LC 1046 
 .N5 N5 
 1915 
 Copy 1 
 
 --ilEPARTl^ENT OF EDUCATION - THE CITY OF NEW YORK 
 
 A Report 
 
 on the 
 
 Organization and Extension 
 
 of 
 
 Prevocationai Training 
 
 in 
 
 Elementary Schools 
 
 By 
 Dr. William L. Ettinger 
 
 1915 
 
DEPARTMENT OF EDUCAT!ON - THE CITY OF NEW YORK 
 
 A Report 
 
 on the 
 
 Organization and Extension 
 
 of 
 
 Prevocationai Training 
 
 in 
 
 Elementary Scliools 
 
 By 
 Dr. William L, Ettinger 
 
 1916 
 

 X). of D. 
 FEB \1 »916 
 
Department of Education 
 The City of New York 
 
 March 24, 1915. 
 
 Hon. Thomas W. Churchill, 
 
 President, Board of Education. 
 
 Dear Sir: I have the honor to report to you upon the or- 
 ganization and extension of pre vocational training in elementary 
 schools, and the progress of the work to date. It seems to me 
 of more value to make this report more in the nature of an his- 
 torical sketch of what has been done, than to interpret any con- 
 clusions thereon, or to make recommendations as to the future. 
 These will come later. It is fully understood that the work be- 
 ing experimental, any judgments as to its merits or demerits 
 should be withheld until a sufficient term of trial is given to in- 
 sure its proper evaluation. It should be understood also that 
 this work should not be evaluated in terms of the regular aca- 
 demic course of study. 
 
 Very respectfully yours, 
 
 W. L. Ettinger, 
 
 Associate City Superintendent. 
 
Department of Education 
 The City of New York 
 
 January 1, 1915. 
 Introduction of Prevocational Work 
 
 On January" 22, 1914, the Board of Education adopted the 
 following: 
 
 '' 'The Conunittee on Studies and Text-Books respectfully re- 
 ports that it has had under consideration a communication from 
 the Board of Superintendents, under date of January 13, 1914, 
 submitting the following resolution: 
 
 " ''Resolved, That the Board of Education be, and it hereby is, 
 requested to approve the following plan of differentiated experi- 
 mental courses in the seventh and eighth years of Public School 
 62 Grammar, Manhattan: 
 
 "Six courses are recommended, as follows: 
 
 Boys Girls 
 
 1. Academic 1. Academic 
 
 2. Commercial 2. Commercial 
 
 3. Industrial: 3. Industrial: 
 
 (a) Woodwork (a) Dressmaking 
 
 (b) Machine Shop (b) Millinery 
 
 (c) Electric Wiring (c) Pasting and Novelty 
 
 (d) Sheet Metal (d) Power Machines. 
 
 " 'In connection with the foregoing, the Committee on Studies 
 and Text-Books of the Board of Superintendents reported as 
 foUows: 
 
 " 'At the beginning of the 7A grade the pupils will be divided 
 into six sections, i. e., if there are 144 boys in the 7A grade, 
 they will be divided into six sections of 24 l^oys each, in accord- 
 ance with the courses indicated al>ovc, except that the academic 
 and commercial sections may l)e larger than the industrial 
 sections. / 
 
 " 'Take Section 1 and follow its history: It is organized origi- 
 nally as a machine shop class. The pupils spend nine weeks in 
 this woi'k, their afternoons being devoted exclusively to the 
 machine shop work as such. Pupils showing unusually marked 
 aptitude may be considered as having estalilished their choice. 
 Pupils showing marked deficiency in this branch of manual 
 work will lie transferred to the academic divison until the nine- 
 week unit shall have been completed. The teacher in charge, 
 in consultation with the principal, shall be the sole determinant 
 of such aptitude or deficiency. 
 
" 'In the second nine weeks, this section takes a course in elec- 
 tric wiring-, where the same procedure is followed as indicated 
 above. 
 
 " 'In the third nine weeks, this section takes, in the same 
 manner, a course in woodworking*. It is to be understood, 
 however, that the section is progressively decreased by the num- 
 ber of those whose choice is established. 
 
 " 'In the fourth nine weeks, the section takes a course in sheet 
 metal work. 
 
 " 'In the fifth nine weeks, the section takes a commercial course. 
 " 'In the sixth nine weeks, the section takes an academic course. 
 " 'These courses are intended to give to the boy merely an in- 
 sight into the different vocations, in order to disclose to him 
 his bent, if he has any. This will enable him to choose wisely 
 the high school or vocational school in which to continue his 
 education, or the kind of work to i)ursue if he is compelled to 
 leave school at once. 
 
 " 'At the close of the 8A grade, this series of experimental 
 courses will have been completed. During this time a careful 
 study should be made of the entire situation with a view to arriv- 
 ing at a decision on the following questions: 
 
 " '1. Shall the differentiated courses be continued as an ef- 
 fective mode of inducing intelligent vocational selection? 
 
 " '2. Shall such courses constitute the entire contribution 
 of the elementary school in this direction ? 
 
 " '3. Shall a ninth year be added, so as to provide a year 
 and a half of intensive work in that industrial or commercial 
 work wherein special aptitude has been shown?' 
 "Your committee approves of the granting of the request, 
 and submits for adoption the following: 
 
 "Resolved, That the plan for differentiated experimental 
 courses in the seventh and eighth years in Public School 62, 
 Grammar, Manhattan, set forth in the resolution quoted above, 
 be, and it is hereby, approved." 
 
 On January 28, 1914, the Board of Education adopted the rec- 
 ommendation of the Board of Superintendents that the principal 
 of Public School 162, Brooklyn, be authorized to establish an in- 
 dustrial course for girls of the seventh-year grade in connection 
 with the work of the regular course of that year, the course to 
 be followed being that which was recommended by the Board of 
 Superintendents at a meeting held on December 18, 1913. The 
 plan provided for prevocational classes in millinery, dressmaking, 
 novelty work, power machine operating, and home-making. 
 
 In conformity with the above resolutions, the matter of fur- 
 
nishing- the necessary equipment and supplies, and of installing 
 the machinery, was undertaken at once, and finally classes were 
 organized in Pulilic School 162, Brooklyn, in Feljruai-y, 1914, and 
 in Public School 62, G., Manhattan, in April 1914. From the 
 very beginning of the work — as a member of the Committee on 
 Special Schools and Special Classes — it was part of my duties to 
 supervise this experiment. The prevocational work underlying 
 this experiment involves, 
 
 1. Trade preparatory work 
 
 2. Vocational guidance 
 
 3. No loss of essential academic work 
 
 1. The trade or industrial work is to g-ive the boy or g-irl a 
 knowledge of fundamental shop processes, and an acftuaintance 
 with the tools and appliances used in such processes — all work 
 done to be products having a real commercial value. 
 
 2. The vocational guidance is to liecome effective l)y pro- 
 viding that the child shall spend a length of time not to exceed 
 ten weeks in each of the different shops, for the purpose of af- 
 fording an opportunity to discover aptitudes or inaptitudes. 
 
 3. The academic work in English, mathematics, drawing, 
 history, and civics, is strongly related to the shop work. 
 From the al)ove, it can be seen that a brief definition of the 
 
 prevocational work c()ntemi)lated in this experiment is trade pre- 
 paratory^ work plus vocational guidance plus academic training. 
 
 The Visit to Gary 
 
 I had the honor of being a meml)er of tlie party which accom- 
 panied the Mayor and the President of the Board on a visit to 
 the schools of Chicago, Cincinnati and Gary, in June, 1914. 
 
 After our return from the trip, I received the following com- 
 munication: 
 
 "June 18, 1914. 
 "Dr. William L. Ettinger, 
 
 " AHWciate City Snperintemlent. 
 "Dear Dr. Ettinger: I am asking some members of the 
 party that made the trip West to observe the working of voca- 
 tional schools, to send me a report giving their impressions re- 
 garding the educational activities in the various cities visited, 
 with a view to their consideration with reference to the education- 
 al system of The City of New York. 
 
 "I should be exceedingly obliged to you if at the earliest date 
 possible you would let me have a statement from you. 
 "Yours very truly, 
 
 "T. W. Churchill, 
 
 "President, Board of Education," 
 
On July 2, 1914, I replied to this communication, as follows: 
 
 ''July 2, 1914. 
 "Hon. Thomas W. Churchill, 
 
 "President, Board of Education. 
 
 "Deae Sir: In reply to your request of June 18, 1914, asking 
 me to send you a report giving my impressions regarding the 
 educational activities in the various cities visited by the party 
 that made the trip West, with a view to the consideration of 
 these impressions with reference to the educational system of 
 The City of New York, I beg leave to report as follows: 
 
 "As I take it, the aim of the visit was not to compare critically 
 the educational work of the cities visited with the educational 
 activities of The City of New York, but to note, if possible, 
 educational activities and principles which could be used with 
 advantage in our school system, more particularly in the Ime of 
 vocational training. 
 
 "Let me say at the outset, that as far as the discovery of anything 
 new or valuable in relation to the development of vocational work 
 along elementary lines, I saw nothing comparable either in scope or in 
 application with the work of our vocational, schools, or of our prevoca- 
 tional experiment in elementary schools. 
 
 "Let me state briefly the points which appealed to nie as val- 
 uable in themselves and susceptible of application to our New 
 York public schools: 
 
 H; * >'; ^ 5[c ^ 5l< 5[s ^ ^ ^ :f: sf: ;1; ^; ^ ;!< sic 5}: 5t: 
 
 ' 'The Emerson School of Gary, Indiana, embodying the educa- 
 tional ideas of Superintendent William Wirt, is fruitful in valu- 
 able suggestions. 
 
 "It is a grade school, a playground, a workshop, and a social 
 centre ~ all in one, and under one inanagement. It is truly a 
 Communal School; it is a composite school with composite 
 courses, and embraces all grades — kindergarten, elementary, and 
 high school. It has an eight-hour school day — six hours of this 
 time is taken up with the regular school program, including one 
 hour for lunch — and the remaining two hours are spent by the 
 child either in supervised play, supervised industrial occupations, 
 supervised agricultural occupations, or supervised social activ- 
 ities. Superintendent Wirt's idea is to substitute supervised 
 play, and supervised occupational activity, for the non-supervised 
 play of the streets. 
 
 "The administration of the Emerson School embraces the 
 widest use of the school plant. The school is never idle; it is 
 working every day and every week during the year; it accom- 
 modates pupils to the extent of double the number of class sit- 
 
6 . 
 
 tings; it does this tlirough the widest use of shop, auditorium, 
 gymnasium, playgrounds, and gardens. Because of flexibility 
 in grading and promotion, the child who is withdrawn from 
 school for any reason, can resume work without danger of retar- 
 dation. Vacation periods are not necessarily confined to the 
 summer months. 
 
 "On the teaching side. Superintendent Wirt's idea is one of 
 special fitness for the character of subject taught — specially 
 trained teachers for the special sul)jects — the regular grade 
 teacher for the academic subject — the skilled mechanic for the 
 vocational subject. 
 
 "In the Emerson School, vocational guidance begins from the 
 earliest period of school life. The kindergarten pupil sees the 
 pupil at work in the shop; later the pupil is permitted to play in 
 the shop; still later, the child helps the older pupil in laboratory 
 and in shop; finally, he has his opportunity to become a shop 
 worker. Behind it is an impelling motive. Everything which 
 is made in the shop is to be used as a definite part of the school 
 supply, or the school equipment, so that the strongest stimuli- 
 curiosity, interest, imitation, motive, the sense of achievement 
 —are all urging the child in the direction of a vocational aptitude. 
 
 "Here I vmuld add a word of caption. In my opinion, vocational 
 work in the Ememon Sehonl is not the best tijpe of vocational trainimj. 
 The industrial occupations are all organized with a view to reducing 
 the cost maintenance of the school, plant and equipment. The work 
 is, therefore, necessarily restricted to Hie particular articles required 
 in the upkeep of the school. On this side there is a possibility of ex- 
 ploitation of the child without proper regard for higher development 
 in vocational training. 
 
 "Respectfully submitted, 
 
 "W. L. Ettinger 
 
 "Associate City Superintendent.^'' 
 
 On July 14, l',)14, I received the following communication: 
 
 "July 14, 1914. 
 "Dr. Wilijam L. Ettinger, 
 
 "Associate City Superintendent. 
 "Dear Sir: Will you please meet me in Room 202, Hall of 
 the Board of Education, on Wednesday, July 15th, at 3 p.m., in 
 order to discuss with Mr. William Wirt, Superintendent of 
 Schools, of Gary, Indiana, the methods pursued in those schools, 
 and to inquire into the possible experimental introduction of 
 some of these methods into the public schools of this City. 
 "Yours very truly, 
 
 "T. W. Churchill, 
 
 "President, Board of Education." 
 
Superintendent Wirt's Report 
 
 On July 30, 1914, Superintendent Wirt submitted a report 
 to President Churchill. This report contained the following 
 recommendations: 
 
 I. That at least six schools representing different types 
 of facilities be organized on the duplicate school plan in co- 
 operation with community educational facilities. 
 
 II. That school repair and construction shops be estab- 
 lished in these schools, under the control of the Building, 
 Supply, and Auditing Departments. 
 
 III. That these practical shops in connection with the heat- 
 ing and lighting plants, lunch rooms, manual training, domes- 
 tic science and art, etc., be used as pre vocational and voca- 
 tional education laboratories. 
 
 The President requested Dr. Haaren and myself to report up- 
 on the feasibility of Superintendent Wirt's recommendations. 
 On August 11, 1914, we submitted the following: 
 
 ITEMS IN SUPERINTENDENT WIRT'S PLAN WHICH 
 CAN BE PUT INTO OPERATION 
 
 1 . One quarter or thereabouts of the number of classrooms 
 in certain buildings to be remodelled for shops. 
 
