thought necessary in technical departments of high schools. In the future, as enrollment increases, it will be neces- sary to provide several rooms for metal working, in which case it may be best to place the sheet metal and forge equipment in separate rooms; but in the beginning, at least, much will be gained by placing all metal equipment in one room and select- ing projects requiring the use of both forges and machines. 134 INDUSTRIES AND SCHOOLS OF HAMMOND For the machine equipment, at least the following type ma- chines arc recommended: Lathe, drill, punch press, planer and tool grinder. The sheet metal equipment should include one or two breaks, punches, shears, soldering outfits, etc., and the forge equipment should include four or five hand blown forges and blacksmiths' anvils, together with blacksmiths' tools and a small cupola. There should also be one - long bench for sheet metal work and a number of individual benches, all of which should be made by the boys, it being necessary, however, to purchase the vises and anvil stacks and other small equip- ment for equipping these benches. The selection of this equip- ment presupposes that boys will work in small groups and that problems will be selected which will require a number of differ- ent processes. Vlumbing and Pipe Fitting. The first requisite for this work is an unfinished room, floored, but with exposed wall studs and ceiling joists. The simplest possible equipment should be pur- chased, to include several kits of individual tools, pipe cutters and wrenches, taps and dies and one long working bench, with vise. Boys should build and install as much of the equipment as possible. Discarded plumbing fixtures, such as tubs, sinks and bowls, would doubtless be provided by local plumbing establishments. Electrical Construction. A shop similar to the plumbing room should be provided for electrical construction. Unfinished walls and ceiling will provide opportunity for interior light wiring and fixture installation. By erecting temporary walls dividing one or two sides of the room into smaller rooms or sections of rooms, further opportunity for more complicated wiring will be provided. One or two long benches will be nec- essary for motor and dynamo work, and small tools, fittings and testing apparatus should be provided. Boys should construct the benches, stands and temporary walls as they are needed. Painting and Finishing. A bare plastered room, with unfin- ished window casings and door frames is necessary for this work. Boys in the carpentry class will thus be afforded the practical problem of interior finishing, and the boys in the painting and finishing class, the practical problem of preparing the surfaces for the paint, stain or varnish. By erecting tem- porary partitions dividing one or two of the walls into several SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 135 sections and providing windows and doors, opportunities for interior finishing will be multiplied. As tearing away and re- modeling interior wood work and removing old paint and var- nish is quite as much the work of the carpenter and painter as installing new work, a room as described will continually afford opportunity for practical problems. Cabinet projects to be stained and polished should be taken to this room. The equip- ment should include a metal top covered staining bench, metal lined cupboards for brushes, stains, oils and varnishes. Loch r and Wash Room. At least one locker and wash room should be provided for shop boys, and it is thought the most satisfactory scheme would be to have one combination room for this purpose, thus simplifying the problem of supervision. § 2. Vocational Department for Girls General Organization. The vocational department for girls should be organized for the purpose of providing opportunities for specific training for profitable employment, including home making. It is assumed that girls in this department shall spend one-half of each day in manipulative work and the other half in directly related or academic work. The department should be open to girls having completed the seventh grade and to those over fourteen years of age, who have not completed this grade, but who, for good reasons should begin a vocational course. The work of the first two years should be organized so as to contain the elements of home making as well as lines of profitable employment, and girls upon the completion of the second year, should elect either the trade or homemaking courses for the subsequent years. Provision should be made, however, for girls to specialize upon trade courses in the first or second years, if such specialization will best meet their edu- cational needs. Attitude Toivards Women's Work. That Hammond girls do work is indicated from the facts that of the 160 working per- mits studied, 65 were issued to girls and that of the 159 reports of young people at work under 17 years of age, 90 were girls. 136 INDUSTRIES AND SCHOOLS OF HAMMOND A sane and wholesome attitude towards women's work is stated by Mrs. O'Leary: "The education of the girl who conies to the vocational school is a double problem. It must include training in two distinct vocations, neither of which can be considered suf- ficiently permanent to justify neglect of the other. The training in either one of these vocations, moreover, is not adequate preparation for efficiency in the other. "As compared with the boy, the future of the girl admits of a variety of adjustments: (1). She may, like the boy, go into the industry to remain as long as she is physically able. (2). She may, and most often does, go into industry for a short period, variously estimated at from three to seven years, and then permanently become a home maker. (3). Having left the industry for her own home, cir- cumstances may compel her to return to wage earning. (4). She may be under the necessity of serving a double capacity, being compelled to support the home which she manages. "Every evidence goes to show that, while the girl may enter the trade, she is, in the majority of cases, at one time or another, a homemaker. In confirmation of this is her personal, if unconfessed, point of view that wage earning for her is but a temporary affair, which she will leave for a permanent position in her own home. If this home is to be a going concern, the woman who manages it must be trained for her work as thoroughly as the man who supports it." * a. Relation of Courses to Hammond Industries In general, the industrial work in which young women are employed in Hammond requires no special school vocational training. This is true in the following lines in which girls are employed: Glue spreading; soft bookbinding: automatic and hand tipping; collating; sewing machine operating; hand and point folding; jogging; wire stitching; gathering; food preserv- ing ; packing and labelling ; sewing machine operating in mak- ing shirts, aprons and mattresses and porch furniture making; and paper tube making and box finishing. Direct and specific school training is not needed in these fields, but the possibilities in such work should be discussed in the course in industrial and social studies hereafter suggested. On the other hand, among the pursuits open to Hammond girls, for which specific school training is needed, aside from "Cooking in the Vocation School" Iris Prouty O'Leary, Bulletin U. S. Bureau of Education. Whole Number 625. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 137 the commercial and professional lines are : Dressmaking Millinery Salesmanship Nursing Catering Lunch room keeping Design and Home Decoration* b. Suggested Program Schedules Courses for First and Second Years. The following courses for the first and second years are suggested : cooking, food chemistry, sewing and textile study, household physics, milli- nery, costume design, home management and salesmanship. Program Schedule. This is suggested as a tentative sched- ule but it should not be adopted without a careful study of the needs of the girls actually enrolled in the Department : First Year— One-half of Each Day First Semester Sewing and Textile Study 2 hours daily Costume Designing. .1 hour daily Salesmanship 1 hour daily Second Semester Cooking and Food Chemistry 2 hours daily Home Management ... 1 hour daily Salesmanship 1 hour daily Second Year— One-half of Each Day First Semester Sewing and Textile Study 2 hours daily Costume Designing or Home Management. 1 hour daily Millinery or Sales- manship 1 hour daily Second Semester Cooking and Food Chemistry 2 hours daily Household Physics. . .1 hour daily Millinery or Sales- manship 1 hour daily Related Courses. Provision should be made for a course dealing with industrial, social and personal problems. This * These pursuits were not analyzed in Hammond, but there are sufficient data to justify the statement that training is required. Though opportunities for employment in all these lines may not be open in Hammond, this limitation is removed through the close proximity of Chicago. 10 338 INDUSTRIES AND SCHOOLS OF HAMMOND course should include study of industries and possibilities for wage earning and social service, relation of worker to employer and to other workers, together with all phases of industrial and personal hygiene. Academic Courses. Provision should be made for English, music, history and gymnasium. c. First and Second Year Course Outlines Sewing. The traditional course in sewing, organized from an academic standpoint, is no longer considered satisfactory. The course should include plain and machine sewing, part of which should be upon marketable garments of varying styles and fabrics in order to give a general knowledge of materials as well as processes in sewing and garment construction. Oc- casionally, garments should be made according to factory meth- ods. The textile study suggested should be an organic part of the work in sewing, for if it is organized as a separate course there will be a tendency to abstract and systematize the work to such a degree that it will lose all practical value. Cooking. The course in cooking should be organized upon a very broad basis, in order to train in cooking as a home art, and to indicate its vocational possibilities. Portions of this work should center about the preparation of the school lunch for pupils and teachers, and the entire work of marketing and purchasing food materials, preparing menus, and estimating costs for these lunches, should fall entirely upon this depart- ment. Commercial markets may be secured for portions of the kitchen products, and in this connection Mrs. O'Leary's bulletin to which reference has been previously made, will be found very suggestive. A course such as outlined will indicate the possibilities of catering, lunch room keeping, as well as other lines, from the vocational standpoint. The work in food chem- istry should be an organic part of the course in cooking, for if it is organized as a separate unit, there will be a very strong tendency to present the work from a logical point of view, de- veloping principles from the simple to the complex, etc., out of their relation to home problems. Such an organization, though interesting and good from an academic standpoint, from a practical point of view, will defeat the desired ends. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 139 Costume Design. The present unit of the High School course in drawing, dealing with costume designing, should form the hasis for a course devoted entirely to tins work. It will be noted that, according to the tentative proposals, those pursuing sew- ing courses will take costume designing, and that therefore the two courses must be closely correlated. Hoyne Management. This course should deal with the selec- tion of the home, considering location, sanitation and cost ; the decoration and care of the home, including selection of furni- ture, pictures, draperies and wall paper ; the distribution of in- come for various needed expenditures and other problems re- lated to home management. All the needed work in drawing and design should center about the problems indicated. Household Physics. The present course in household physics, now open to senior girls, should be provided for girls in the second year vocational course. A course upon the basis of the one as now taught will be highly satisfactory. Millinery. The work in millinery should include making of trimmings, flowers and hat frames, as well as frame covering, hat decorating and remodelling. Straw sewing might also be taught in certain seasons. Salesmanship. This course should be organized in the voca- tional department, rather than the commercial department, because success in this work for women is largely conditioned upon a knowledge of color, textiles and garment construction. It should include the necessary arithmetic, study of methods of selling, etc. d. Vocational Courses Departments and Courses. Upon completing the courses out- lined for the first and second years, girls should select either the home making or trade courses, and in the case of the trade courses, should select one or two trades. Trade courses, how- ever, should be open to those girls before completing the two years 'work, who might profit most by them. The homemaking courses should include those elements of theory and practice directly related to homemaking along the lines previously suggested. 140 INDUSTRIES AND SCHOOLS OF HAMMOND The following trade courses might be provided: Dressmaking Costume Designing Millinery Cooking Nursing Salesmanship It will be impossible to make provisions at once for all these trade courses, and only those lines should be started which can be carried out in first class order. e. Equipment In the new High School building, one wing, or a considerable part of one floor, will be necessary for the Vocational Depart- ment for girls. It is thought that the provisions for the De- partment in the plans for the new High School are adequate, if the laboratory room in the southeast corner of the third floor could be used for girls' work, thereby giving this department the entire unbroken wing. Sewing. There should be at least two rooms exclusively de- voted to sewing and millinery and textile work. They should be large and well lighted. A small fitting room is also essen- tial. The rooms should be equipped with cupboards for stock and lockers for girls' work, individual sewing tables and one large cutting, pattern and draughting table. Sewing machines and one or two looms are necessary. The sewing tables should be made by the boys enrolled in the shop courses. A separate room for textile study is thought unnecessary. Cooking. It is strongly recommended that the so-called unit system of kitchens be adopted for one of the cooking lab- oratories. By this arrangement an alcove, section of a room, or small room is provided for each group of four or five girls, and each unit is equipped as home kitchen. A common pantry and store room is necessary. Three or four such unit kitchens will probably meet the present needs. For a complete descrip- tion of this home unit kitchen plan with pictures and descrip- tion of kitchens so equipped and successfully operated, see pages 26 to 30 "Cooking in the Vocational School," by Mrs. O'Leary.* Adjoining these unit kitchens or the regular cook- ing room, there should be a room equipped as a food chemistry laboratory. * Ibid. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 141 Studio. Iii all probability, two studio rooms will be needed to accommodate the various phases of design necessary to meet the needs of the vocational department. Each studio room should be properly lighted and provided with cupboards for stock, lockers for pupils ' boards and work, and also individual studio stands. Each room should be designed for a class of about fifteen or twenty pupils. Household Physics. This course may be conducted in the regular physics room. Salesmanship. No special room is necessary for this work. Provision for Growth. One or two years' experience in con- ducting girls' pre vocational and vocational courses will doubt- less indicate the need for enlargement of the lines suggested and the introduction of altogether new lines. It is therefore