 2. Selection of certain schools that have auditorium, shop, 
 and playground space. 
 
 3. The operation of practically duplicate schools in half 
 a dozen selected school plants. The ones recommended for 
 this are: 
 
 P. S. 64 and 95, Manhattan 
 
 P. S. 47, Bronx (afterwards changed to P. S. 45, Bronx) 
 
 P. S. 5 and 158, Brooklyn 
 
 P. S. 77, Queens (afterwards changed to P. S. 85, Queens) 
 
 P. S. 1, Richmond 
 These schools can be arranged on the duplicate school plan, 
 provided the necessary alterations are made; namely, the conver- 
 sion of certain classrooms into workshops and the equipment of 
 tne workshops. 
 
 ITEMS WHICH CAN BE PUT INTO OPERATION 
 WITH MODIFICATIONS 
 
 The matter of conducting a school, including high school 
 grades in the one building, can be put jnto operation in 
 P. S. 1, Richmond 
 P, S. 47, Bronx 
 
The reason why these schools are selected, is that they ai-e at 
 a great distance from regular high schools and would att'ord 
 high school training to children who would not otherwise attend 
 high school. 
 
 The objection to putting high schools in the other schools, is 
 that it is unnecessary to conduct a separate high school in ele- 
 mentary school buildings, when fully equipped complete high 
 schools, offering a number of advantages, are within reasonable 
 distance of the pupils' residences. 
 
 ITEMS WHICH WE DO NOT APPROVE 
 
 1. The placing of children under twelve years of age in reg- 
 ular shops. 
 
 2. The confining of vocational training to repair work to 
 I'educe the cost of maintenance. We believe that vocational 
 work should not be confined to repair work and other work, 
 merely for the purpose of reducing the cost of maintenance. 
 We believe that vocational training should be conducted ac- 
 cording to a definite program and should be an integral part 
 of the school course. Such work should be brought into 
 close relation with the regular academic work of the grade. 
 After a careful examination' of tlie program of the Gary schooh,a^ 
 
 dated by Superintendent Wirt, we have been unable to find a definite 
 plan of vocational training contained therein. 
 
 Although we can put duplicate schools into one building, we do 
 not believe in dividing the responsibility between two principals 
 or of dividing the work of principals so that one would have 
 charge of instruction, and the other of the business side. What 
 we propose is to put all the work in a building under the charge 
 of one principal, and give him an able assistant. 
 
 Finally, we desire to call the attention of his Honor the 
 Mayor, and of the President of the Board of Education, to the 
 fact that this work will require additional service from the 
 teachers and the principals, and that additional compensation 
 for this extra service ought to be provided if the work is to be 
 a success. 
 
 We suggest that one thousand dollars ($1000) be added to the 
 salary of the principal in charge, and that the salary of each 
 teacher be increased by one-sixth of the amount fixed for such 
 teacher in the present schedule. 
 
 Our plan contemplates such an adaptation of the work which, 
 while it will provide for the visitation of the shops by children 
 of the first four years, will not i-equire them to w^ork in the 
 shops. It will also provide a definite plan of vocational train- 
 ing for the children in the last two years of the course according 
 to the lines laid down in the experiment now being conducted in 
 
9 
 
 Public School 162, Brooklyn, and Public School 62, Manhattan. 
 
 J. H. Haaeen, 
 W. L. Ettinger. 
 
 On August 12, 1914, Dr. Haaren and myself attended a con- 
 ference at the Mayor's office. The President of the Board, the 
 Mayor, and others were present at the conference. The plan 
 outlined above was discussed and approved, and the Mayor ex- 
 pressed his desire that the work should proceed as rapidly as 
 possible. It was understood that immediate steps would be take- 
 en to make the structural changes necessary to convert class- 
 rooms in the several school buildings into shops. Superin- 
 tendent Wirt, who was in Gary, was requested to come to New 
 York. This he could not do at the time. Thus it became 
 necessary to proceed without the benefit of his presence and 
 assistance. At your request SuiDerintendent Snyder and myself 
 visited school buildings with a view to determine what changes 
 should be made. Mr. George J. Loewy, Principal of the Murray 
 Hill Vocational School, was asked to give us the benefit of his 
 expert knowledge. During the remainder of the month of 
 August many schools were visitedand thoroughly inspected with 
 a view to ascertain their suitability for the establishment of this 
 experiment. After many visits, we finally selected the follow- 
 ing schools: 
 
 P. S. 64, Manhattan - William E. Grady, Principal 
 
 P. S. 96, " -John E. Wade, 
 
 P. S. 5, Brooklyn - William J. O'Leary, 
 
 P. S. 168, " - William F. Kurz, 
 
 P. S. 86, Queens - John J. Dempsey, 
 
 leaving the school in The Brpnx, and the school in Richmond 
 to be determined thereafter. I desire here to bear witness to 
 the energy and co-operation of the Building Bureau, particularly 
 Superintendent Snyder, for the rapidity and thoroughness with 
 which the structural changes in the schools' were effected. Too 
 much credit cannot be given to Mr. George J. Loewy, Principal 
 of the Murray Hill Vocational School, whose advice in the 
 matter of these changes undoubtedly saved the Building Bureau 
 considerable expense, and who designed and planned the equip- 
 ment of the shops down to the smallest item. When the scliools 
 opened in September, the changes had been made, and all that 
 remained was to install the equipment. This was necessarily the 
 slowest part of the work, as the several amounts involved made 
 it necessary to print the specifications and to receive bids. 
 
 Nevertheless, the equipment has been completed and the shops 
 are in operation. 
 
10 
 
 Authorization of the Experiment 
 
 On September 16, 1914, the following communication was 
 read at the meeting of the Board of Education: 
 
 "New York, Septemher 14, 1914. 
 
 "To the Members of the Board of Education, 
 
 "Ladies and Gentlemen: His Honor the Mayor, as you 
 are well informed, has manifested a gi-eat interest in industrial 
 education. He appreciates the efforts that have been expended 
 in this city along- the line of vocational education, which have 
 resulted in the establishment of day vocational and trade schools, 
 of evening trade schools, of continuation classes of various 
 kinds, and of prevocational education. He desires, however, to 
 have a greater extension of this work than has been possible 
 heretofore with the means at the command of the Board of 
 Education. 
 
 "He has recently visited several cities of the West, which 
 present unusual forms of industrial education, has invited some 
 of the leaders in these movements to present their views on 
 education before the citizens of New York, and has, in conjunc- 
 tion with myself, invited two of these leaders to spend some 
 time here and to report on ways and means of improving the 
 conduct of industrial education and of introducing new fea- 
 tures into it. Two of these educators have submitted reports, 
 one looking to the introduction of the part-time and to the ex- 
 tension of the continuation scheme of instruction, and the other 
 looking to the introduction of an idea whereby two schools, prac- 
 tically independent, may be made to occupy the same building 
 with a program arranged for the recreation of the pupils, as 
 well as for their instruction in industrial work. This plan also 
 involves the extension of the school day to eight hours. 
 
 "These reports were submitted by me to two of the Associate 
 City Superintendents and were studied carefully. The result of 
 these studies was presented at a conference which his Honor the 
 Mayor held. There were present several of the leading City offi- 
 cials, the chairmen of some of the committees of this Board, some 
 of the executive officers of the bureaus of the Board of Education, 
 as well as two Associate City Superintendents and myself. 
 
 "As a result of this conference, his Honor the Ma^yor, with 
 the advice of the City Comptroller and the gentlemen referred 
 to, agreed to further an application for setting aside about two 
 hundred and fifty thousand dollars ($250,000) for the purpose of 
 introducing a scheme of prevocational work in about six elemen- 
 tary schools, in which recreation would have a prominent part 
 of the school program. The sum set aside was also to cover 
 the expense of putting into operation continuation and i3art-timQ 
 
11 
 
 instruction in manual high and commercial high schools, and to 
 provide added equipment for present workshops in order that 
 manual training along vocational lines might be extended. These 
 conclusions were arrived at after careful consideration. I present 
 them to this Board in the hope that steps will be taken at once 
 to put what was agreed upon at the conference into operation. 
 
 "I suggest that the Board waive all By-Laws that may stand 
 in the way of the successful opei^ation of these plans, in order 
 that whatever there is of value or of possible benefit in such 
 education in this City may be covered, unencumbered by anything 
 which might militate against the success of the experiment. 
 
 "Further, in order that this work may be carried to a success- 
 ful issue, I recommend that the City Superintendent of Schools 
 be requested to assign two of the Associate City Superintendents 
 to develop the work of vocational and industrial education in our 
 schools; that these Associate Superintendents have full jurisdic- 
 tion in the matters of vocational and industrial training in the 
 manual high and commercial high schools, as well as in voca- 
 tional, trade and elementary and evening schools. I request the 
 Committee on Vocational Schools and Industrial Training of the 
 Board of Education to co-operate, as I know they will, in the 
 furtherance of this experiment, and I recommend that the Board 
 of Superintendents be requested to give the Associate Superin- 
 tendents to be assigned to this work all latitude in this matter. 
 
 "I feel that this is an important forward step in education. 
 I ask your co-operation and the co-operation of all citizens, as I 
 feel con^dent that the results of these experiments will go far in 
 extending the important work in industrial training already 
 under way. 
 
 "Respectfully yours, 
 
 "T. W. Churchill, 
 
 "President, Board of Ed Jication.''- 
 
 At the same meeting, the following was presented from the 
 Board of Superintendents: 
 
 "New York, September 15, 1914. 
 "To the Board of Education.- 
 
 "I have the honor to present the following resolutions, which 
 were adopted bj' the Board of Superintendents at a meeting held 
 on the 14th inst: 
 
 " ^Resolved, That the Board of Superintendents recommends to 
 the Board of Education, the introduction of prevocational train- 
 ing in connection with social activities in Public Schools 64 and 
 95, Manhattan; Public Schools 5 and 158, Brooklyn;Public School 
 85, Queens; and in one school in The Bronx, and one school in 
 
.12 
 
 Richmond to he hereafter selected; and that the subjects to be 
 taught therein shall be, in addition to the academic studies, work 
 in wood and metal, printing-, electric wiring and installation, 
 trade drawing and industrial sul)jects for girls (sewing, dressmak- 
 ing, millinery, novelty work and housekeeping.) 
 
 " 'Re solved. That the accompanying time schedule of a plan for 
 providing for vocational instruction in the schools, as presented 
 to the Board of Superintendents on Septeml»er 10,1914, by As- 
 sociate City Supermtendent Ettinger, and elaborated by the 
 Committee on Studies and Text-Books of the Board of Superin- 
 tendents, be approved, and that notes of exi)lanation to this plan 
 l)e prepared. 
 
 " 'EerWlved. That the Board of Superintendents recommends to 
 the Boai-d of Education that the necessary supplies for these 
 classes be furnished and that the etiuipment necessary for carry- 
 ing on this work be installed in the schools.' 
 
 "Respectully submitted, 
 
 "William H, Maxwell, 
 
 "Cliainiian, Board of Supevmtendents." 
 
 The time schedule referi-ed to in the second i-esolution of the 
 Board of Supei'intendents and afterwards designated in the ex- 
 planatory schedules as Schedule G, is as follows : 
 
13 
 
 
 SCHEDULE G 
 
 
 
 
 Time Schedule 
 
 
 
 X School 
 
 Y School 
 
 8.30 to 9.30 
 
 Regular \ ' 
 
 classes ( Academic 
 Vocational I work 
 
 classes; 
 
 Vocational cl 
 
 asses in shop 
 
 9.30 to 10.30 
 
 Regular \ 
 
 Vocational ci 
 
 lasses in shop 
 
 
 classes ( Academic 
 
 Regular classes in audit o- 
 
 
 Vocational (" work 
 
 ~ rium, gymnasium, play- 
 
 
 classes; 
 
 ground 
 
 
 10. 30 to 11.30 Vocational classes in shop 
 
 Regular ) 
 
 1 
 
 
 Regular classes in gymna- 
 
 classes ( 
 
 ^ Academic 
 
 
 sium, auditorium, play- 
 
 Vocational I 
 
 work 
 
 
 ground, etc. 
 
 classes -' 
 
 1 
 
 11.30 to 12.30 Lunch 
 
 Regular "] 
 
 1 
 
 
 
 classes i 
 
 ' Academic 
 
 
 
 Vocational j 
 
 , work 
 
 
 
 classes J 
 
 1 
 
 12.30 to 1.30 
 
 Regular \ 
 
 classes ( Academic 
 Vocational ( work 
 
 classes ' 
 
 Lunch 
 
 
 1.30 to 2.30 
 
 Vocational classes — 
 
 Vocational classes- 
 
 
 Shop 
 
 Academic 
 
 
 
 Regular classes 
 
 Regular classes 
 
 
 1.30 to 2.00— Academic 
 
 1.30 to 2.00 — 
 
 Gymnasium, 
 
 
 work 
 
 
 auditorium, 
 
 
 2.00 to 2.30^-Gymnasium, 
 
 
 playground 
 
 
 auditorium, 
 
 2.00 to 2.30 — 
 
 Academic 
 
 
 playground, 
 
 
 
 
 etc. 
 
 
 
 2.30 to 3.30 
 
 Vocational classes- 
 
 Regular ] 
 
 1 
 
 
 Shop 
 
 classes ( 
 
 J. Academic 
 
 
 Regular cla.sses— at play 
 
 Vocational ( 
 
 work 
 
 
 or in social activity 
 
 classes J 
 
 1 
 
 3.30 to 4.30 
 
 Vocational \ 
 
 Vocational ' 
 
 ( 
 
 
 classes I Play, social 
 
 -classes 
 
 J, Play, social 
 
 
 Regular ( activity, etc. 
 
 Regular ( 
 
 activity, 
 
 
 classes) 
 
 classes; 
 
 ' etc. 
 
 This program was tentative, and subject to modification. 
 
 At the same meeting, Mr. Gillespie, on behalf of the Committee 
 on Elementary Schools, offered the following- resolutions, which 
 were adopted by- a unanimous vote: 
 
 "Resolved, That the Board of Education approves of the organ- 
 ization of prevocational work in Public Schools 64 and 95, Man- 
 hattan, in Public Schools 5 and 158, Brooklyn, and in Public 
 School 85, Queens, and requests the City Superintendent of 
 Schools to assign Associate City Supermtendent Ettinger to the 
 organization and supervision of vocational schools and of prevo^ 
 cational classes iu elementary schools. 
 