rec- ommended that at least three rooms other than those required for the courses suggested be provided for the use of the vocational department. § 3. Courses for Regular High School Students. Shop Courses. The shop courses outlined should be open to regular high school students, but such students should not be enrolled in the same classes with the boys whose work primarily falls in the vocational department and who spend one-half of their time in shop work. Time schedules, in keeping with the regular high school program should be followed by the boys electing industrial courses. Industrial Chemistry. There is an unlimited field of oppor- tunity in industrial chemistry, for those properly trained, or even with a preliminary training. Chemists are employed in four of the Hammond establishments and other factories send materials to Chicago to be tested and analyzed. Such a course should be open to Juniors, and while it must be broad in scope to develop fundamental principles, the practical applications as related to the iron and steel industry, food preserving, glue making, textiles and other primal industries, should dominate. Draughting. The present course in draughting is well organ- ized and splendidly taught and is admirably suited to boys who wish to become draughtsmen and engineers. This course, however, should not be confused with the one suggested for boys majoring in industrial courses. To achieve success in 142 INDUSTRIES AND SCHOOLS OF HAMMOND draughting, a general high school education is necessary. It is recommended that the present course be continued as it is now organized, but that pupils be graded more closely so that one class will contain only boys of the same high school grade. This is needed in order to simplify the problem of instruction. Homcmaking and Trade Courses. The courses outlined and suggested for the vocational department for girls, should be open to those pursuing the regular high school course. These girls, however, should be enrolled in separate classes, and time schedules should be in keeping with other courses elected and the high school program. PART 4. EVENING SCHOOL COURSES There are three general problems in night school work and, of the three, the last is by far the most difficult. 1. To provide courses actually needed in the com- munity. 2. To enroll students in the evening school for whom those courses were designed. 3. To retain enrolled students in regular attendance for the duration of the course. Neighborhood Buildings. Considering the varied composition of the residents of Hammond and the scattered settlements in various parts of the city, this question is of vital importance : Will one centrally located night school meet the needs, of the City? An estimate made of the number of men and women living in the vicinity of the Standard Steel Car Plant, who at- tend evening school courses, shows that relatively very few were reached. For example, in the general courses 42 women were enrolled, and only two were from this district; and, of an enrollment of 214 women in the household arts course, but two were from this section. In the general courses, the percentage of males from this section was somewhat higher, there being 25 of a total enrollment of 144. A neighborhood school is necessary to serve the needs of this district. With the adoption of the plan suggested by the Super- intendent of Schools to construct ;i small school in this district, and to incorporate in the building provisions for a social center, the problem of night school work for these people will be greatly simplified. This will be particularly helpful in provid- ing the necessary courses for women and girls in the various SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 143 phases of household arts. It is, therefore, recommended that provision be made for building a small school in this district as soon as possible, and that this building contain provisions tor a social center and include recreation rooms, kitchen, living room, bed room, sewing room, etc. This building should be the center for the social work of the neighborhood, for district nurses, social workers and others. When cottages are provided for the household arts work of the elementary schools, these might be used also at night for courses for women of the neighborhood. Evening School Records. In studying the whole problem ot evening school work, the greatest difficulty is in the lack of adequate records of enrollment, attendance, nationality, occu- pation of students, etc. Simple but comprehensive records of the facts mentioned would afford a basis upon which to de- termine the exact status of the night school : its efficiency, and its success or failure in meeting the problems of the community, and also be helpful in an occupational study of the city. With the rapid development of night schools in Indiana and their increasing service in real educational work, it is important that there be uniformity in records throughout the State, in order to make possible a comparison of results. It is suggested, that, in the near future, principals of night schools m the State meet in conference and work out a simple comprehensive record svsti6m Enrollment and Classification of Students. With 36 night school classes enrolling over 800 students, the problem of en- rollment becomes very difficult, yet much of the success depends upon students being placed in the classes best adapted to their needs. Doubtless many men and women apply for night school work who have not decided upon any specific course or line of work, but who seek general improvement. The selection ot work best suited to the needs and capacities of such students requires careful consideration. The proper enrollment ot a student desiring a specific course, while somewhat simpler, is no less important, for, if he wishes to study arithmetic there may be three or four arithmetic classes, and if he is to receive the maximum return from his attendance and study he must be placed with the class studying the kind of arithmetic he desires and with a group of students of about the same ability and previous education. Nationality and age must also be con- sidered. 144 INDUSTRIES AND SCHOOLS OP HAMMOND The study of the day employment of the students now in attendance in the Hammond night schools, indicates that per- haps certain shifts in classification would simplify problems of instruction and bring about better results. For example, clerks and mechanics are enrolled, in each of the two arithmetic courses ; this is also true of the two classes in commercial arith- metic and in the shop mathematics class. In all of these classes two phases of mathematics are taught, one for the clerks, per- taining to short methods and speed drills; and the other for mechanics, including fractions and decimals, related to indus- trial work. Much would be gained by grouping together, in one or two classes, the clerks who need commercial arithmetic, and in one of two other classes, the mechanics who need shop mathematics. The problem of proper enrollment is harder to meet, how- ever, than is usually appreciated, for students come in large numbers on the opening night, and many are entirely unknown to the Principal and teachers. Unlike day school students they bring no record showing age and previous schooling. A teacher, or committee of teachers, might well be assigned to the problem of enrollment, and their work would also have to include some of the elements of vocational guidance. Methods of Course Organization. No uniform type of course organization and time schedule could be satisfactorily applied to all evening school courses. One course might be scheduled for both terms of the school, another for one term, and still another for but two or three weeks. A course in typewriting, bookkeeping or English for foreigners, would require a con- tinuous session for one or two terms, and, under normal circum- stances, breaking such courses into short units, would seriously impair their efficiency. This type of organization is best suited for general continuation courses. On the other hand, however, the trade continuation courses might well be organized upon the short unit basis : for example, punctuation for compositors, plan reading for carpenters, estimating for contractors, pattern draughting for sheet metal workers, all of which are designed to meet some deficiency or special need or interest for those al- ready within a trade. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 145 § 1. General Courses From the standpoint of attendance, it would seem that the general courses in English, arithmetic and spelling are properly organized and well taught. These general courses, however, reach but few women, and it is thought their usefulness will be greatly increased with the provision for a night school near the plant of the Standard Steel Car Company. These courses are now being taught upon a two-term basis and this is probably satis- factory. § 2. Household Arts Courses The average holding power of the household arts courses is relatively low, being the lowest in millinery and highest in cook- ing. It is thought that these modifications in course organiza- tion would be productive of good results : the organization of a two-term course in each field and several unit courses in each field. The two-term courses will appeal to those who wish to pursue the subject systematically, and who are so situated as to be able to be in regular attendance for one or two terms ; and the short unit courses will appeal to those who wish to pursue special problems for a relatively short period of time. In detail, this would mean that there might be one or two- term courses in plain sewing, dressmaking, cooking and millinery and several short unit courses in certain phases of these subjects. Additional short unit courses, particularly adapted to the needs of home makers, might well be provided, such as home decoration, care and feeding of children, bread making, pickling, preserving, home nursing, laundry work, textile study, dyeing, cleaning, renovating, fitting and shirt waist making. There is very great need for homemaking courses in the vicinity of the Standard Steel Car Company's plant. § 3. Commercial Courses The average attendance of women in commercial courses is very high, with the exception of commercial arithmetic, which is very low for both men and women. All commercial courses are upon a two-term basis, and this is probably necessary for efficient work in all courses save commercial arithmetic, which might well be upon a short-unit basis. Those commercial students whose needs in arithmetic are not met by the short-unit course, should 146 INDUSTRIES AND SCHOOLS OF HAMMOND enroll in the general arithmetic class. Short-unit continuation courses might profitably be established