14 . 
 
 ""Resolved^ That any provisions of the By-Laws inconsistent 
 therewith be, and they arc hereby, suspended for the purposes 
 of the foreooinj>' resolution." 
 
 On September 21, 1914, I received the following- communica- 
 tion fi-om the City Superintendent of Schools: 
 
 "September 21, 1914. 
 
 ""Dk. William L. Ettinger, 
 
 Associate City Supe7-i}itendeHt. 
 
 "Dear Sir: In accordance with a resolution adoted l)y the 
 Board of Education on September sixteen, which reads as follows: 
 
 " 'Resolved^ That the Board of Education approves of the organ- 
 ization of prevocational work in Public Schools 64 and 95, Man- 
 hattan, in Public Schools 5 and 158, Brooklyn, and in Public 
 School 85, Queens, and requests the City Superintendent of 
 Schools to assign Associate City Superintendent Ettinger to the 
 oi-ganization and supervision of vocational schools and of prevoca- 
 tional classes in elementary schools. 
 
 'Thereby assign you to the supervision of vocational schools 
 and of prevocational classes in elementary schools. 
 
 "You will be good enough to report to me all instructions which 
 you issue to the principals of these schools, and of recommenda- 
 tions made by principals, and to notify me of all conferences you 
 hold, and, generally, to keep me informed of the progress of the 
 experiment. 
 
 "Very truly yours, 
 
 "W. H. Maxwell, 
 
 City Superintendent of Schools.^' 
 
 On September 9, 1914, anticipating the program afterwards 
 adopted by the Board of Education, and desirous of beginning- 
 the organization of the work at an early date, I had called a con- 
 ference of the pi'incipals of Public Schools 64 and 95, Manhattan; 
 5 and 158, Brooklyn; and 85, Queens, and laid before them the 
 pi'ogram afterwards submitted to the Board of Superintendents 
 for their approval. The princii)als were instructed 
 
 1. To organize their schools on a two-unit plan; i.e., two 
 duplicate schools in one building. 
 
 2. To provide for a wider use of a gymnasium, auditorium, 
 and playground. 
 
 3. To take advantage of pul)lic libraries, parks, and indus- 
 tries, and home co-operation. 
 
 4. To select their teachers, and organize their shops imme- 
 diately upon the installation of the necessary equipment, 
 
15 
 
 5. To be careful that the program involved no loss of aca- 
 demic training for pupils not in pre vocational classes, and to see 
 to it that the academic training of the pupils in prevocational 
 classes was strongly related to the shop work. 
 
 6. To communicate with the parents of the children in the 
 seventh and eighth-year grades for the purpose of ascertaining 
 whether they desired their children to undertake the prevoca- 
 tional course. 
 
 T. To point out to the pupils and to the parents the char- 
 acter of the courses offered to pupils taking prevocational work. 
 The following is a sample of the circular sent by the princi- 
 pals of the schools to the pupils of the seventh and eighth- 
 year classes, and to the parents of these pupils : 
 
 P. S. 64, Manhattan 
 September, 1914. 
 
 CIECULAR OF INFORMATION CONCERNING 
 PREVOCATIONAL CLASSES 
 
 Pupils of 7th and 8th year classes, and parents of satd pupils. 
 
 I. — The Board of Education is prepared to offer to pupils of 
 this school a choice of two courses of study to be followed 
 . by 7th and 8th year classes. 
 The courses planned at present are, 
 (la) An Academic Course, preparing for graduation and for 
 entrance into a high school such as DeWitt Clinton, 
 High School of Commerce, or East Side Evening High 
 School. The studies pursued in this course are the or- 
 dinary school subjects including manual training in the 
 work shop. 
 {b) Prevocational Academic Course, preparing for graduation 
 and for entrance into the Murray Hill Trade School, and 
 Stuyvesant High School, the Hebrew Technical School 
 (on application), or the various technical courses offered 
 in the evening in such schools as the East Side Evening 
 High School (P.S.20), Stuyvesant High School, Hebrew 
 Technical School, P.S.27, in East 42d St., etc. 
 In this Prevocational Course, there will be two groups of study: 
 First - Academic work consisting of the essentials of English, 
 arithmetic, science, history, and geography, and 
 
 Second - The study of the theory and practice of mechanical 
 drawing, freehand drawing, electric wiring, garment design, join- 
 ery, sheet metal work, machine shop practice, printing, plumb- 
 
16 
 
 ino", and sign painting. The chief aim of these courses, which pro- 
 vide 3 hours of instruction daily, is not to prepare boys directly for the 
 trades, but to help them to discover whether or not they have the ability to 
 follow up the study of any one of the several trades in the advanced 
 schools already mentioned above. 
 
 II, After careful consideration of this matter, you and your 
 
 son are requested to sign the card that accompanies this 
 notice, indicating by the use of the numbers 1,2,3 in 
 the left margins the three courses to which you give 
 preference. On Thursday morning the pupil shall 
 return the card to the teacher fully endorsed. 
 III. — In order to assist you to reach a decision in this matter, 
 your attention is directed to the following: 
 {a) The choice of courses is purely voluntary. However it 
 will hardly be possible to accommodate in the shops all 
 the 7th and 8th year pupils who will wish to take the 
 various courses. The principal will make the best 
 assignments possible under the circumstances. 
 (b) Both courses lead to graduation in this school at the close 
 
 of the 8th year. 
 (r) In case your son's mental ability and inclinations, and your 
 financial ability are such as to make it desirable for him 
 to study a profession or to enter commercial life, the 
 regular academic course will prepai-e him for graduation 
 and admission to such high schools as DeWitt Clinton, 
 and High School of Commerce. 
 {d) However, in making your choice, remember that of every 
 hundred people in the United States only 30 work outside 
 the home, and of that 30, two are in professional life, 
 while 6 are in domestic service, and 9 are in manufac- 
 turing and mechanical work. The shop classes are 
 intended to help this last group, into which most of our 
 pupils always go, to discover the line of work for which 
 they are best fitted. Instruction in various sulijects in 
 periods of 10 weeks each should enable each boy to dis- 
 cover his ability to do a certain line of work. 
 (e) The value of such training both to the individual pupil 
 and to the city can easily be presented in terms of money. 
 The average graduate or the pupil who leaves school during 
 the 6th and 7th years, has little or no knowledge of the line of 
 work he is best fitted to do, or the kind of job that in the 
 long run will pay the greatest wages. Of the 40,000 boys who 
 secure work papers each year in this city, many go into "blind 
 alley" jobs, such as messenger boy, newsboy, errand boy, wagon 
 boy, etc., or into trade or factory jobs that require a low degree 
 of skill. In a short time they reach the highest possible wage 
 
1? 
 
 paid to workers in that line of business, and must seek new 
 employment if they wish to secure either greater wage or a better 
 chance of advancement. All the time thus spent in the "blind 
 alley" job is wasted. On the other hand, a pupil who has dis- 
 covered his real abilities and has remained in a school long 
 enough to develop a fuller skill and more complete knowledge, 
 has a much better chance to gain high wages in trades that al- 
 ways present opportunities of advancement to the diligent compe- 
 tent worker. 
 
 The following comparisons based on recent investigations 
 should be carefully considered: 
 
 The unskilled laborer with little training, at the age of 22 earns 
 $10 a week, and seldom earns a higher wage. Thus, assuming 
 that he works 52 weeks a year for 20 years, his net earnings are 
 $10,400. 
 
 The trade worker with little schooling and shop instruction 
 only, at 22 years of age, earns $13.25 a week; he may finally earn 
 as much as $16 a week. His greatest net wages for 20 years 
 will amount to $16,540. 
 
 On the other hand, trade workers with a good elementary school 
 education who enter trade schools and remain there until 18 or 19 
 years of age, earn $12 a week on their entrance into trades, and 
 rapidly rise to $20, or $25 a week. His net income, as the result 
 of this additional preparation, is $26,000 for the same period, or 
 2/^ times greater than that earned by the unskilled learner. In 
 other words, the net dividend on the education to be gained in 
 the combined elementary and trade school would amount to 
 $15,000. 
 
 Whether or not the work in the school shops will be successful 
 depends partly on your earnest intelligent co-operation with the 
 school authorities. I trust you will do your utmost to assist us 
 (a) by keeping your son m school until he graduates, (h) by 
 assisting in the selection of courses in case you wish him to take 
 the prevocational work, (c) by doing all in your power to encour- 
 age him to work intelligently in the particular subject selected. 
 Such co-operation will not only insure the success of your boy, 
 but will repay the City of New York for its generosity in its 
 attempt to secure the increased industrial eiBciency of its citizens. 
 
 ' Principal. " 
 
18 
 
 On October 8, 1914 the Board of Superintendents adopted the 
 
 following resolution: 
 
 "October 8, 1914. 
 "To the Board of Superintendents: 
 
 "Resolved, That the Board of Superintendents hereby authorizes 
 the organization of prevocational classes in the schools heretofore 
 designated by the Board of Education, as follows: 
 
 
 
 Machine 
 
 
 Electric 
 
 
 
 
 
 Shop 
 
 Sheet 
 
 Wiring 
 
 
 Book- 
 
 
 School 
 
 Practice 
 
 Metal 
 
 Installation 
 
 Plumbing 
 
 binding 
 
 64, 
 
 Manhattan 
 
 1 
 
 
 2 
 
 
 - 
 
 95, 
 
 (.i 
 
 1 
 
 
 2 
 
 
 - 
 
 5, 
 
 Brooklyn 
 
 1 
 
 
 2 
 
 
 1 
 
 158, 
 
 i(. 
 
 1 
 
 
 2 
 
 
 - 
 
 85, 
 
 Queens 
 
 1 
 
 
 2 
 
 
 - 
 
 
 
 
 No-uclty 
 
 Wood- 
 
 Trade 
 
 Potver 
 
 
 School 
 
 Millinery 
 
 n.uork 
 
 nvorking 
 
 draavinq 
 
 ?nachine 
 
 64, 
 
 Manhattan 
 
 - 
 
 - 
 
 1 
 
 2 
 
 - 
 
 95, 
 
 (( 
 
 - 
 
 - 
 
 1 
 
 2 
 
 - 
 
 5, 
 
 Brooklyn 
 
 1 
 
 1 
 
 1 
 
 2 
 
 1 
 
 158, 
 
 a 
 
 1 
 
 1 
 
 1 
 
 2 
 
 1 
 
 85, 
 
 Queens 
 
 1 
 
 1 
 
 1 
 
 2 
 
 1 
 
 
 
 Dress- 
 
 Homc- 
 
 Sign 
 
 Garment 
 
 
 
 School 
 
 making 
 
 m a king 
 
 paintinv^ 
 
 designing 
 
 Printing 
 
 64, 
 
 Manhattan 
 
 - 
 
 - 
 
 1 
 
 1 
 
 1 
 
 95, 
 
 ( i 
 
 - 
 
 - 
 
 - 
 
 - 
 
 1 
 
 5, 
 
 Brooklyn 
 
 1 
 
 1 
 
 - 
 
 - 
 
 1 
 
 158, 
 
 (I 
 
 1 
 
 1 
 
 - 
 
 - 
 
 1 
 
 85, 
 
 Queens 
 
 1 
 
 1 
 
 - 
 
 - 
 
 1 
 
 'Respectfully sul)mitted, 
 
 "W. L. Ettinger, 
 
 "Associate Ctty Superintendent.^' 
 
 LICENSING AND SELECTION OF TEACHERS 
 
 The shops having been equipped, and the organization of the 
 schools having been arranged for, it became necessary to provide 
 for the employment of shop teachers. 
 
 On April 8, 1914, the Board of Education amended Section 
 72a of the By-Laws to read, as follows: 
 
 "iV a — SUBSTITUTE TEACHER OF VOCATIONAL OR TRADE SUBJECTS 
 
 "Sec. 72 a. To l)e eligible for license as substitute teacher of a 
 vocational or trade subject in an elementary school, the applicant 
 must have the following qualifications: 
 
19 
 
 "(a) Five years' experience as a journeyman wage-earner in 
 the particular line of work in which the applicant seeks a license. 
 
 "(b) A general education satisfactory to the Board of Examin- 
 ers. This amendment to be considered in effect from and after 
 February 1, 1914. 
 
 On April 22 1914, this by-law was further amended so as to 
 lower the time of experience required as a journeyman wage- 
 earner from five years to three. 
 
 In my judgment, the term of experience instead of being low- 
 ered should have either remained at five years, or should have 
 been extended. What is needed in the prevocational classes is a 
 highly skilled mechanic who is thoroughly familiar with shop 
 conditions, and whose experience has been broad enough to give 
 him thorough technical' skill combined with a wide knowledge 
 of the machines, tools, and processes relating to his particular 
 trade. 
 
 The matter of licensing the applicants for teaching prevoca- 
 tional subjects was placed by the Board of Examiners in the 
 hands of Examiner O'Connell. This was no easy task, and Mr. 
 O'Connell is entitled to merited commendation for the manner 
 in which he endeavored to discharge this onerous duty. 
 
 The following statement shows the number of positions in the 
 prevocational subjects, and the number of applicants licensed, 
 as compiled from the lists forwarded to my office: 
 
 Subject No. 
 
 of Positions 
 
 No. of App/ican. 
 