for salesmen and sales- women. In determining needs along these lines, conferences with the Clerks' Union would be helpful. § 4. Industrial Courses Woodworking. The present industrial courses are weak be- cause of the lack of a clear definition of purpose and of adap- tation to the needs of Hammond. The present woodworking class is composed largely of youths under 16, many of whom attend day schools, and has its justification in affording evening occupa- tional work. This cannot be considered a prevocational or vo- cational course, but rather a course in manual training. There are, however, a few mechanics enrolled in this course. It is sug- gested that one general woodworking course be continued, but that in place of the second woodworking course, unit courses be substituted. Attendance in these unit courses should be limited to adults already employed in some phase of woodworking, and these courses should be organized so as to meet specific needs of groups of workers. Shop Mathematics. It is recommended that the course in shop mathematics be open to only those men actually engaged in industrial pursuits, and that it be organized upon a unit basis, including units such as, mathematics for carpenters, machinists, electricians, contractors, sheet metal workers, etc. Mechanical Drawing. The work in mechanical drawing, as now organized, meets the needs of young men who need a system- atic presentation of the subject. From this standpoint, it is a well designed course. It is advised that this general course be continued and that courses on the unit basis be organized to meet specific needs of groups of workers, such as carpenters, electri- cians, plumbers, contractors and sheet metal workers. Electrical Engineering. It is recommended that instead of a general course, aiming to cover in outline the whole field of electricity, a number of unit courses be organized for specific groups of workers : general electricians, electrical device as- semblers, armature winders and motor assemblers. There is very great need in Hammond for those courses, as many of the electrical pursuits, such as armature winding and motor as- sembling, are so specialized that little knowledge is obtained of the whole field and its possibilities. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 147 Other Courses. A study of the Hammond industries has revealed a very definite need for the following trade continua- tion evening courses : General machine shop courses for machinists and ma- chinists' helpers engaged in specialized work. Pattern draughting for tinners, sheet metal workers and their helpers. Electrical theory courses for platers, picklers and elec- trical devise assemblers. Industrial chemistry courses for beeker boys. Color and paint mixing courses for painters and enamell- ers. Industrial hygiene for workers in metal trades, painting, finishing, etc. Some of these courses might be organized upon a short unit basis, for instance, the course— industrial hygiene— might com- prise the following units: method of avoiding and curing lead poisoning; methods of treating burns, cuts and sprains; first aid to the injured ; use of respirators and how to guard danger- ous machines. PART 5. TEACHERS AND DIRECTOR Providing buildings and equipment and outlining courses of study will not accomplish the desired ends of prevocational and vocational education without an adequate teaching force, well trained and conversant with the best educational theory and practice. The initial training of most teachers now employed in the elementary schools of the State, is not sufficient to enable them either to understand industrial life or to interpret it to their pupils. Therefore, one problem is to provide the necessary opportunities for continued training while in service. Teachers Grades 1 to 5. There is everything to be gained and nothing to be lost by continuing the present practice in Hammond of having all industrial and related work in grades one to five inclusive taught by the regular class teachers. Only in this way is it possible to relate such courses in an organic manner to the other work of the school. The wisdom of this plan is demonstrated by the results achieved in the first three grades. In order to properly handle the industrial work, how- ever, grade teachers must not only be skilled in the industrial processes adapted to school room procedure, but must also be familiar witli the evolution of industry in all its aspects as well 148 INDUSTRIES AND SCHOOLS OF HAMMOND as present manufacturing methods and industrial problems. To this end, it is recommended that the plans already in operation be continued and extended in order that teachers may become more familiar with the complicated industrial life of the city and the latest methods of elementary industrial instruction. This has been done in the past by factory visits and conference discus- sions, and might well be enlarged to include lectures, discussions and assigned readings as well as actual manipulative work adapted to school room practice. Shop Teachers Grades 6 and 7. School trained shop teachers are best adapted to the industrial work of the sixth and seventh grades, provided, however, such teachers have had the oppor- tunity of pursuing courses other than woodworking, and are some- what familiar with industrial life by a period of actual industrial employment. It is difficult to see how teachers can be helpful