 Machine Shop 
 
 5 
 
 13 
 
 Sheet Metal 
 
 5 
 
 5 
 
 Electric Wiring 
 
 
 
 and Installation - 
 
 10 
 
 26 
 
 Plumbing 
 
 5 
 
 16 
 
 Printing 
 
 5 
 
 13 
 
 Wood working 
 
 5 
 
 31 
 
 Bookbinding 
 
 1 
 
 1 
 
 Sign Painting and 
 
 
 
 Show Card Writing 
 
 1 
 
 2 
 
 Garment Design 
 
 1 
 
 2 
 
 Trade Drawing 
 
 10 
 
 19 
 
 Millinery 
 
 3* 
 
 92* 
 
 Novelty Work 
 
 3 
 
 4 
 
 Dressmaking 
 
 3* 
 
 106* 
 
 Power Machine 
 
 3 
 
 6 
 
 Home Making 
 
 3 
 
 
 
 Total 
 
 
 
 63 33§ 
 
20 . 
 
 It seems to me that the Board of Examiners undertook unnec- 
 essary labor in the matter of licensing *millinery and *dressmak- 
 ing teachers. 198 for six positions certainly made for wide 
 latitude in the choice of teachers. It was also prevocative of 
 considerable unpleasantness ♦^o the Associate Superintendent in 
 Charge, as he had the unenviable duty of interviewing each appli- 
 cant several times. I do not know the exact character of the ex- 
 aminations which applicants underwent, but I question the 
 advisability of any examination for teachers of trade subjects 
 other then a review of the credentials showing trade experience, 
 a practical test of his experience, and an estimation of the appli- 
 cant's personality. The requirement of a formal examination 
 involving academic questions is not only not the best way to 
 o'otain the most efficient trade teachers, but, in my opinion, it 
 results in depriving the schools of the services of good teaching 
 material. A mastery of trade technique, and an ability to do the 
 work under standard trade conditions, are the qualities which 
 should be sought for rather than an ability to pass a written 
 test. 
 
 SELECTION OF SHOP TEACHERS 
 
 The selection of teachers was placed solely in the hands of 
 the principals of the schools having prevocational departments. 
 The principals interviewed applicants for a given position, made 
 selections, and sent the names of those selected to the Associate 
 Superintendent in Charge. 
 
 ORGANIZATION OF SHOP TEACHERS 
 
 It seemed proper to oi'ganize the shoi) teachers into a council, 
 w^ith a president, secretary, and shop committees. Each group 
 of teachers of the same suljject is a Committee on that subject. 
 Each Committee meets from time to time and devises a graded 
 series of shop exercises. The Chairmen of the respective Com- 
 mittees submit their reports to the general council. The princi- 
 pals of the schools, the prevocational academic teachers, and the 
 associate superintendent in charge, attend the meetings of the 
 council. 
 
 The council of shop teachers has been of great constructive 
 assistance in the development of a suital)le course in trade pro- 
 cesses and trade problems. The result of their work will be 
 shown later in the report. 
 
 OROANIZATION OF THE EXPERIMENTAL SCHOOLS 
 
 Soon after the opening of the school term on September 14, 
 1914, I called into consultation the principals of the schools ef- 
 fected, namely, the principal of Public School Nos. 94 and 95, 
 
21 
 
 Manhattan: Public School Nos. 5 and 158, Brooklyn; and Public 
 School No, 85, Queens, and we proceeded to plan, the details of 
 
 I— THE CHANGES IN THE ACADEMIC SCHOOL ORGANIZATION NE- 
 CESSITATED BY THE ALTERNATING PROGRAM INTENDED TO 
 INSURE A WIDER USE OF THE SCHOOL PLANT. 
 II — THE ORGANIZATION OF THE PREVOCATIONAL WORK. 
 
 Each of these problems will be discussed in turn. 
 
 I — CHANGES IN THE ACADEMIC SCHOOL ORGANIZATION. 
 
 The introduction of the alternating- program presented certain 
 difficulties because of the necessity of using social agencies adja- 
 cent to the school. 
 
 Thus the X school is in classroom between the hours o^ 8:30 
 and 10:30 and between the hours of 12:30 and 2:00, but is out of 
 room between the hours of 10:30 and 11:30 and the hours of 2:00 
 and 2:30. During the out of room time the classes of the X 
 school are accommodated not only by means of such facilities as 
 the school building possesses; namely, the playground and the 
 auditorium, but also in the park, library, or settlement house 
 that may be adjacent to the, school. Thus to give specific illus- 
 tration, the out of room time of the classes of the X school in 
 Public School No. 61 is distributed in terms of the school auditor- 
 ium, the gymnasium of the Christodora House, the Tompkins 
 Square Public Library, and the athletic field in Tompkins Square 
 Park. 
 
 A necessary preliminary step was the principals' con^^ultation 
 with the various' executives controlling these social agencies. 
 The manner in which these various agencies lent their cheerful 
 co-operation to the development of our plans was gratifying to 
 a high degree and speaks well for their sense of civic pride and 
 responsibility. While limited financial ability and the demands 
 of departmental organization have as yet made it impossible for 
 some of these agencies such as the Park Department, and the 
 Public Library System to make all of the changes contemplated, 
 we confidently hope to secure the necessary changes in the near 
 future. 
 
 For example the attached blue print shows the changes in the 
 present equipment of the athletic field in Tompkins Square Park 
 which have been suggested by the Honorable Cabot Ward, Com- 
 missioner of Parks. 
 
22 
 
 AVE. A 
 
 ssrs&^-iff^i wow> 
 
 Hi 
 
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 5 
 
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 Once having' secured the necessary permission to make use of 
 these neighborhood agencies, the problems of the deveh)pment 
 of schedules and of instructions necessary to insure an econom- 
 ical use of the same presented phases of work that were both 
 novel and difficult. Thus the accompanying composite schedule 
 used in Public School No. 64 shows the distribution of "out of 
 room" time for the classes of the X school between 10:30 and 
 11:30, and between 2:00 and 2:30 daily, and for the Y school be- 
 tween the hours of 9:30 and 10:30, and 1:30 and 2:00 daily. 
 
 Typical instructions issued with reference to the schedule of 
 work to be done by classes during such periods are the following: 
 
23 
 a — Assembly in auditorium 
 
 X School 10:30 to 11:30 f f "!°^ Sroup, Monday, Wednesday, Friday) 
 (Junior 1 uesday, 1 hursday ) 
 
 Y School 9:30 to 10:30 f ?^"'°'' S""?!^?' Monday, Wednesday, Friday) 
 
 (Junior 1 uesday, I hursday ) 
 
 Teachers shall alternate in taking general charge of the assem- 
 bly and it shall be the duty of the teacher in general charge 
 during the given week to read the Scriptures and to direct the 
 work of the teachers assigned to take charge of the piano music, 
 the singing, the assembly gymnastics, the victrola, etc. 
 
 A suggested sequence for the daily program is the following: 
 
 Salute to Flag and National Anthem. 
 
 Reading of Scriptures. 
 
 Song Instruction. 
 
 Gymnastics. 
 
 Dramatizations, victrola, pictures - stereopticon or moving. 
 
 Brief talk by teacher in charge with reference to matter of 
 school routine, current events, etc. 
 
 The teachers are reminded that such opportunities to take a 
 leading part in the conduct of the assembly enable them to obtain 
 a variety of experience and to exhibit a degree of initiative and ac- 
 complishment that are not possible under ordinary school condi- 
 tions. 
 
 b — Study period in auditorium. 
 
 X School 2:00 to 2:30 (f "'.°'" S^°1^P' M°nd^y' Wednesday, Friday) 
 (Junior 1 uesday, 1 hursday j 
 
 Y School 1:30 to 2:00 (?^"i°'' ^''^^P' M°"dfy' Wednesday, Friday) 
 
 (Junior 1 uesday, 1 hursday ) 
 
 The half hour auditorium time shall be devoted exclusively to 
 silent book study of such content studies as history, geography, 
 reading, etc. No written application work shall be permitted in 
 the absence of an appropriate hand rest. The classes shall be 
 seated in such a manner as to permit the oiBcial teacher to pass 
 freely among the pupils, to interrogate them with reference to 
 the matter being studied. It shall be the duty of the official 
 teacher to assign the work, and to quiz, as individuals, all pupils 
 - especially deficient ones - as to their method of study and pro- 
 gress in the work assigned. 
 
 Occasionally the teacher in charge, or the Assistant to Prin- 
 cipal, shall give short talks on the proper method of study of 
 such subjects as spelling, history, geography, etc. 
 
 The period is intended for quiet, intensive study under super^ 
 vision. 
 
24 
 
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25 
 
 c — Physical training and play in the gymnasium and park - as per 
 schedule. 
 
 The gymnasium time shall be devoted to the physical training 
 time outlined in the syllabus supplemented by occasional basket 
 ball games, socker games, and relay races. 
 
 The special teacher of physical training will assist when nec- 
 essary, but after a certain routine has been established, will not 
 displace either of the two official teachers whose classes occupy the 
 gymnasium during a given period. As rapidly as possible, the 
 class teachers shall acquaint themselves with the necessary rou- 
 tine connected with the use of the locker rooms, formations on 
 the floor of the gymnasium, modes of entrance and dismissal, 
 and then alternate with each other in giving instruction to the 
 double class group. Such an arrangement will free the physical 
 training teacher to assist frequently in the park where his serv- 
 ices are generally needed because of the large number of classes 
 reported there. 
 
 The work in the park shall be conducted by the class teacher 
 with the assistance of the special teacher of physical training and 
 the park attendants. 
 
 Close supervision shall be given to the safe-guarding of text 
 books. A special pupil shall be detailed to look after the books 
 of his respective class during the game period, and to make sure 
 that no books are left behind when his class returns to the build- 
 ing. 
 
 During inclement weather characterized by low temperatures, 
 rain, snow, wet grounds, it may be inadvisable to send pupils to 
 bath, gymnasium, or park. Teachers are urged to use their best 
 discretion in connection with this matter. While children pro- 
 vided with good clothing and good shoes are benefitted greatly 
 by outdoor work, children with broken shoes or insufficient 
 clothing may be exposed to dangers under the same conditions. 
 Teachers must study carefully their respective classes, and direct 
 the attention of the principal, or hid assistants, to any unusual 
 conditions. 
 
 A clock face sign in the principal's office will indicate daily 
 whether or not in the opinion of the principal the classes should 
 remain indoors or outdoors, or whether or not the entire matter 
 is left to the discretion of the teacher, 
 d — Use of the public library: ? 
 
 The library work shall be conducted under the direction of 
 the head librarian, with the intelligent and active co-operation 
 of the class teacher. Eventually the work may be so arranged 
 that a limited number of pupils in each class during the library 
 period may have the privilege of browsing among the books on 
 
26 _ 
 
 the shelves and returning or withdrawing- books. For the 
 present, however, the work must be carried on without the 
 limits that library staff prescribes. 
 
 During the lil^rary period, the teacher should quietly move 
 among the pupils, instructing them as to library membership, 
 manner of using a book in terms of index, table of contents, etc., 
 and questioning them as to what is being read. The value of 
 the period should be judged in terms of increased library mem- 
 bership, larger circulation of library books, etc. 
 
 The work in the assembly room of library shall be confined 
 either to rehearsal of assembly contribution, or to work in read- 
 ing or other oral English, such as memory gems, phonic drills, 
 etc., with emphasis on loud, dramatic rendition, such as the 
 conditions of the rdbm permit. In connection with such work 
 distribute the class group so as to make them a real audience. 
 
 Obviously the initiation of the alternating program in the 
 various schools requires careful planning, not only on the part 
 of the schools, but also on the part of the different agencies 
 co-operating with the schools, and I, therefore, again take this 
 opportunity to express my appreciation of the skill and effect- 
 iveness with which this work was done. 
 
 II — THE ORGANIZATION OF THE PREVOCATIONAL WORK 
 
 After a decision had been reached as to the number and kinds 
 of shops to be equipped, there presented themselves for solution 
 a numder of problems with reference to 
 a — Equipment of the various sliops 
 h — The type of instructors to be employed 
 c — The kind of covrse of study to he followed 
 d — Administrative plans dealiny with the prevoeational schools 
 
 as an efficient worJiinc/ organization 
 Each of these topics will be briefly treated. 
 
 a. Equipment of the various shops 
 
 As soon as the type of shop was decided upon, as per schedule 
 given on p. 18, Mr. George J. Loewy, Principal of the Murray 
 Hill Vocational School, planned the shop equipment, bringing 
 to bear on the said problem not only the results of his technical 
 training as a mechanical engineer, but also the experience gain- 
 ed as principal of a vocational school, supplemented by a valua- 
 ble fund of information, gained through extended visits of the 
 principal technical schools of Germany. Typical shop equip- 
 ment decided upon and installed were the following: 
 
2? 
 
 Electric wiring shop — Equipment: 
 The most novel feature of the equipment was the installation of a 
 
 double tier of six booths on the walls of which the pupils make their 
 
 constructions. Moreover, the shop is provided with a work bench in 
 
 the center of the room. 
 The initial tool equipment consists of groovers, side cutting pliers, 
 snips, screw drivers, tack hammers, braces, bits and chisels. 
 The stock material supplied is approximately 80 lbs. of annunciator 
 wire, 50 dry cells, 40 window springs, 50 buzzers, and other material 
 including relays, bells, push buttons, door openers, etc. 
 
28 
 
 Machine shop 
 
 Equipment: 
 
 In addition to the work-benches, the following machines 
 were installed: 
 
 One Springfield engine lathe - 14 in. 
 
 One Star " " - 12 in. 
 
 One South Bend " " - 13 in. 
 
 One Monarch " " - 14 in. 
 
 One Springfield shaper - 15 in. 
 
 One Washburn sensitive drill press 
 
 One Upright " " - 20 in. 
 
 Two Blount speed lathes 
 
 One power hack saw 
 
 One Blount floor grinder 
 
 One " tool " 
 
 One blower 
 
 The tool equipment consists of vises, files, calipers, dividers, 
 pliers, micrometers and turning tools, and all the neces- 
 sary machine tools found in the up-to-date machine shops. 
 The stock consists of several hundred feet of cold rolled 
 steel, flat, round and hexagonal, fifty feet of tool steel, 
 and one hundred twenty feet of brass rod. 
 