in interpreting an industrial situation to boys, if they themselves have never had any first hand industrial experience. It is strongly urged that definite provisions be made for giving the shop teachers the opportunity of becoming more familiar with the industrial life of the community. This might be done in a number of ways : by releasing them for half a day during one semester for a study of the industries of the city; by providing opportunities for industrial employment during summer vaca- tions ; by granting them a few months leave of absence for this purpose; by spending a period of time in social service; by a detailed personal analysis of some industry or some form of industrial "survey work." In short, any method should be encouraged which will result in broadening the actual outlook and vocational skill or familiarity with modern industry. It is thought that very much would be gained by employing some of the industrial teachers for twelve months in the year in the same manner that agricultural agents are now employed in Indiana. This policy has been partly pursued in times past by employing one manual training teacher for the eight weeks sum- mer session. During the summer, attention could be given to the formation of part time classes or to a study of the work of boys and girls under lfi years of age, or to co-operate supervision of boys and girls working in stores and factories upon working permits. If shop teachers are ever to become familiar with in- dustrial life as it actually exists, and with the means of achieving industrial evolution, they must live with the situation and study it in all its phases. SUGGESTED PROVISIONS FOR VOCATIONAL EDUCATION 149 Household Arts Teachers Grades 6 and 7. School trained teachers are without doubt best adapted for the household arts courses for sixth and seventh grade girls. However, school training is not alone sufficient for the Hammond situation, as women teachers must attempt to interpret the work of the com- munity to girls, just as men teachers must to the boys. It is strongly advised that some of the household arts teach- ers be employed for twelve months of the year, and that during the vacation period, they engage in some form of social service, industrial employment or investigation, or in studying the work of girls upon working permits. Shop Teachers High School. In the main, it is essential in Hammond that shop teachers in the vocation department, be recruited from among the ranks of journeymen workmen. In the event of the employment of such journeymen workmen as teachers, provision must be made for giving them the necessary training in school room procedure and methods of instruction. Such training courses for shop teachers might be in charge of the Director of Vocational Education, or these ends might be accomplished by encouraging such men to attend University Summer Sessions or Extension Courses. For the related voca- tional courses, such as industrial chemistry, mathematics and mechanical drawing, it is essential that technically trained teach- ers be employed and that their practical industrial experience be as broad as possible. Homemaking and Trade Teachers High School. It is thought that the ideal equipment for women teachers of homemaking and trade subjects should include technical and professional training, together with practical or trade experience of the subjects which they teach. Some teachers in this department may have pro- fessional training supplemented with trade experience, while others might have successful trade experience supplemented by professional training. There is little hope, however, of estab- lishing a vocational department, which will meet the needs of Hammond girls, with only professionally trained teachers. Director of Vocational Education. Competent directive leadership is essential in the development of the various phases of the work outlined. It is, therefore, recommended, that a director of vocational education be employed as soon as the services of a competent man may be obtained. The director should have general supervision of all phases of prevocational and vocational 150 INDUSTRIES AND SCHOOLS OP HAMMOND instruction and should work under the direction of the Superin- tendent and in co-operation with the Primary Supervisor, Art Supervisor, High School Principal and Night School Principal in the development of a scheme of vocational education adapted to the needs of Hammond. APPENDIX SOURCES AND METHODS OF DERIVING DATA AND FORMS USED Chapter I. Facts Concerning the People op Hammond Source: Report of 1910 United States Census Table 1. Growth of Hammond and Other Cities. . . .Vol. 2, p. 568, 569 2. Composition of Population Vol. 2, p. 568, 569 3. Nativity of Population Vol. 2, p. 568 4. Age Groups of Population of Hammond. . .Vol. 1, p. 492, 5. Age Groups of Population of Indiana Vol. 1, p. 373 6. Sex Distributions Vol. 2, p. 568 7. Illiteracy Vol. 2, p. 568, 569 Chapter II. The Industries op Hammond PART 1. IMPORTANCE AND SCOPE OF INDUSTRIES Sources: Report of the 1910 United States Census, Factory Visits and Factory Reports. Table 8. Increase of Workers in Manufacturing Establishments Vol. 9, p. 324, 327 9. Percentage of Population Employed in Manufacturing Establishments Tables 1 and 8 10. Size and Products of Hammond Man- ufacturing Establishments Factory Visits and Reports PART 2. INDUSTRIAL PURSUITS OF HAMMOND Sources: Factory Visits and Reports Methods of Obtaining Facts A complete list of the manufacturing establishments of Ham- mond was obtained from the 1913 Report of the State Bureau of Inspection and the classified section of the latest Hammond telephone directory. Arrangements were then perfected for a personal visit to each of the large factories. The Superintendent of Schools telephoned the owner or manager of each plant and briefly explained the nature of work to be done and the day and hour for the visit was agreed upon. No forms were used in obtaining the facts concerning any phase of the factory work, or the number employed in various trades. 