29 
 
30 
 
 Sheet-metal shop 
 Equipment: 
 In addition to work benches, arranged around the walls of the 
 room and work bench in the center of the room, the following 
 machines were installed: 
 
 Stow's Improved square shears - 32 in. 
 
 Hare's Patent cornice brake -37 in. 
 
 Peck, Stow & Willcox slip roll former 
 
 Improved i)atent grooving machine 
 
 Champion sheet-iron folder 
 
 Stow's improved bar folder 
 
 C(»lumbian machines of each of the following types: burring, 
 
 heading, edging, wiring, setting down, and turning. 
 The tool equipment consists of soldering irons, hanuners, 
 shears, punches, rivet sets, awls, steel rules, hand groovers, 
 mallets, bench plate with full set of stakes, wire gauge com- 
 passes, roofing tongs, and double burner gas furnaces for 
 heating and soldering irons. 
 Stock material consists of solder, tin plate and galvanized iron. 
 
31 
 
32 
 
 Plumbing ^hop 
 Equipment: 
 
 Work-benches, including' a central work-bench 
 10 gas furnaces and metal pots 
 20 soldering outfits 
 20 wiping: outfits 
 
 6 hammers 
 20 caulking tools, pipe cutting and threading tools, pipe 
 
 wrenches, monkey wrenches, etc. 
 The stock consists of lead, sheet lead and iron pipe. 
 
33 
 
34 
 
 Sif/Ti painting 
 Equipment: 
 
 In addition to twelve draw in <j tables, the rear wall was 
 
 equipped with a modern safety scaffold that permits the pupils 
 
 to make wall signs under the best possible conditions that exist 
 
 in the trade. 
 
 The stock material consists of paints, oils, varnishes, white 
 
 lead, alcohol, brushes, lettering pencils, colored cards, mill 
 
 board and pulp board. 
 
35 
 
36 
 
 Printing shop 
 Equipment: 
 The machine equipment consists of one printing press, 10x15, 
 in. manufactured by Chandler & Price, and one paper cutter, 
 26 in., made by the same firm. 
 The other etiuiixnent consists of 
 
 Approximately 280 lbs. of 8 - 12 point type, o. s. 
 50 fonts display type 
 
 1 imposing stone 
 12 composing sticks 
 100 pounds of leads and slugs 
 5 cabinets for type cases 
 In addition to the foregoing, a liberal sui)ply of paper stock 
 was provided including envelopes, cut cards, and different 
 varieties of paper including manilla, bond, French folio, 
 super calendered, etc. 
 
^1 
 
Trade drawiju/ shop 
 Equipment: 
 
 20 drawintj- tables wen* installed, tooether with 40 drawinjr 
 boards, 24 T-s(iuares, 40 triangles, and 20 sets of drawinjr in- 
 struments. Blue-print paper, printinof frames, and appropriate 
 drawing paper were also supplied. 
 
39 
 
40 
 
 Joinery shop 
 Equipment: 
 The principal equipments were a circular saw for the use of 
 the instructor in cutting- stock, and 10 double work-l)enches, each 
 containing fourteen drawers and each e(iuii)ped with vises, steel 
 dogs and malleable bench stops. 
 
 Each bench is supplied with a set of 15 woodworking tools, 
 and the shop cabinet contains collection of approximately 40 
 different kinds of tools for joinery work. 
 
 The stock equipment is appi-oximately 1900 feet of selected 
 lumber including oak, chestnut and white wood. 
 
41 
 
42. 
 
 {()) The type of indructofs to employ 
 
 To secure tlie best type of instructors for the said shops, the 
 l)rincipals sought to get into touch with prominent workers in 
 the various trades, and also with such institutions as Pratt In- 
 stitute, Brooklyn; and the Hebrew Technical School, Manhattan. 
 Promising candidates were urged to apply to the Board of Exam- 
 iners, supplying satisfactory evidence of at least five years' trade 
 experience, and also to submit themselves to tests intended to 
 evaluate their teaching ability and personality. Fortunately a 
 numbers of factors, including the present business depression, 
 enabled us to secure an exceptional group of instiuctors, not 
 only very competent in their respective trades, but sufficiently 
 epuipi^ed both as regards personality and teaching ability to 
 insure high teaching standards in the shops. 
 
 The following biographical data with reference to a group of 
 shop instructors in one school will serve to illustrate the fore- 
 going: 
 
 Mr. B. Drawing instructor. Age - 28 years 
 
 Graduate of the College of the City of New York. De- 
 gree of B. S. 1907 
 
 Graduate of School of Engineering, Columbia Univei'sitv, 
 1912 
 
 Draftsman for Mark & Mohl, 1909-1912; Braden Copper 
 Co., Chili, 1912-1913 
 
 Mining engineer for copper comi)any in Arizona, Oct., 
 1913 -May, 1914: 
 
 Teaching experience includes work in the summer schools 
 of the city, and teaching experience in the manual train- 
 ing shop of Public School 40 
 
 Mr. S. Printing instructor. Age - 36 years 
 
 Graduate of Public School and Evening High School 
 Twenty years in printino^ trade, the last two years being- 
 spent as assistant foreman for A. E. Dittrich & Co. 
 
 Mr. M. Sheet-metal instructor. Age - 29 years. 
 
 Graduate of Mechanics in the subjects of sheet-metal, 
 pattern drafting and architectural drawing. 
 
 Spent one year at the New York Trade School in the sub- 
 ject of sheet-metal work. 
 
 Spent ten years in the trade with George Morio & Son 
 as apprentice, helper and journeyman. 
 
 Mr. Mc. Electric wiring instructor. Age -30 years. 
 
 Graduate of High School and graduate of Pratt Institute, 
 Brooklyn, where he took courses in steam-engineering, 
 electrical engineering, and trade teaching. 
 
43 
 
 Employed in various capacities by the Riker Electrical 
 Vehicle Co., the Diehl Manufacturing Co., and the 
 Electro-Dynamic Co. 
 
 Was the electrician in charge of the plant of the General 
 Chemical Co., Bayonne, for eight years. 
 
 Has had practice in teaching m the electrical laboratory 
 of the Stuyvesant Evening High School. 
 Mr. L. Instructor in drawing. Age - 34 years. 
 
 Graduate of the Hebrew Technical, in 1889, and the 
 Stevens Institute of Technology, 1907. 
 
 Trade experience covering about eight years, with firms 
 of architects, patent attorneys, and engineers. 
 
 Has been connected with engineering enterprises since 
 1900. 
 
 His teaching experience extends over two years in even- 
 ing school. 
 Mr. K. Plumbing instructor. Age -31 years. 
 
 Has taken work in mechanical drawing in the Mechanics 
 and Tradesmen's Institute and is at present taking a 
 course in theory and practice of vocational work at 
 New York University. 
 
 Has had fifteen years' experience in the trade as journey- 
 man, master plumber, and superintendent of work. 
 Mr. G. Machine shoi) instructor. Age -36 years. 
 
 Graduate of the Stepney School, London, and the East 
 London Technical School, and has credit for extension 
 work at Oxford University. 
 
 Has had about twelve years' experience as superintendent 
 and factory manager for the Symms Magneto Co., and 
 Hendel's Speedometer Co. 
 
 Taught two and one-half years in the Stepney Parish 
 
 School, London. 
 
 The teachers required for the academic unit were teachers of 
 
 the regular corps designated because of their special ability not 
 
 only to interest adolescent pupils, but also to develop the course 
 
 of study in relationship to shop studies. 
 
 (e) The development of course of dudij to be followed 
 While the matters of equipping the shops and securing shop 
 instructors were underway, the problem of the Course of Study, 
 was given serious consideration. After studying the work out- 
 lined for schools of a similiar type in Pittsburg, Cleveland, 
 Chicago, Munich, etc., aud carefully studying the work as plan- 
 ned in such schools as the Hebrew Technical School, and the 
 Saunders Trade School in Yonkers, we decided to follow the 
 general plan indicated below. 
 
 The school day, seven hours a day, five days a week. 
 
44' 
 
 Distribution of school time daily, three hours shop, four hours 
 academic. 
 
 Distribution of total weekly time: 
 Total time - 35 hours 
 Shop time - 15 hours 
 
 Academic time - 20 hours 
 
 Distribution of academic time: 
 
 English 5 hours 
 
 Arithmetic 3 ' " 
 
 History, geography 2 " 
 
 Science 2 " 
 
 Physical training, hygiene 5 " 
 Related drawing ' 3 " 
 
 By way of explanation, it may l^e stated that the three shop 
 hours are not successive, and that some shop groups do not 
 receive weekly three hours related drawing. 
 
 While the pupils from most of the shops, such as sheet metal, 
 machine, joinery, plumbing, etc., need such instruction, the 
 said time for pu])ils in the printing group is devoted to additional 
 instruction in English, and for the (larment Design Group to 
 the study of color, and the production of textiles. Moreover, 
 the pupils that take drawing as a trade subject, spend this time 
 in visiting shops, thus l)ecoming acquainted with the various 
 constructions that form the basis of their drawing work. 
 
 Our fundamental problem will be fJte development of the academic 
 
 material as a direct outgrowth of shop subjects and the shop instruction. 
 
 Some of the methods suggested which are intended to insure 
 
 such a development are indicated in the following typical 
 
 instructions: 
 
 The problem of making the academic instructions grow directly 
 out of or relate itself directly to the shop instruction is one that 
 will require intelligent co-operation of both the shop teacher and 
 the academic teacher. To insure the rapid develoi)ment of ap- 
 propriate material, please note the following: 
 
 If the ])rogram permits, each academic instructor must spend 
 one hour daily in the shops, and in all cases, he must si)end a 
 total of five hours per week in the shops. During such time 
 he should observe the work in progress, talk matters over with 
 the pupil at work, and consult with the instructor if the oppor- 
 tunity permits, with the object of finding what special phase of 
 his technical subject is most needed in connection with the shop 
 work. 
 
 The aim of such visitation, etc., is not to base all academic 
 work exclusively on shop work, but to make certain that the 
 phases of academic subjects relevant to the shop work receive 
 
45 
 
 proper attention. The German continuation schools have been 
 remarkably successful in developing special curricula in relation 
 to fundamental shop industries such as baking, shoemaking, etc. 
 
 Obviously the science needed by the boys studying plumbing — 
 ex. malleability, fusibility, and oxidation of metals, the physics 
 of liquids including the actions of siphons, valves, faucets, and 
 the elementary principles of sanitation differs from the science 
 needed by the boys studying machme-shop practice in which the 
 bulk of the problems presented deal mainly with the qualities of 
 metals and the laws of simple machines. 
 
 Again the geography instruction may be mot-e or less common 
 to all the shop groups, but the emphasis on different topics will 
 vary with the different sections. Thus, the discussion of forest 
 areas should lead to lumber with the joinery section, and to the 
 production of paper pulp with the printing section. It is not 
 meant that these topics are treated to the exclusion of others, 
 but with each section cei'tain topics will receive greater empha- 
 sis with certain sections than with others. Again while all sec- 
 tions will no doubt need common basic work in English, the 
 pupils of the printmg group will need specialized instruction in 
 spelling, punctuation, capitalization, sentence structure, etc. 
 While each group should master the fundamental forms of bills, 
 letters, etc., each shop group should pay special attention to the 
 forms needed in its special line of work. In like manner, the 
 different types of composition, narrative, descriptive, expository 
 etc., should, if possible, relate to shop experiences and construc- 
 tions. 
 
 Such modifications of present teaching material will present 
 many perplexing problems. But just to the extent that we 
 gradually differentiate present unifoi-m material so that while all 
 will get certain basic instruction in each subject, each shop group 
 will also get the special matters which the trade work requires, 
 we will be proving that concrete production and culture go hand 
 in hand. As John Dewey has pointed out, "The education of 
 the human race has been gained through the occupations which 
 have pursued and developed. They have furnished the stimuli 
 to knowledge and the centers around about which it has been 
 organized. If occupations were made fundamental in education, 
 school work could conform to the natural principal of social and 
 mental development. In short there is nothing of science, his- 
 tory, or art which educational experience has shown to be of 
 worth, which an occupational education would not include." 
 
 The principals feel that special text-books ought to be avail- 
 able for the academic instruction and have recommended the 
 listing of the following: 
 
 Arithmetic: 
 Walsh - Suzzalo - Business and Industrial Arithmetic, D. C. Heath & Co. 
 Gardner & Muirland, Industrial Arithmetic " " '' 
 
46 
 
 D. C. Heath & Co. 
 
 D. C. Heath & Co. 
 
 Longmans, Green & Co. 
 
 Century Co. 
 
 EnjJ'lish; 
 
 Buhlig- Business English, 
 History: 
 
 Bourne & Benton - History of the U. S. 
 
 Bogart- Economic History of the U. S. 
 
 Forman -Stories of Useful Inventions 
 Geo^rapli.v: 
 
 Allen- Industrial Studies of U. S. Ginn & Co. 
 
 Keller & Bishop- Commercial & Industrial Geography Ginn & Co. 
 
 Carpenter- How the World is Fed American Book Co. 
 
 " " " " Clothed 
 
 " " " " Housed 
 
 Science: 
 
 Black Si Davis - Practical Physics Macmillan 
 
 H.vi^iene: 
 
 Tolman - Hygiene for the Worker American Book Co. 
 
 Moreover the shop instructors have under way the i)reparation 
 of a select list of reference books for use in tlie shops. 
 
 In order to insure a certain degree of uniformity in planning 
 the shopwork, the various instructors, after being given an op- 
 portunity to visit the principal trade schools in and adjacent to 
 New York City, met in conference and submitted tentative plans 
 of work for the current term. The plans given on the following 
 pages are submitted as ty|)ical, with the reminder that the aim 
 and development of such plans is not to insure absolute uniform- 
 ity, but to insure a certain degree of uniformity and detiniteness 
 in the planning of a minimum amount of work. Such plans in- 
 dicate only in an incidental way the work that will be inci'easingly 
 demanded in connection with the fuller eciuipment of our shops, 
 and certain phases of maintenance work that may be done either 
 for the shop, or for the school, or for other departments of the 
 Board of Education. 
 
 Prevocational Work in the Various Trade Subjects as Reported by 
 the Chairmen of the Different Trade Sections 
 
 TENTATIVE COURSE IN .JOINEKY 
 
 The first two problems are class exercises from start to finish. 
 They are worked out step by step. Individual instruction is 
 given in succeeding problems which, as far as possible and pi'ac- 
 tical, call for the use of but one additional tool. Additional 
 problems ai'e given according to the pupil's ability. 
 
 Projects Illustratinq ' Shop-talks 
 
 Construction of ap- Use of vise, smooth- Proper care of shop 
 ing plane, rule, try- equipment; benches, 
 s(iuareand l)acksaw. tools, etc. Defini- 
 Use of brace and bit tions, proper care 
 and use of hand 
 tools 
 
 ])liances for joinery 
 and other shops 
 
47 
 
 Illustrating 
 
 Common joints, such 
 as butt, housed, end 
 and cross lap. Use 
 of hammer and chis- 
 el. Use of mallet 
 gauge, cross-cut and 
 rip saw 
 
 Use of hot and cold 
 glue, hand-screws 
 and clamps. Use of 
 screw-driver, bit and 
 gimlet bit 
 
 Building details. 
 Making, placing,and 
 repairing of same. 
 Use of bench dogs. 
 Use of mitre box, 
 block plane, ' and 
 Rabbet plane 
 
 Building details. 
 Flat and raised pan- 
 els. Tongue, groove, 
 rabbet joints. Ma- 
 chine work use of 
 bevel and level 
 
 Construction of pan- Dove - tailed joints 
 
 eled cabinet with paneling setting of 
 
 drawers hinges, lock and 
 
 handles. Finishing, 
 
 staining and varnish - 
 
 Projects 
 
 Shelves, racks, box- 
 es bulletin boards 
 and small problems 
 for shops 
 
 Repairing and con- 
 struction of school 
 furniture and equip- 
 ment for shops 
 
 Picture frames. In- 
 terior house trim and 
 moulding 
 
 Construction of win- 
 dow and frame, and 
 door and frame. 
 
 Shop-talks 
 
 Definitions and use 
 of tools. Laying 
 out work. Selection 
 and preparation of 
 stock for different 
 purposes 
 
 Definitions and use 
 of tools. Character- 
 istics of different 
 varieties of wood. 
 When and where to 
 use nails, screws, 
 dowels and glue as 
 fasteners 
 
 Building details. 
 Wood used in build- 
 ing construction. 
 Tools and wood- 
 working devices 
 
 Forms of construc- 
 tion with regard to 
 swelling, shrinking 
 and twisting. Use 
 of rods 
 
 Laying out work. 
 Selection of mater- 
 ial. Stains, varnish; 
 es. Hardware 
 
 Pattern of machine Shrinkage, draft, 
 bracket finish. 
 
 Method of moulding 
 
 Pattern of bracket Core work 
 Pattern Split work 
 
 Moulding, finishing, 
 two par't flask and 
 foundry methods. 
 Seasoning of wood 
 and use of shellac 
 
 Moulding and core 
 work 
 
 Moulding 
 
48 
 
 Tentative Course in Shops 
 
 At a meeting of machine shop teachers held December 2, 1914, 
 the following plan of work was drawn up, and we now submit 
 the same for your consideration. We consider the following 
 models the most practical for boys beginning the study of 
 machine shop practice. 
 
 Model No. 1 
 
 Parallel clamp, consisting of two pieces of square steel and 
 two pieces of round steel 
 
 Operation 1 Use of power hack saw 
 " 2 Filing end square in vise 
 
 " 3 Use of shaper machine 
 
 " 4 Use of center punch, hammer, dividers, 
 
 square, scril)er, drilling holes for tapping; 
 and also clearance holes for screws; turn- 
 ing screws and knurling heads of same in 
 lathe; use of hand dies in vise for thread- 
 ing screws. This tool may be used to 
 advantage in carpenter shop, tinsmith 
 shop, and machine shop. 
 
 Model No. 2 
 
 Outside Stiff-joint calipers. This consists of a flat piece of 
 steel cut 6 inches long, 4 inches wide, 1-16 inch thick. 
 Operation 1 Use of hand hack-saw and vise 
 
 " 2 Laying out shape of legs with dividers 
 
 " .3 Spacing distance for drilling holes to the 
 
 shape of the leg 
 " 4 Filing the lines of radius, internal and ex- 
 
 ternal 
 " 5 Laying out and drilling holes for riveting 
 
 " 6 Lathe work turning rivet and drilling washer 
 
 " 7 Riveting countersinkmg 
 
 This tool can be used Iiy pupil in connection with other work 
 in shops or where accurate outside measurement is required. 
 
 Model No. 3 
 Center-punch made of tool lathe 
 
 Operation 1 Cutting off steel in power hack-savr 
 
 2 Straight turning in size 
 
 3 Taper turning with use of compound rest 
 
 4 Knurling in lathe with knurling tool 
 
 5 Use of parting or cutting-off tool in lathe 
 9 Hardening and tempering 
 7 Polishing in speed lathe 
 
49 
 
 This tool can be used hy pupils in various ways. 
 
 Besides those above described, we have considered the adop- 
 tion of the following- models, in connection with a twenty week 
 term: 
 
 V black; surface gaug-e; tri-square, and paperweight 
 
 The operations for the manufacture of these models are simi- 
 lar to those above described. 
 
 TENTATIVE COURSE IN PRINTING 
 
 Practical work 
 
 Week 
 
 Learning arrange- 
 ment of alphabet 
 in type case 
 Making diagram of 
 type case 
 
 Memory tests in lo- 
 cation of alphabet 
 in type case 
 Posture at case and 
 holding stick 
 
 Exercises in put- 
 ting type into stick 
 Technical terms: 
 
 a. Used in com- 
 posing room 
 
 \>. Used in press 
 
 room 
 "Justifying" type 
 into stick 
 Feeding press 
 without form 
 (cards) 
 Styles of type faces 
 
 a. For use in text 
 
 b. For use in dis- 
 play 
 
 Care of press 
 
 a. Washing oif 
 ink 
 
 b. Oiling 
 Exercises to devel- 
 op speed and uni- 
 formity of motion 
 of hand between 
 case and stick 
 
 Shop talks 
 
 Printing in educa- 
 tion and commerce; 
 in newspapers and 
 periodicals 
 Use of equipment, 
 and material 
 
 Care of leads, slugs 
 and furniture. 
 Rollers and inks 
 
 Sizes of t3"pe and 
 spacing material in 
 picas and points 
 
 Importance of care- 
 ful distribution 
 
 Typographical er- 
 rors - their causes 
 
 Correlation 
 English 
 Spelling 
 Punctuation 
 Capitalization 
 Syllabication 
 Abbreviation 
 Paragraphing 
 Proofreader's 
 marks 
 
 Mathematics 
 "Casting off" 
 copy 
 
 Cutting paper 
 Measuring type 
 from galley 
 proofs 
 
 History 
 Gutenberg and 
 other early prin- 
 ters 
 
 Development of 
 printing press 
 and type 
 
Practical work 
 
 Weeks 
 
 4 Feeding press with 
 to form (cards) 
 
 6., Composition: 
 
 ""Straight matter" 
 (Reprint) and dis- 
 tribution. 
 
 Correcting proofs 
 with proofreader's 
 marks 
 Use of furniture: 
 
 a. Wood 
 
 b. Metal 
 Feeding press 
 
 (paper) 
 
 7. "Overrunning" 
 type: 
 
 a. Narrower 
 
 b. Wider 
 Composition: 
 "Straight matter" 
 and distribution 
 
 8. Stone Work: 
 
 a. One - page 
 
 forms 
 
 b. Two - page 
 
 forms 
 
 c. Four - page 
 
 forms 
 
 9 Composition: 
 & Simple commerical 
 10. forms 
 
 Press Work: 
 
 "Make ready" of 
 
 small commercial 
 
 forms 
 
 Shop talJis 
 
 Different types of 
 printing presses, 
 Avoiding "false mo- 
 tion" in setting type 
 
 Correlation 
 
 Hand lettering 
 
 Different kinds 
 type cases. 
 
 Type making- 
 
 Bookbinding 
 
 Paper - making 
 
 of 
 
 Display composition 
 
 Cylinder presses 
 
 TENTATIVE COURSE IN PLUMBING 
 
 1. Soldering a seam on sheet lead 
 
 2. Making a cup joint on lead pipe, by means of a soldering- 
 
 iron 
 
 Size of pipes from Ij^ in. to 2 in., inclusive of both sizes 
 
51 
 
 3. Making a bit or overcast joint on lead pipe. Size of pipes 
 
 from 1/^ in. to 2 in., inclusive of both sizes 
 
 4. Making and putting on lead tacks on lead pipe 
 
 5. Wiping a % in. horizontal round joint on lead pipe 
 
 6. Wiping a % in. horizontal branch joint on lead pipe 
 
 7. Wiping a %, in. upright round joint on lead pipe 
 
 8. Wiping a % in. upright branch joint on lead pipe 
 
 9. Cutting and threading screw pipe to measure 
 
 10. Cutting and caulking cast iron pipe 
 
 11, Joint wiping to be continued on l]^ in., 1]4 in., and 2 in. 
 
 lead waste pipes 
 
 TENTATIVE COURSE IN ELECTRIC WIRING 
 
 Sho}) work 
 Weeks 
 
 1 Electric Wire 
 to joints: properly 
 4. made, soldered and 
 taped 
 
 Simple bell cir- 
 cuits: vibrating « 
 bells and buzzers 
 in parallel 
 Running exposed 
 wiring for bells 
 
 Shop talks 
 Economy in the use 
 of material and la- 
 bor time 
 The Time sheet 
 Bell parts, buzzer 
 parts and connec- 
 tions 
 
 Batteries: The dry 
 cell, its construction 
 and advantages; the 
 sal-amoniac liquid 
 cell, where used, 
 how charged and 
 maintained 
 Types of open, short 
 and grounded cir- 
 cuits, their discov- 
 ery, removal, causes 
 and their effects, 
 prevention 
 Reading the supply 
 catalogue 
 
 Related work 
 Spelling of 
 terms used 
 Composition: 
 brief descrip- 
 tions of projects 
 Arithmetic 
 History: assign- 
 ed reading 
 Geography: 
 Natural source 
 of materials 
 Sketches 
 
Shop work 
 Weeks 
 
 5 Single stroke bells 
 to Vibrating bells in 
 8. series 
 
 Multiple bells 
 Changing tone of 
 bells in groups 
 Running concealed 
 wiring for bells 
 
 52 
 
 Siwp talks 
 
 Types of Terminal 
 connections, their 
 use, preparation, 
 care and the ijroper 
 methods of attach- 
 ing wires 
 
 Selection and use of 
 push buttons with 
 double and triple 
 contacts 
 
 The strap key and 
 its advantages. The 
 use of multiple point 
 lever switches, and 
 the proper attach- 
 ment of wires to 
 points 
 
 Consulting the Elec- 
 trician's handbook 
 
 Related work 
 
 New assign- 
 ments in above 
 subjects 
 
 Drawing: sym- 
 bols and their 
 
 uses 
 
 Science; electro- 
 magnetism 
 
 9 Annunciators 
 
 to Drops 
 
 11. Constant ringing 
 attachments 
 Burglar alarms: 
 closed circuit and 
 open circuit 
 Wiring for closed 
 circuit systems 
 
 Types of annuncia- 
 tors, their construc- 
 tion and advantages. 
 Repairing same 
 
 Automatic drops 
 and constant ringing 
 attachments 
 
 Method of cabling 
 wires, types of 
 cables, and methods 
 of tracing and mark- 
 ing wires in cables 
 Description of bur- 
 glar alarm appara- 
 tus-window and 
 door spring; sundry 
 attachments 
 The closed circuit 
 battery bell, its prin- 
 ciple care and meth- 
 od of charging. 
 
 New assign- 
 ments in above 
 subjects 
 
 Drawing: simple 
 floor plans. 
 Science: conduc- 
 tors and insula- 
 tion 
 
53 
 
 TENTATIVE COURSE IN POWER MACHINE WORK 
 
 Shop problems 
 Week 
 1. Shop apron of un- 
 bleached muslin to 
 be worn in shop 
 
 Shop talks 
 
 The machine and its 
 construction. Oil- 
 ing - card - setting- 
 of parts. Danger - 
 result of inattention 
 
 Related work 
 
 English 
 Spelling words 
 used during 
 term 
 
 Composition 
 Headings given 
 as (The Power 
 Machine) 
 (Describe in 
 steps the making 
 of, a garment) 
 
 Envelope bags of Various seams and 
 
 unbleached muslin uses. Biases - hems. 
 
 to keep work in Value of garment 
 
 making. Neatness 
 
 accuracy and speed 
 
 Letters 
 Ordinary samp- 
 les of mater- 
 ials, prices and 
 width 
 
 Complaints that 
 goods have not 
 been received 
 Applications for 
 positions 
 
 3. Child's gingham Planning andcutting 
 
 dress. Scolloping with as little waste 
 
 machine introduc- as possible. Tex- 
 
 ed and practiced tiles materials - cost 
 
 Mathematics 
 Industrial in- 
 vestments - trade 
 problems - trade 
 incomes; buying 
 and selling; pro- 
 fits and loss 
 Billing goods to 
 the trade, and 
 sweat shopwork 
 
 History 
 
 4. Child's flannel Difference in con- Textiles and in- 
 
 nightgown with struction of special ventions 
 
 scolloped collar machines from plain Geography 
 
 Hemstitching ma- sewing ones Commerical and 
 
 chine introduced industrial 
 and practiced 
 
54 
 
 Shop problems 
 
 Weeks 
 5. Child's Hiinnel pet- 
 ticoat 
 
 Scolloped ruffle 
 Embroidery intro- 
 duced and practiced 
 
 Shop talks 
 
 Gussets -ruffles - col- 
 lars, bands, l)indings, 
 facings with use of 
 machine attach- 
 ments 
 
 Related work 
 Brawinij 
 Desi<?ns made 
 to use on special 
 machines 
 Sketches of gar- 
 ments finished 
 
 6. Child's drawers of General review of 
 muslin garments made and 
 Ruffles hemstitched principles involved 
 and tucked All machines 
 Straw machine 
 
 taught 
 
 7. Fancy apron of 
 
 lawn using one of ,, 
 
 three special or 
 baby dress of 
 cambric 
 
 8. Girl's princess slip 
 
 using special ma- " 
 
 chines 
 
 9. Middy blouse " 
 10. Finishing all jobs " 
 
 Hats for straw 
 machine 
 
 TENTATIVE COURSE IN DRESSMAKING 
 
 Shop problem H 
 Weeks 
 1. Bag 
 
 2. Apron by 
 square or 
 buttonhole 
 
 3. Fl 
 
 Flannel or 
 petticoat 
 
 hand 
 round 
 model 
 
 muslin 
 
 Shop talks 
 
 Correct position 
 when sewing 
 
 Intelligent use of 
 tools 
 
 Habits of accuracy 
 and neatness in 
 work 
 
 Related work 
 English 
 
 Composition, 
 spelling, letter 
 writing, busi- 
 ness forms, tex- 
 tiles 
 
 Mathematics 
 Percentage dis- 
 count, profit 
 and loss 
 
55 
 
 Shop problems Shop talks 
 
 Week 
 4. Bloomer's circular Textiles 
 or plaited 
 
 5. Infant's dress 
 
 Care of machine 
 
 6. Nightgown, muslin Cutting by pattern 
 in detail 
 
 7. Drawers or corset- Economy in buying 
 cover. good material 
 
 8. Skirt, 3 piece Fitting- 
 gored 
 
 9. Middy blouse 
 
 10. 
 