151 152 INDUSTRIES AND SCHOOLS OP HAMMOND The time spent in the plants varied from a few hours to three days. In many cases, factories were visited several times to obtain additional facts or confirm facts previously obtained. Written notes were carefully made of all observations. In this manner a report from each factory was obtained con- cerning the following : The Factory organization ■ departments within the factory ; and individuals in each department. The data regarding the factory organization included : Approximate date upon which the factory was opened. Whether or not it was permanently located in the city. The specific products. The dull, normal and busy season. Approximate number of male and female wage earners em- ployed in each season. Approximate number of male and female wage earners em- ployed at the time of the visit. Number of working permit boys and girls, as well as those under 17 years of age, employed at time of visit and at other times. Departments in which these boys and girls worked. The prevailing nationalities of wage earners. The various departments within the factory. How workers are recruited for each department. Shift of workers from department to department. The data regarding each department included: The number of foremen and forewomen. The number of male and female workers. Prevailing nationalities. The number of working permit boys and girls, those under 17 years of age, and what they were doing. The manufacturing processes. The materials used. The machines used. The provision for promoting workers from one job to another. The extent to which the department trains the new workers, or promotes upon increased efficiency. Provision for shifting workers from one department to another. Estimated number who were unable to read or write English or understand verbal orders in English. Approximate number enrolled in various night school courses. The data regarding individual workers included : Sex. Nationality. Age, as to whether or not worker was under 17 years. Trade or work in which engaged. Whether machine or hand process, description of processes and skill required. APPENDIX 153 Probable lines of promotion. Obvious deficiencies in technical or general education affecting efficiency in present work or future promotion. Specialization of processes, and whether or not the factory was so organized that a young worker could learn a trade. Obvious hazards to which workers were exposed. Facts concerning' the small tailor shops, job printing shops, plumbing shops, and lumber and planing mills were obtained by a telephone conversation. After the facts were gathered from all factories, a classification of all workers was made according to sex and trade or pursuit in which engaged. The tables indicating size and products of Hammond establishments, the number and sex of workers in each trade, and the summarized description of the work involved in each trade or pursuit were thus derived. The approximate number of men and women in trades and pursuits, other than those represented in Hammond manufactur- ing establishments, was obtained from officials of the local labor unions. After this Chapter was prepared, typewritten copies were mailed to various manufacturing establishments and to workers with the request that the report be carefully reviewed, noting corrections or additions. Where inaccuracies w T ere noted, neces- sary corrections were made. 11 154 INDUSTRIES AND SCHOOLS OP HAMMOND Chapter III. Work of Young People Under 17 Years of Age PART 1. STUDY OF WORKING PERMITS Working permit records, made out on the form herein re- produced, were on file in the Superintendent's office. These records indicated the employment in which the boys and girls were engaged. Employment Ticket (Location of Office Issuing Certificate) I intend to employ in the (Full Name of Child) capacity of a in the (Name of Occupation) when (Industry) (He or She) presents an age and schooling certificate duly signed. (Signature of Employer) (Place of Business) (Father's Name) (Address) (Mother's Name) (Address) (Signature of Child) Date..... 191 In ascertaining the school history of permit boys and girls, reference was made to the files in the Superintendent's office containing individual records of all public school pupils. From these records facts of school proficiency and retardation were obtained. Records were obtained from the form hereafter reproduced. APPENDIX 155 « 4-1 o c3 P O a .2 •^> p, 3 o o 3 a a 04 Pi < 3 u« 3 i P U S aaqoijax uiiax 1st jaqouax •9Ay "U3Q loaiuoQ jpg ^°«a aoaatog o;snj\[ Suiaujjq 3n !*FM A , §o[oisA'q c j W 1 1 1 AqdcjSoaQ w 1 1 1 1 1 Xjoisih ^ 1 1 1 1 JO IBUItUrUQ p | 1 1 Ed 1 1 1 Snjnadg oiiouiqjuy isoq sa-)nuij\[ | Xpatix saanx 1 luasqy sAbq ^uasajj sXuq 1 paAwoay aicQ 1 p.ajsutux