 Kequisitions 
 
 Review 
 
 Related work 
 
 Applied prob- 
 lems 
 
 Methods of 
 sending money 
 Common frac- 
 tions 
 
 History 
 
 Geography 
 Weaving, tex- 
 tiles. Period of 
 fashion 
 
 Civics, home of 
 raw materials 
 
 Commerce and 
 Industries, 
 New York 
 
 Drawing 
 
 Designs, con- 
 ventional and 
 geometric 
 
 Figure study 
 
 TENTATIVE COURSE IN NOVELTY WORK 
 
 Shop problems 
 Week 
 1. Stitches 
 
 Round pin ball 
 Needle case 
 
 2. Sewing bag 
 
 Shop talks 
 
 Stitches used in nov- 
 elty sewing. 
 Accuracy in work 
 
 Care in handling 
 and cutting mater- 
 ials 
 
 Care of machines, 
 use and construc- 
 tion 
 
 Cutting cardboard 
 Use of paste 
 Care of tools 
 
 Related Work 
 Composition 
 Headings: Ma- 
 chines; materials 
 Description of 
 articles made in 
 class 
 
 Spelling words 
 used in classroom 
 
 Arithmetic 
 
 Problems, of cut- 
 ting 
 
 Baying and sell- 
 ing 
 
 Profit and loss 
 Cost of articles 
 
56 
 
 
 Shop problem.^ 
 
 Shop talh.^ 
 
 Related work 
 
 Weeks 
 
 
 
 3. 
 
 Opera bag 
 
 Different materials 
 and trimmings used 
 in the trade 
 
 Hidory 
 Geofiraphjj 
 
 4. 
 
 Collar bag 
 
 Talk on bags 
 
 History of ma- 
 
 
 Bag with founda- 
 
 
 chines and ma- 
 
 
 tion box 
 
 
 terials 
 Women's work 
 
 5. 
 
 Sewing box with 
 bag top 
 
 
 Drawing 
 
 6. 
 
 Pin cushions 
 
 
 Designs to use 
 
 
 Lamp shades 
 
 
 on bags and in 
 cutting boxes 
 
 7 
 
 Sample books 
 
 Styles of samples 
 
 
 to 
 
 Mounting of sam- 
 
 Material used 
 
 
 10. 
 
 ples 
 
 Different styles of 
 
 
 
 Making of boxes 
 
 boxes 
 
 
 
 Bookbinding 
 
 
 
 TENTATIVE COURSE IN SIGN PAINTING AND LETTERING 
 
 Weeks {Shop work) 
 
 1 (A) Study of brush 
 to (B) Examination and study of card board 
 9. (C) Use of brush 
 (D) Initiating strokes 
 {Fj) The single stroke 
 
 (F) Mixing colors 
 
 (G) Use of important colors 
 (H) Two-color work applied 
 
 {Shop talh^) 
 
 (A) Value (jf sign painting and lettering 
 
 (B) How to handle the brush 
 
 (C) Kinds of brushes 
 
 (D) Meaning of "Single Stroke'' 
 
 (E) Meaning of "Ply" used with reference to paper and 
 
 cardboard 
 (F). Color and its consistency 
 (G) Two-color work 
 (H) Use of important contrasts 
 (I) Complementary colors 
 (J) "The artistic eye" 
 (K) Matching colors 
 
■ 57 
 
 {Related ivorh) 
 
 (A) Composition and spelling 
 
 (B) Technical words and terms used in sign-painting and 
 
 lettering 
 ** Geography: Source of chemicals used on sign painting 
 
 and Science Primarj^ colors : color combinations 
 ** Arithmetic: Use of rule, approximations 
 
 Problems involving: cost of stock and 
 tools, areas, perimeters, etc. 
 
 TENTATIVE COURSE OF STUDY IN TRADE DRAWING 
 
 A. Practice in the use of the T-square and triangle 
 
 B. A series of exercises covering the following: 
 
 1 - "Straight line" objects, the lines of which are at right 
 
 angles 
 
 2 - "Straight line"" objects of which some of the lines are 
 
 at 30 degrees, 60 degrees, and 45 degrees 
 
 3 - "Straight line" objects introducing the use of "dotted" 
 
 lines 
 
 4 - "Straight line" objects of which no lines are parallel 
 
 to each other 
 
 5 - Review of "straight line" objects by giving the pupil 
 
 a blue print of a perspective drawing of a • simple 
 object (such as a table, etc.) and requiring a work- 
 ing drawing thereof 
 C Practice in drawing circles 
 
 D. A series of exercises covering the following: 
 
 1 - Simple circular objects 
 
 2 - Objects contai'ning circles tangent to straight lines 
 
 3 - Objects containing circles tangent to circles 
 
 4 - Objects bringing out the use of "cross-sectioning" 
 
 5 - V and square threads 
 
 E. Working drawing from freehand sketches made by the pu- 
 
 pils in the machine and other shops 
 
 F. Inking penciled drawing, tracing and reading of blue prints 
 
 G. Making assembled and detail drawing from blue prints of 
 
 machine parts 
 H. Spur and bevel gear 
 I. Worm and wheel 
 
 NOTE — Drawings to illustrate the steps suggested may be sketched on the type- 
 written sheets, or, if preferred, blue-prints may be furnished for same 
 
 Shop talks 
 1. Aside from the talks which are directly related to the 
 draughting work of an exercise, there will be a 10 or 15 
 minutes talk everyday (if advisable) on the use of the ob- 
 ject and its relation to other parts, - the method, or meth- 
 ods used in the manufacture of the object, etc. 
 
58 
 
 2. General talks on such allied subjects as: 
 
 Hard and soft wood and their relation to the trades 
 
 3. Copper, steel, brass, iron, aluminum, and other metals and 
 
 alloys used in the building of machines 
 
 4. Patternmaker, moulding and foundry work 
 
 5. Machine shop practice as it is related to the draughting 
 
 room, etc. 
 
 (fJ) Administrative Plans dealing with the pr evocation al schools as 
 an efficient working organization 
 
 In order to insure a certain uniformity of aim and practice in 
 the diiferent schools of the group, numerous conferences have 
 been held with reference to different phases of the work. 
 
 Without discussing these matters in detail, I will simply give 
 a brief resume of my second conference with the shop instructors 
 held December 2, 1914, m the auditorium of Public School, No. 
 62, and also some of the interesting forms that have been devised 
 to enable us to keep an accurate record of the work done. 
 
 Resume of Conference: 
 
 I. Point of view with reference to shop teachers' attitude 
 towards work. 
 
 a — It is expected that you will display the same intelligence 
 and effort in making yourself efficient trade teachers as you 
 displayed in making yourselves efficient journeymen in your 
 particular trade. 
 
 b — As substitute shop teachers, your tenure of service is not 
 permanent. You are really on probation for one year. 
 Therefore, during this trial year, you should do your utmost 
 to perfect yourself in your work, so as to insure a regular 
 license and a permanent position. In this preparation, the 
 principals will give you as much help as they possibly can, 
 but success on your part implies diligent effort, careful think- 
 ing, and continuous, intelligent co-operation with each other, 
 and with the regular teachers of the school, 
 c — From time to time, you will receive criticism of your teach- 
 ing ijractice, and such criticisms should be considered in the 
 light of constructive suggestions that will enable you to im- 
 prove your work. Give all such criticisms careful thought, 
 and feel free to consult with your principal with reference 
 to any phase of the work criticised, or with reference to any 
 phase of the work that presents difficult problems to you. 
 d — Your work will be judged in terms of the following points: 
 1. Intelligent effort. This implies careful planning of your 
 work by weeks and by days, thoughtful consideration of the re- 
 sults of each day's teaching and systematic management of 
 classes. 
 
59 
 
 2. Effective control of class. While discipline or control 
 is relative to the work in hand, and therefore the discipline of 
 the shop differs from that of the average classroom, it should 
 be evident that in order to msure efficient work, the loose con- 
 trol of the commercial shop must be replaced by a more definite 
 system which has for its aim the control of 12 to 20 immature, 
 unskilled workers, lacking in the power of self direction that 
 may reasonably be expected of adult workers. Poor control by 
 the shop instructor will be evidenced by numerous accidents, 
 theft of stock or tools, waste material, unsupervised shop while 
 pupils are in them, unnecessary talk and movement by pupils, dis- 
 orderly or delayed entrances or dismissals, and, in general, a 
 lack of system or shop routine that is necessary in order to in- 
 sure interesting, economical work on part of pupils. 
 
 3. Co-operation with shop teachers in one's own school, 
 and in other schools, and with the teachers of the academic sub- 
 jects in the prevocational group. The aim of such co-operation 
 is to insure a certain uniformity in aim and procedure that is 
 not inconsistent with a variety of work such as may be demand- 
 ed by local conditions or .prompted by the peculiar talent of 
 either the instructor or the pupil. 
 
 II. Development of the Course of Study 
 
 a — It may be advisable to suggest that our aim is neither man- 
 ual training, as the term is ordinarily understood, nor main- 
 tenance work to reduce the cost of supplies or to help in the 
 upkeep of the schools. We should aim not only at gradua- 
 tion of work that will insure gradual advance in technical 
 skill, but also at methods of work and at a final product that 
 will make the pupil feel that his work is such that it would 
 have real value in the open market and has been produced 
 under trade methods of production. 
 
 b — Span of the work. 
 
 For the present, plan enough work to carry the pupil 
 through the remainder of the present term, which ends the 
 last week in January. It has already been suggested that 
 pupils who have selected a course, and who do satisfactory 
 work in that course, will be allowed to continue therein as 
 long as they find it profitable. Ultimately they may pass 
 from the pre-vocational to the vocational school in which 
 latter place they can secure a more complete knowledge of a 
 particular trade. At the end of a reasonable time, to be de- 
 termined by the principal and the instructor, the pupil who 
 fails to show fitness for the shop subjects selected, may be 
 transferred to another shop in order that he may discover 
 just what ability he has. However, although such shifting 
 from one shop to another will occur, your plan of work 
 need not now take such matters into consideration. 
 
60 . 
 
 c- Plan your course of study with reference to present equip- 
 ment. Phases of your specialty for which you have no 
 e(iuipment cannot be taught. At later conferences, you 
 may submit plans for additional equipment and for addition- 
 al supplies. 
 III. Academic Course of Study for the Prevocational School. 
 The content of the different academic subjects - arith- 
 metic, English, science, etc., - should be the direct outgrowth of 
 the shop work. In other words the academic teacher of English 
 should teach the type of English work needed in the various trades; 
 the teacher of mathematics should teach the mathematics involved 
 in the different trades, etc. Therefore, it should be obvious that 
 the shop instructer has a very important part to play in the 
 development of the course of study. While it is true that 
 the academic teacher will have opportunities to visit the shops, 
 he can hardly be expected to know just what phase of mathemat- 
 ics, English, science, etc., is demanded in the work of these 
 shops. The shop teacher must discover just what phases of these 
 subjects are needed in his work. He must report weekly to the 
 academic teachers, just what arithmetic, spelling, etc., came up 
 in connection with the work covered during the week in order 
 that the teacher of academic subjects may handle the same topics 
 in more thorough and more intensive ways. 
 
 The shop teacher shall devote approximately one of the three 
 hours that each shop group receives daily to so-called shop talks. 
 During this time, the teacher should explain the theory underly- 
 ing the work to be undertaken, illustrate by actual doing, etc., 
 phases of the work to be done, and also develop on blackboard, or 
 otherwise, the arithmetic, the science, the spelling, etc., which 
 he, as a worker in the trade, knows to be necessary for intelli- 
 gent work. On the basis of such work done during the shop 
 talk period, together with an inspection of the character of the 
 work done during the remainder of the daily assignment, the 
 shop instructor ought to be able to report back to the academic 
 teacher that a phase of English work, or a topic in science or 
 geography, or a type of calculation in arithmetic ought to be 
 the work of the shop group in the academic room. When the 
 work is well under way, some of the shop talk periods may be 
 reserved for visits to parts of the school plant, to outside shops, 
 or to witnessing moving picture films illustrative of the differ- 
 ent industries. 
 
 Further detailed instructions with reference to such co-opera- 
 tion between the shop men and academic instructors will be 
 issued by the principals. 
 Forms adopted 
 
 The several forms given below were adopted after careful 
 discussion, and are in use in all the schools of the group: 
 
61 
 
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65 
 
 MZZmer^— Equipment : 7 tables, 20 chairs 
 Tools used in Shop 
 
 Scissors, milliner's plyers, electric iron, thimbles, feather curling Icnife 
 Various kinds of stock used 
 
 Brace wire, tie wire, ribbon wire, lawn, flannel (Canton), buckram -black and 
 white - silkoline, tarlatan, measures - tape; needles, threads- Kerr's, straw 
 braids, velvet, ribbon, flowers, feathers 
 
m • 
 
 Power Machine Shop 
 Equipment: 
 
 The equipment consists of 
 
 10 Plain sewin": machines (No. 95-1) 
 
 2 Straw hat machines (No. 25-55) 
 
 1 Embroidery machine (No. 17-W-12) 
 
 1 Hemstitching machine (No. 72-W-19) 
 
 1 Scalloping machine (No. 115-W-1(X)) 
 
 2 1 H. P. Motors 
 
 Necessary chairs, tables, and boards, auxiliary to ma- 
 chine equipment 
 Tools used in shop: 
 
 a. Tools in general 
 
 Screw drivers, oil cans, scissors, shears, sewing ma- 
 chine needles, sewing needles, thimbles, pins, and tape 
 measures 
 
 b. Special tools or attachments 
 
 Hemmers, gatherers, and tuckers in connection with 
 plain sewing machines 
 Interchangeable feet in connection with straw hat machines 
 Interchangeable plungers in connection with hemstitching 
 
 machines 
 Adjustable cam in connection with scalloping machnie 
 Hooi) in connection with embroidery machine 
 Wrenches i>eculiar to each special machine 
 Electric iron complete 
 Various kinds of stock used: 
 Cotton 
 12000 yd. spools of No. 60 and No. 70 in white, blue, and 
 
 red, for plain sewing machines - 6 ply 
 12000 yd. spools of No. 70 white, glazed, - 3 ply for straw 
 
 hat machine 
 12000 yd. cones of No. 120 white for hemstitching machine 
 12000 yd. cones of filling cord for scalloping machine 
 ^ lb. cones of mercerized for scalloi)ing covering 
 thread, and also emlji-oidery nrachine 
 Materials: 
 
 Ginqham, striped, checked, and plain coloi's 
 
 Flannel, strii)cd blue and sti-ii)ed pink, and plain white 
 
 (half wool and cotton) 
 Mudin, unljleached and white 
 Londsdale, Cambric 
 Lawn, 40 in. Apron lawn 
 Union Linen, a cotton imitation of real linen 
 
 Tape, buttons and general tools mentioned before— (tape 
 measures, pins, scissors, etc.) 
 Course Canton straw for hats 
 
67 
 
68 
 
 DressmaMng Shop 
 Equipment: 
 
 Tlie equipment of the dressmaking shop is as follows: 
 7 Singer sewing machines and attachments 
 6 3 ft. X 8 ft. deal tables 
 22 plain straight back chairs 
 
 Tools used in shop: 
 1 electric iron 
 24 5 in. point scissors 
 400 No. 6, No. 7, No. 8 needles 
 1/^ gross thimbles 
 4 doz. tape measures 
 1 doz. 8 in. point shears 
 14 doz. buttonhole scissors 
 
 Various kinds of stock used: 
 20 yds. gingham, plain blue 
 " " '' " green 
 
 ", " " " pink 
 
 " " " blue and white stripe 
 " " " pink and white stripe 
 45 " apron lawn 
 50 yds. flannel, blue and white strii)e 
 ■* '"' "' i)lain white 
 linen, Union, white 
 " '" long cloth, white 
 " "" muslin, unbleached 
 " " cambric 
 '^ " silesia 
 " " percaline 
 20 gross hooks and eyes 
 6 doz. buttons (pearl) 
 2 boxes ea. cotton Nos. 40, 50, GO, 70, 80 and 1)0 
 2 boxes ea. colored cottons - cardinal, l)lu(' and green, N()>. 40, 
 50, and 60 
 
6^ 
 
TO 
 
 / 
 
 Novelty Work Shop 
 Equipment: 
 
 8 Tables, 24 chairs, Teacher's desk, sample cutter, paper and 
 cardboard cutter, paste dishes, waste basket, 2 glue pots, 
 6 oval blocks, and 13 paste boards 
 Tools used in shop: 
 
 Shears, scissors, rulers, pencils, paste brushes, g'lue brushes, 
 and punch 
 
 Various kinds of stock used: 
 
 Cardboard (straw, pulp, mounting') 
 
 Paste (library) 
 
 (pai^er) 
 
 Flannel - spool silk 
 
 Glue, mucilage. Palmetto, moreen 
 
 Cretonne - mull, China silk, muslin 
 
 Unbleached muslin, caml^ric, sewing cotton, needles, pins, 
 thimbles, wadding, ribbon, floss, laces, Holland muslin, 
 glazed, Manila and Kiel paper, and Pebblegrain 
 
 Home-making Class 
 E^iuipment: 
 
 At present there is no equipment for home-making. For 
 that reason the course is severely handicapped. The eciuipment 
 will consist of a four-room apartment - kitchen, living room, bed- 
 room, and bathroom - furnished with inexpensive but durable 
 furniture, and with dishes, linen, etc., for a family of six. 
 
 {See plate - page 72) 
 
n 
 
72 
 
73 
 
 TENTATIVE COURSE IN HOMEMAKING 
 
 The Course of Study in Homemaking includes cooking, laun- 
 dry work, home nursing, home decoration, care and feeding of 
 children, marketing, planning of meals, household sanitation, 
 personal hygiene, all kinds of cleaning and the study of food 
 values. It is so planned that where the proper equipment is 
 installed, the classes will learn each activity by actually doing 
 the work. The theory will be taught incidently as the need of 
 it is felt by the class. Ample provision has been made in the 
 course for drill and review, so that at the end of the course, 
 each girl should be proficient in each branch of homemaking. 
 
 Correlation: 
 
 Homemaking has many points of contact with the academic 
 subjects, but is allied particularly with science, English and 
 mathematics. 
 
 Science — Study of bacteria, yeasts and molds 
 Heat - conduction, connection 
 
 Effect of heat on solids, liquids, and gases 
 Chemistry of baking powder 
 Chemistry of laundry work 
 
 Removal of stains 
 
 Soap making 
 
 Bleaching 
 (Above are a few of the possible correlations) 
 
 English — Spelling words 
 
 Common grammatical errors 
 Composition 
 
 Mathematics — Cost of meals calculated 
 Cost of recipes calculated 
 Dietary calculations 
 
 History and geography — Production and preparation for market 
 of various foods, such as flour, sugar, coffee, tea, co- 
 coa, etc. 
 
 Co-operation: 
 
 The power machine shop and novelty work shop have done 
 things for the homemakers, but the homemakers so far have 
 been unable to reciprocate; example - Novelty workers have made 
 covers for the homemaking noteljooks. The Homemakers bast- 
 ed hems in curtains. These were hemstitched in the power ma- 
 chine room, and are to be stencilled in the drawing classes. 
 
 The opportunity for co-operation between the kitchen and 
 homemakers is continuous. 
 
74 
 
 Maintenance: 
 
 Brass faucets in halls of school arc polished by the Home- 
 makers, and various articles owned h.^• the teachers are kept 
 briirhtl.v polished by the classes. The science teacher sends a 
 j>()()d deal of apparatus which the yirls clean and polish durinjt*' 
 their lessons in cleanin;^? of metals. 
 
 Homcmakers have assisted the girls in the Cookinj^ classes in 
 washing and ironing aprons and envelopes from the Power Ma- 
 chine and Dressmaking shops. 
 
 Value of the work: 
 Practical — Not a thing is learned that cannot immediately be 
 
 applied in the every day home and school life of the 
 
 child. 
 TliorounJi — There is time for rcpitition and drill -which were 
 
 lacking under the former regime. 
 Motivates itself — There is no problem of maintaining interest, 
 
 as all the teacher has to do is to utilize the interest 
 
 already there. 
 Girls are taught to think — No girl can dej)end upon someone else 
 
 to do her thinking, she has to think for herself, and 
 
 she enjoys the sensation of constructive thinking. 
 Gives (/ill who is slow mentally an opportunity to excel — Many 
 
 girls who are backward in academic subjects do the 
 
 best manual work, and it gives them self-confidence 
 
 which before they lacked. 
 
 HEALTH WORK 
 
 The longer school day and the increased pupil activity have 
 increased tlu; need for all measures for upbuilding the health 
 and physical stamma of the pui)il, including physical training, 
 hygiene and medical inspection. 
 
 One hour a day is allowed for physical training and the teach- 
 ing of hygiene, and for this special teachers have been assigned. 
 
 The correction of posture with formal gymnastics has a prom- 
 inent place in this work, and ami)le opportunity is j^iven for 
 daily recreative exercise. This includes athletics, team games,- 
 and folk dances. 
 
 A record is kept of each pupiPs achievements in most of these 
 activities, with the idea of interesting him in his own develop- 
 ment, and of reaching a desirable standard. 
 
 The instruction on hygiene is particularly adapted to the pres- 
 ent and future needs of these vocational workers, a special 
 CO urse on hygiene for the worker being given them. 
 
75 
 
 For the formation of habits of personal cleanliness, a daily 
 morning inspection of each pupil is made. Besides detecting- 
 and correcting cases of uncleanliness, this inspection serves to 
 discover and isolate early cases of acute, contagious diseases. 
 It also stimulates co-operation between the home and the school, 
 and tends to improve sanitary conditions in the community. 
 
 Effort is made not to allow the "Morning Inspection" to be- 
 come a mechanical routine, but by energetic, stimulating com- 
 ment to the individual pupil, by appeal to class pride, and by 
 various class and inter-class competitive measures, it is made an 
 active means of impressing the class with the importance of 
 cleanliness and its relation to good health and success in life. 
 
 Simple tests are made to discover defects of vision, hearing, 
 nasal breathing, teeth, and nutrition. Methods are employed 
 not only to find those children who have physical defects, but to 
 induce their parents to put them promptly under treatment, and 
 so affect a cure when a cure is possible. 
 
 It is expected that these health activities in the prevocational 
 schools will be productive of much good. 
 
76 
 
 4^ 2 
 
77 
 
 arid 'Tk^c 
 
 terngkins S^, \Aki^'i - Christe 
 
 CHART SHOWING RELATIONSHIP OF SOCIAL AGENCIES TO THE SCHOOL, AND THE 
 MOVEMENT OF THE PUPILS FROM THE SCHOOL TO SUCH AGENCIES 
 
7S 
 
 In conclusion, I beg to report that the reorganization of the 
 five experimental schools have been completed. 
 
 The characteristic features of this reorganization are: 
 
 Introduction of the two-unit school 
 
 Extension of play activities 
 
 Lengthening of school day 
 
 Co-operation of public libraries, park, and neighborhood 
 activities 
 
 Wide use of auditorium 
 Equipment of shops 
 
 Introduction of prevocational training for pupils of the 
 seventh and eighth-year grades 
 8. Shop visitation by pui)ils of lower grades 
 
 The following table shows the number of pupils taking pre-vo- 
 cational training in the experimental schools: 
 
 
 Manhattan Brooklyn 
 
 Queens 
 
 Man. 
 
 Bkhjn. 
 
 Total 
 
 
 P.S. 
 
 P.S. 
 
 P.S. 
 
 P.S. 
 
 P.S. 
 
 P.S. 
 
 P.S. 
 
 
 Subject 
 
 64 
 
 95 
 
 65 
 
 158 
 
 85 
 
 62 
 
 162 
 
 
 Machine shop 
 
 29 
 
 30 
 
 28 
 
 29 
 
 19 
 
 16 
 
 _ 
 
 151 
 
 Sheet metal 
 
 30 
 
 34 
 
 35 
 
 - 
 
 29 
 
 24 
 
 - 
 
 152 
 
 Electric wiring 
 
 
 
 
 
 
 
 
 
 and installation 
 
 78 
 
 74 
 
 77 
 
 74 
 
 24 
 
 19 
 
 - 
 
 346 
 
 Plumbing- 
 
 32 
 
 32 
 
 38 
 
 30 
 
 20 
 
 - 
 
 - 
 
 152 
 
 Printing 
 
 39 
 
 34 
 
 40 
 
 27 
 
 22 
 
 - 
 
 - 
 
 162 
 
 Sign painting 
 
 30 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 30 
 
 Trade drawing 
 
 36 
 
 73 
 
 20 
 
 30 
 
 23 
 
 - 
 
 - 
 
 182 
 
 Woodworking- 
 
 33 
 
 34 
 
 38 
 
 13 
 
 23 
 
 18 
 
 - 
 
 159 
 
 Garment design 
 
 39 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 - 
 
 39 
 
 Bookbinding 
 
 - 
 
 - 
 
 36 
 
 - 
 
 - 
 
 - 
 
 - 
 
 36 
 
 Millinery 
 
 - 
 
 - 
 
 41 
 
 28 
 
 26 
 
 25 
 
 31 
 
 151 
 
 Dressmaking 
 
 - 
 
 - 
 
 39 
 
 28 
 
 28 
 
 15 
 
 37 
 
 147 
 
 Power machine 
 
 - 
 
 - 
 
 36 
 
 21 
 
 23 
 
 14 
 
 34 
 
 128 
 
 Novelty work 
 
 - 
 
 - 
 
 41 
 
 27 
 
 21 
 
 20 
 
 34 
 
 143 
 
 Homemiiking 
 
 346 
 
 311 
 
 469 
 
 28 
 335 
 
 28 
 286 
 
 151 
 
 35 
 171 
 
 91 
 
 
 2069 
 
 Respectfully submitted, 
 
 W. L. Ettinger, 
 
 Associate City Superintendent 
 
79 
 
80 
 
PARCNTAU SCHOOL PRESS